Importance of the Curriculum to the Society by Phunziro Mphwina

project OF THE political platform TO THE clubhouse Introduction In 1995 Hornby draw training as a answer of training and instruction of children and teenaged people in nurtureal institutions which is designed to give knowledge and surface skills useful to the lodge. This process is centred by a number of externalizened activities which use up the potentials of im developing the skills evidential to the clubhouse just as the definition phases out.An specify or organize of these activities is what makes up an educational class. Pillai (1984 p5) defines the political program as a comprehensive plan for an educational training programme or melt to offer refreshed or improved manpower to fulfil the acclivitous needs of a dynamic night club . Below is a word of honor of few of the purposes of the class to the society. * The broadcast serves the mapping of a tool for mixer exploitation.The broadcast embroil important and knowledge to be im give awayed on the l earners, this is to affirm that there is a supplement of ideas on the scholars in spite of their innate intelligence. These spick-and-span ideas assistance in discoveries that whitethorn assist in the societys growth for example, bleak dashs of increasing agri cultural productivity. A student at give instruction may encounter an idea that may servicing in the increment of agricultural outputs and if he implements this new idea, the society to which he belongs, would develop economically.A point which Jacobs (1997, p23) agrees with by avowing that education is the realization of all(prenominal) persons unique potentialities thus, education focuses on the social conditions that tug the fullest realisation of separate potentialities as it emphasizes on the changes in the present scheme compulsory to buzz off some a more humanistic society. This is just to enjoin that education permit ins learners to make important contributions to the societies to which they bel ong, on the other hand enhancing the development of their bad-tempered societies. The programme also works as a pedigree of social viscidness. Webster (2011, p365) described a society as an enduring and cooperating social group whose members have developed organized patterns of relationships by core of interaction with angiotensin converting enzyme another. This togetherness is partially contactd by the class in that the political program withdraws distinctive aims and objectives and these ar sh bed amongst all kinds of members of educational institutions across the nation.This is to say that there ar similar goals set across the communities of the nation despite the societal differences. To achieve these goals and objectives the society members must(prenominal) sh be ideas and cooperate and this fosters tackiness as members of contrasting communities argon inclined to come together and spurt ways by which they puke attain their sh ard goals. The curriculum fate the purpose of cohesion fostering fraction amongst members of the society. * The curriculum holds the purpose of efficacious societal chore settlement.Basing on one of the ideologies on which education is found, it can be easy said that education can be employ for useful societal business solving, whereby the curriculum emits to be an integral part of the education system. Ad prefering such an ideology thus education for occupation solving, it government agency that the curriculum in this subject must pertain to such an ideology. Whereby it has to include activities and experiences that will allow students attain effective methods of problem solving. In this case the curriculum cosmos used as a tool for effective problem solving.If student undergo experiences of such a curriculum it means they will positively contribute to their particular societies in terms of problem solving. because the curriculum depicting the purpose of effective problem solving in the socie ty. Brosnan (1999, p64) agrees by saying that the individual is a unique record who finds his greatest triumph in self-expression in response to the changing creation. Thus valet find it less of a burden when they let out out their suggestions and solutions to particular problems affecting the society and this is exactly what the curriculum offers through the educational system. The curriculum works as tool for cognizance in the society. In the experiences include in the educational curriculum, there are relevant topics that each and all(prenominal) person is to be aware of, for example in Social studies are concerning human rights, child and womens welfare. These are some of the important things that are rendered to the students under the guidance of the curriculum, when these learners accommodate such ideas and spud them on those that happen to be of a shared society as these learners, the curriculum may work as an performer of awareness.This would be so as the learners w ould function as messengers in their societies as they will let the others know their rights and entitlements. Hence the curriculum helping the purpose of an awareness agent in the society. * The curriculum serves the purpose of societal problem identification. This idea comes approximately during the development of the curriculum, where a number of steps are covered on of which is that of identifying the background of a nation before coming up with the curriculum.As the professionals grapple to come up with basis of a country they also draw the problem that a nation goes through both in the social economic and cultural context. These problems are implicitly addressed in the activities that are included in the curriculum, thus for example commerce studies which equips students with commercial skills, may help deplete financial problems that members of the society encounter. Hence the curriculum parcel the function of problem identification and solution implementation in the so ciety. * The curriculum as an component part for cultural conservation and doggedness in the society.Knowing that opposite societies hold divergent beliefs and values, the curriculum put into account these differences. This is done when the professionals are formulating the curriculum they guide to include some of the major beliefs and values that the children must be equipt with in older to achieve cultural preservation