Curriculum development is important for success in education, with regard to the identification of needs for both educators and students. In an attempt to resolve the perceived deficiencies in the new framework, the need to redevelop the program is unwavering. Through professional growth, educators are equipped with essential skills and expertise that play a key role in ensuring adequate education for learners. Training of teachers is an existent gap in the current curriculum, which heightens the need to alter the curriculum, with a focus on improving quality of education through further educating and training educators. Through this approach, learners are bound to receive better quality education, as educators are better equipped, meeting current challenges and needs for improved education. Content accuracy is critical for a successful and effective curriculum, in regards to finding a balance between effective training, and efficient teaching (Diamond, 1998). Understanding the changing environment is a crucial part of the overall process of curriculum development, creating an environment that upholds and appreciates current life trends and ways of life.
For a successful curriculum application, training of educators is the most crucial element, as it determines the effectiveness and the efficiency of the overall process. The most critical element of the curriculum is training the educators, as it ensures that learners receive the most appropriate and adequate education (Ten Cate et al., 2015). Through training, a curriculum incorporates current trends and changes within the learning environment, harboring environmental changes, which critically determine the effectiveness of adopted processes. Training forms the groundwork for a curriculum, and the existent gaps in the current system have sparked the need to create a more inclusive and effective approach, aiming to better education for all. Changes in the learning environment and development of children has created a gap in the current education curriculum, stemming a need to revamp it, in a bid to ensure efficiency and effectiveness in the overall process. Through training, the curriculum is in a position to equip educators with vital skills, which are crucial for betterment of education for learners, making them better equipped to modern day challenges, as well as promoting efficacy in the overall process of education (Parkay, Anctil, and Hass, 2014). Learning outcomes also top the list in regards to the most crucial elements of a curriculum, owing to the creation of targets for the entire process. Through the stipulations of learning outcomes, both educators and learners recognize their expectations and outcomes of the process, creating manageable and achievable targets for all involved parties. Therefore, training and learning outcomes are the most critical elements of curriculum development, owing to their focus on efficacy and effectiveness, in regards to output and achievement of the overall process.
Sensitivity to human needs in curriculum development is a crucial part of the process, as it ensures that all stakeholders are on board, and part of the new system being constructed. Change is a painful process, precisely when it fails to incorporate the needs of the associated stakeholders and participants. For this reason, developing a curriculum design that is appreciated and feels as part of the larger involved society creates a conducive environment, promoting efficiency in education. Considering the grievances of the involved parties helps incorporate the educators and learners into the new design, garnering higher levels of productivity. Reinvention of the entire design inhibits maximum success of the developmental process, limiting success of the curriculum. It is crucial for the design to harbor previously upheld designs and materials, which work towards further promoting successful curriculum development (Diamond, 1998). These two characteristics effectively promote K-12 curriculum, bettering educators’ capability, as well as learner’s capacity to better comprehend teachings, promoting overall education.
Diamond, R. M. (1998). Designing and Assessing Courses and Curricula: A Practical Guide. The Jossey-Bass Higher and Adult Education Series. Jossey-Bass, Inc., Publishers, 350 Sansome St., San Francisco, CA 94104-1310; toll-free.
Parkay, F. W., Anctil, E. J., & Hass, G. (2014). Curriculum leadership: Readings for developing quality educational programs. Prentice Hall.
Ten Cate, O., Chen, H. C., Hoff, R. G., Peters, H., Bok, H., & van der Schaaf, M. (2015). Curriculum development for the workplace using entrustable professional activities (EPAs): AMEE guide no. 99. Medical teacher, 37(11), 983-1002.