Introduction
Curriculum design creates a systematic educational program that determines what knowledge, skills, and values will be taught and how students’ progress will be measured. Curriculum design develops instructional materials and activities that necessitate smooth learning and effective transitions from one grade to the next. The curriculum design ensures enough resources and an effective support system for successful implementation. Since the main goal in creating an effective curriculum design is to improve student learning, it is important that the design entails views from students and what they believe will work best for them. This, however, does not make them the primary stakeholders in creating the design. For a curriculum design to be effective, other parties like the teachers, parents, government ministers, policy officials, community members, and employees must partake in its creation. This ensures that each party is considered and that the program is not biased.
Additionally, involving these stakeholders in the curriculum design process helps build buy-in and create strong support for the curriculum, leading to greater implementation success. This essay will critically examine the view that it is vital to incorporate stakeholders to ensure that the curriculum design is effective. It will also explore what the critics think about involving stakeholders in creating an effective and successful curriculum design.
As the world becomes more dynamic, adjustments in the education system must keep up with these changes. This means that the curriculum design needs to change and evolve to meet the needs of today’s students and tomorrow’s workforce. Alexander and Hjortsø (2019) emphasize the legitimacy of identifying stakeholders and the crucial role that stakeholders play in implementing an effective curriculum design.
Literature review
Involving educators in curriculum design development has been shown to produce more meaningful lessons that respond to local concerns. According to research conducted by Brown and Livstrom (2020), including educators in developing a science curriculum improved its conformity to regional benchmarks and responsiveness to students’ needs. Similarly, Priatna, LORENZİA, and Widodo, S. A. (2020) research found that incorporating teachers into the development of a mathematics curriculum improved the program’s efficacy and relevance to students.
Participation of students in the design process allows for the creation of a curriculum that is more sensitive to the community’s requirements and, therefore, more relevant to their needs. According to Beatty (2019), student engagement in creating a health education curriculum enhanced both the interest in the program and its efficacy. This includes student feedback in the process of developing a curriculum for technology education increased the program’s ability to cater to the requirements of a diverse population of students.
Participation of parents in the creation of lesson plans can also lead to the development of a program that is more beneficial to the community as a whole. According to the findings of research conducted by Daly-Smith, et al. (2020), when stakeholders partake in developing a curriculum design, it becomes more inviting and accommodating to children from all different backgrounds. This means that incorporating stakeholders like parents in developing a science curriculum increases the program’s success while also making it more relevant to both the students and their families. Involving stakeholders in the curriculum design process is also a good way to guarantee that the final product satisfies all applicable regulations and standards at the regional, state, and federal levels.
The literature review suggests that including community members in the curriculum design process can yield a program that better meets the community’s needs regarding relevance, effectiveness, inclusiveness, and responsiveness. It can check if the curriculum is up to par with federal, state, and regional standards.
Supporting arguments
A curriculum that is effective, inclusive, and responsive to the needs of the community is much more likely to be developed with the participation of stakeholders. Involving relevant parties in the curriculum development process is crucial for a number of reasons.
Firstly, according to Könings et al. (2021), engaging stakeholders in creating a curriculum design is important. This is because it ensures that the curriculum meets the needs and expectations of all stakeholders. Könings et al. (2021) emphasize that involving students in the creation of the curriculum design process ensures that their perspectives and experiences are taken into consideration. It makes the curriculum more engaging and relevant to their needs. This means that they can relate to the program with much ease. Similarly, by involving the parents and the community, the curriculum can work more effectively as it is responsive to the students, their parents/guardians, and the community (Könings et al., 2021).
Curriculum design is crucial in education as it creates content and determines education delivery to students. Since the government ministers are responsible for the overall educational policies, they must partake in the creation of the design. Reimers (2020) says that government ministers have a clear understanding of the goals and objectives of the education system and that they are capable of providing valuable inputs on how the curriculum should align with the desired goals. He further states that the ministers have access to a wealth of resources and experts. This makes it convenient as they can provide funds to ensure an up-to-date, high-quality curriculum. Since the government ministers are accountable to the public, they can create a public image open to scrutiny. This gives the public the ability to vote for or against the curriculum design that is present. This makes it more effective as the curriculum design can get an improvement on certain areas that appear to be redundant (Reimers, F. M. 2020)
Another important aspect of why it is vital to incorporate stakeholders in creating a curriculum design is because it fosters a commitment to and support for the curriculum. Stakeholders are more likely to comprehend and support the curriculum when involved in the design process, which can increase the likelihood that it will be implemented successfully. A sense of ownership and interest in the curriculum can arise from including stakeholders in the curriculum design process, which can increase commitment to its implementation and success. Gouëdard, Pont, Hyttinen, and Huang (2020) suggest that involving a diverse group of stakeholders in the curriculum design process guarantees that the curriculum is inclusive and equitable. The curriculum can fulfill the requirements of all students, regardless of their background or skills, by consulting the set of stakeholders. This can result in a more inclusive and fair curriculum, contributing to better student educational outcomes.
