Introduction
Curriculum and curriculum development has very serious political implications. This is because many stakeholders are involved and affected. Balancing the political interests of the stakeholders is of great concern if the curriculum is to meet its objectives (Carl 121). This paper will delve into the issues of curriculum and curriculum development in the context of societal needs and political implications.
Discussion
Many stakeholders are involved in the development of curriculums. Many more want to have their stake curriculum and curriculum development. However, not everyone can be involved in curriculum development. The following stakeholders should be control, dictate and have an input in the development of the curriculum. Representatives from the business and the community have role to play in curriculum development. They link the curriculum to local issues and concerns and the community at large. There should also be student representatives to link the process to the students and also check for engagement and relevance (Bradley 25).
Parent representatives have the same role as business and community representatives. Guidance counselors are also important because they link the process to career development and the students. Teachers are very important in the process because they verify the content; provide the expertise required for assessment, and verification of learning progression (Casey & Rachel 79). Finally, the district leadership helps manage the process and provide resources that are required to support the process. The curriculum features content in different subjects. They require different levels of expertise. The stakeholders mentioned above provide the expertise that is required (Ross 50).
The teachers offer content specific expertise. The different levels of status can be handled by the stakeholders as they have different levels of qualifications and expertise. A curriculum should respond to the needs of the community. The progressive notion personifies the purposes of a curriculum. It should change constantly to provide solutions to the needs of the community. It should offer the right career development options for the students so that they are productive after school according to the needs of the society (Morris & Bob 89).
Conclusion
The curriculum is a guiding concept to the resolution of the needs in a society. A curriculum should be sensitive enough to the problems and the needs of the society. Through the input of the stakeholders, who hold key positions in the society, the curriculum gains sensitivity.
Works cited
Bradley, Leo H. Curriculum Leadership: Beyond Boilerplate Standards. Lanham, Md: ScarecrowEducation, 2004. Print.
Carl, Arend E. Teacher Empowerment Through Curriculum Development: Theory into Practice. Cape Town: Juta, 2009. Print.
Casey, Jennifer N, and Rachel E. Upton. Educational Curricula: Development and Evaluation. New York: Nova Science Publishers, 2008. Print.
Morris, Paul, and Bob Adamson. Curriculum, Schooling and Society in Hong Kong. Hong Kong: Hong Kong University Press, 2010. Print.
Ross, E W. The Social Studies Curriculum: Purposes, Problems, and Possibilities. Albany: State University of New York Press, 2006. Internet resource.
