Be Flexible While Designing Curriculum
The classical definition of curriculum has undergone a tremendous change as it is now fuller and more effective in addressing future realities. It is now tailored to meet the present and the future demands of time.
The curriculum related to primary, secondary and senior secondary levels of education primarily linked to the set of courses of study has undergone a change in terms of both its content and quality. Its content in parts is a summative content of the past, the immediate past and the 21st century. It is now no more limited to the syllabus or the subjects taught, but is also interfaced with skill generative activities – co-curricular and extra-curricular. Therefore, the classical definition of curriculum has also undergone a change as it is now fuller and more effective in addressing future realities. It is tailored in such a way so as to meet the present and the future demands of time. The 21st century is a century dominated by high technology thrust and progressive economic mindset. We have entered a threshold that is seemingly much faster paced than before.
The present day curriculum is contemporaneous to us and the students enrolled at primary, secondary and senior secondary levels are no doubt a summative landscape of past needs, aspirations, functional systems, syllabus and also the vast seemingly unending gamut of co-curricular and extracurricular activities. It occupies a wide spectrum of simplified content that has been customized and operationalized to meet present needs and visualized needs of the future. It is true that conjectural requirement of education at primary, secondary and senior secondary levels have to be visualized now so that required adjustments and changes can be timed and done as per plan.
Pertaining to niceties of detail of the present content and conjectured futuristic content, certain structural changes are in the offing. Extensive studies and reviews vis-à-vis the viability of futuristic content of curriculum has necessitated setting up of a centralized committee of experts from fields of education, economy and ever changing technology. It has been envisaged that the course profile has to be restructured in such a way that factual and conceptual ideas help in sharpening the cognitive and analytical skills of students so that they are armed with adequate knowledge and are in a position to enhance their practical skills and use them effectively in problem solving. It has been established beyond any doubt, a focused and analytical mind is ideally suited for solving difficult problems.
Let it be flexible…
In light of the observations made, it deems necessary to link educational technology to aid teaching and bring about changes so that imparting of education and content delivery becomes interesting and greatly helps understanding. It is clear that we cannot talk about fixed curriculum content, but remain open to timely changes as per need. This has been the narrative from the time imparting of education became formalized. That is why it is said that only impermanence is a permanent feature of nature and that is why certain new processes get evolved to better the quality of education and of life on the face of Earth.
Sanjeeva Kumar Sinha is the Principal of The Indian Public School, Dehradun, a purely residential school affiliated with CBSE and Cambridge Board for the past five years. He has authored Mathematics textbooks for different classes and also taught for 22 years. He was invited to Raise Conference, Shanghai, China as a keynote speaker on Educational technology in 2019. He has a long standing teaching and administrative experience of 23 years.