Finally, feedback from stakeholders can help make the curriculum more malleable and adaptable to different needs and situations (Könings et al., 2021). It is possible to make sure the curriculum is flexible enough to adapt to new technologies and job market trends with the help of stakeholder feedback. This can aid in making certain that the curriculum can adapt to the changing needs of students and better equip them for the future.
In conclusion, a curriculum that is relevant, effective, inclusive, and responsive to the needs of the community will be the product of extensive involvement by a wide range of stakeholders in the design process. Having parents, teachers, and other community members weigh in on curriculum development can ensure it is responsive to students’ needs, considers a wide range of perspectives, and can easily be adapted to accommodate new information or requirements. Involving stakeholders in the learning process has the added benefit of promoting a climate where people from different backgrounds feel comfortable working together to solve problems. This is why it is important to involve those affected by the curriculum in its creation.
Counter arguments
While there are many convincing arguments in favor of including stakeholders in curriculum design, some counterarguments suggest that it is unwise to involve all the stakeholders. The main counterargument is that including all the stakeholders’ delays, and confusion may result throughout the curriculum design process. Alan and Heywood (2019) suggest that when there are too many individuals in the process, it can be difficult to make choices and establish consensus, causing the process to slow down. Frustrations may strike some of the stakeholders. They further elaborate that this majorly happens due to the tension present, and it is hard to predict what everyone needs or desires.
Another counterargument is that getting stakeholders’ opinions can cause a watered-down curriculum design. Teitelbaum (2022) narrates that as there are diverse cultural traits and behaviors, everyone is bound to give suggestions that are suitable to them. This will create irrelevant debates and demonstrations to object to the set design. According to research, when many stakeholders partake in creating the curriculum design, it can be difficult to retain a clear vision for the curriculum, which can result in a less rigorous and less successful curriculum (Teitelbaum, 2022). The curriculum design can result in a lack of attention to academic standards. While it is critical to include stakeholders’ opinions and requirements, it is also critical to ensure that the curriculum is consistent with academic standards. When too many stakeholders are involved in the process, it might not be easy to focus on academic standards, resulting in a watered-down curriculum.
Another counterargument is that involving several stakeholders can be costly. While conducting several polls and meetings to generate the best curriculum design might be fun, this process can be time-consuming and expensive. According to Miller, Klassen, and Hardy (2021), creating a curriculum that involves taking polls is relatively time-consuming and expensive. They further explain that there are various reasons why incorporating stakeholders in the curriculum design process can be time-consuming and costly. These include requiring more staff time, finance, resources, specialist personnel, or outside consultants. Besides, gathering input and feedback from a diverse variety of stakeholders and ensuring that it is incorporated into the curriculum design process can be time-consuming. Careful planning and budgeting are required to guarantee that stakeholders are involved efficiently and cost-effectively (Miller, Klassen, and Hardy, 2021).
In addition, involving several stakeholders in curriculum design creation can be challenging in maintaining confidentiality and security. This is due to the fact that various stakeholders may have varying degrees of access to sensitive information, as well as the fact that there is a possibility that sensitive information may be shared with unauthorized individuals. In addition, there may be concerns regarding the protection of intellectual property rights, such as the ownership of curricular materials, which could be a cause for concern (Alan & Heywood, 2019). It is important to establish clear guidelines and protocols for sharing information, as well as to use secure communication and data storage methods, to reduce the likelihood of these risks occurring. It is also beneficial to have a person or team responsible for overseeing the confidentiality and security of shared information while designing the curriculum.
Despite these potential drawbacks, involving stakeholders in a curriculum’s design process can be both beneficial and effective. On the other hand, it is essential to consider the potential drawbacks and take measures to protect against them. This may include establishing clear guidelines for the participation of stakeholders, involving a diverse group of stakeholders, and providing stakeholders with appropriate training and support to ensure that their input is meaningful and beneficial. In addition, this may involve involving a diverse group of stakeholders.
Critics
A lack of coherence and consistency in the curriculum is one of the arguments made by opponents of the practice of involving stakeholders in the design of educational programs. Alexander and Hjortsø (2019) contend that the inclusion of an excessive number of stakeholders, each of whom has a unique point of view and agenda, can result in a curriculum that is overly complicated, difficult to implement, and not well-aligned with the goals of education. In addition, some believe that including stakeholders in the process can result in a curriculum unduly influenced by political considerations and not founded on the most up-to-date and relevant research and evidence.
One more point of contention is that including stakeholders in the curriculum might make it less adaptable to changing circumstances. For instance, if a specific group of stakeholders is overly influential in developing the curriculum, it may be challenging to make changes to the curriculum to account for new research or shifting educational priorities.
On the other hand, those who advocate for the inclusion of stakeholders contend that doing so can result in a more comprehensive and efficient curriculum if a wide variety of stakeholders are brought into the process. They argue that involving stakeholders can help ensure that the curriculum is relevant and responsive to the needs of different groups of students and that it addresses the varied perspectives and experiences of various communities. This can be accomplished by ensuring that the curriculum is developed with the participation of stakeholders. In addition, proponents argue that including stakeholders in curriculum development can help ensure that it is founded on the most up-to-date and relevant research and evidence and that it takes into account the most recent developments in educational practices and policies (Alexander & Hjortsø, 2019).
Involving stakeholders in the design of the curriculum is important for a number of reasons, one of which is that it can help to cultivate a sense of ownership and buy-in among various groups of stakeholders, which in turn can lead to increased support for the curriculum and more successful implementation (Francisco, Hartman, and Wang, 2020)
In conclusion, the incorporation of stakeholders in the process of curriculum design can be a sword with two edges. While it has the potential to result in a curriculum that is more well-rounded, effective, relevant, and responsive to the needs of various groups of students, it also has the potential to result in a curriculum that is overly complex, difficult to implement, and not well-aligned with the goals of education. Therefore, it is important to carefully consider the potential benefits and drawbacks of involving stakeholders in the curriculum development process and to strike a balance that ensures the curriculum is grounded in the best available research and evidence while also being responsive to the needs of various groups of students and communities. This will ensure that the curriculum effectively meets the needs of all of these different groups.
Conclusion
It is necessary to include stakeholders in designing a curriculum to guarantee that the curriculum will be effective, relevant, and responsive to the community’s requirements. Educators can gain valuable insight into the specific needs and concerns of their students and the community when they include stakeholders in designing a curriculum. This allows them to develop a curriculum tailored to meet the needs identified by the stakeholders. This can lead to higher levels of student engagement and academic achievement, as well as improved levels of community involvement and support for the school.
The inclusion of curriculum stakeholders in the design process contributes to the development of a curriculum that is more equitable and inclusive. Educators can ensure that the curriculum is responsive to the needs and experiences of all students by incorporating a diverse range of perspectives and voices into the curriculum’s design. This includes students who have historically been underrepresented or marginalized in educational settings. This can promote equity and inclusion in the classroom, which can ultimately lead to improved student outcomes.
On the other hand, including stakeholders in curriculum development can be difficult. For instance, it may be challenging to coordinate and manage the input of multiple stakeholders, as well as to guarantee that all voices are heard and considered during the curriculum design process. In addition, it can be challenging to strike a balance between the competing interests and priorities of various stakeholders and to make certain that the curriculum is sensitive to the requirements of the community as a whole.
Educators need to establish clear communication and collaboration mechanisms, such as regular meetings and feedback loops, to ensure that all stakeholders can provide input and feedback throughout the entire process of curriculum design. This will allow them to overcome the challenges that have been presented. In addition, it is essential for educators to maintain openness and inclusivity throughout the process of curriculum development, as well as to actively seek out and engage with a wide variety of stakeholders, including those who have traditionally been underrepresented or marginalized in the educational system.
In conclusion, the incorporation of stakeholders in the design process of the curriculum is essential if one wishes to guarantee that the curriculum will be effective, relevant, and responsive to the community’s requirements. Educators can gain valuable insight into the specific needs and concerns of their students and the community when they include stakeholders in designing a curriculum. This allows them to develop a curriculum tailored to meet the needs identified by the stakeholders. This can lead to higher levels of student engagement and academic achievement, as well as improved levels of community involvement and support for the school. However, in order to overcome the potential challenges, it is essential to establish clear communication and collaboration mechanisms, as well as to be transparent and to include everyone in the process of designing the curriculum.
References
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Alexander, I. K., & Hjortsø, C. N. (2019). Sources of complexity in participatory curriculum development: An activity system and stakeholder analysis approach to the analyses of tensions and contradictions. Higher Education, 77, 301-322.
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Miller, L. R., Klassen, K., & Hardy, J. W. (2021). Curriculum design from theory to practice: Preparing Japanese students to study abroad using content‐based language teaching. The Curriculum Journal, 32(2), 215-246.
Priatna, N., LORENZİA, S., & Widodo, S. A. (2020). STEM education at junior high school mathematics course for improving mathematical critical thinking skills. Journal for the Education of Gifted Young Scientists, 8(3), 1173-1184.
Reimers, F. M. (2020). Audacious education purposes: How governments transform the goals of education systems (p. 250). Springer Nature.
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