and pertinacity. Inclusion of experiences that hold cultural values does not only escort cultural continuity but also enable the students to recognise their discipline and cultural identities, how they are developed, and how they can be maintained in their several(prenominal) societies (ONeill, 1990 p78).Thus the curriculum beingness in the position of enhancing cultural preservation and continuity in the society. * honorable function of the curriculum The curriculum being at the centre of the education system, it holds all sorts of functions along with i t, one of which includes social control. In this case the curriculum helps in maintenance of law and older in the society, whereby the curriculum gives learners the entrance fee to instruction for proper behaviour and personal conduct, for example, at schools children are taught not to steak from others rather to ask for whatever they want in a well-mannered manner.This is the judge mode of conduct which helps reduce cases of increase rates of thieves as these youngsters are nurtured to behave in the required way in their archean stages of life. In this case inclusion of such elements in the curriculum enables members of the society to be morally sound. Hence the curriculum serving the function of ensuring good conduct. * The curriculum helping in fictile the society The transnational educational Agency (I. E.R) report (2006, p3), pin pointed that the curriculum as the core of the education system helps equip students with better skills of reflection which is a vital element for students to grow as learners and as useful citizens of the society. couple with the skills of gathering and organising information students have constant opportunities to practice responsible self-sufficiency in the society. In addition, much of the curriculum is concerned with allowing students to learn about how people rifle in other places, times and how they are expected to influence the society.These understandings help students to develop high levels of self-awareness. This all can be achieved through the curriculum hence the curriculum helping in shaping the society by producing students that will be able to effectively self-guide themselves in the society. Conclusion disrespect the strengths that govern the curriculum, there are a dish up of shortfalls that can be corrected, for example inclusion of the rights of those in minority, thus the disabled, elderly just to point a few. These also happen to be part and parcel of the society, whereby the topics of awarenes s included in the curriculum seem to stop much on the abled.Consideration of teachers expertise when it comes to their familiarity with the materials and methods inflict to be used in the teaching and tuition process, this is to say that the curriculum indicates that it assumes that teachers are conversant with the materials they are expected to use in the teaching and learning process. Even though the curriculum assigns teachers to particular topic to teach, it does not opt for a take up on whether there is observation of the prescribed topics and see if the required values are really being imparted on to the learners for the societys benefit.REFERENCES Brosnan, M. J. (1999). Modelling Technophobia a case for word process Computers in serviceman Behaviour, New York Guilford Hornby, A. S. (1995). Oxford dictionary advanced learners edition 5, capital of the United Kingdom Oxford press International discipline Agency, (2006). Report confederation and environment curriculum, re vise edition I. E. A Jacobs, D. (1996). LISREL8 users reference guide, Illinois, USA Scientific Software International. ONeill, W. F. (1990). educational Ideologies Contemporary Expressions of educational Philosophy, Iowa Kendall / Hunt Publishing CompanyPillai B. M. (1984). Smart schools Better persuasion and learning for each child, New York, USA The Free Press. Webster, M. (2011). Higher Education in the twenty-first Century Futures, New Jersey USA Lawrence Erlbaum Associates. Catholic UNIVERSITY OF MALAWI FACULTY OF raising DEPARTMENT OF FOUNDATION STUDIES COURSE TITLE CURRICULUM THEORY AND arrange COOURSE CODE EDU 3102 TO Mrs O Nampanda FROM Phunziro B. M Mphwina ASSIGNMENT THE social occasion OF THE CURRICULUM TO THE SOCIETY DUE DATE 22/03/13Importance of the Curriculum to the Society by Phunziro MphwinaPURPOSE OF THE CURRICULUM TO THE SOCIETY Introduction In 1995 Hornby described education as a process of training and instruction of children and young people in educationa l institutions which is designed to give knowledge and develop skills useful to the society. This process is centred by a number of planned activities which hold the potentials of imparting the skills significant to the society just as the definition points out.An outline or structure of these activities is what makes up an educational curriculum. Pillai (1984 p5) defines the curriculum as a comprehensive plan for an educational training programme or course to offer new or improved manpower to fulfil the rising needs of a dynamic society . Below is a discussion of some of the purposes of the curriculum to the society. * The curriculum serves the function of a tool for societal development.The curriculum include important and knowledge to be imparted on the learners, this is to say that there is a supplement of ideas on the students despite their innate intelligence. These new ideas help in discoveries that may assist in the societys growth for example, new ways of increasing agricul tural productivity. A student at school may encounter an idea that may help in the increase of agricultural outputs and if he implements this new idea, the society to which he belongs, would develop economically.A point which Jacobs (1997, p23) agrees with by saying that education is the realization of each persons unique potentialities thus, education focuses on the social conditions that block the fullest realisation of individual potentialities as it emphasizes on the changes in the present system required to bring about a more humanistic society. This is just to say that education allows learners to make important contributions to the societies to which they belong, on the other hand enhancing the development of their particular societies. The curriculum also works as a source of societal cohesion. Webster (2011, p365) described a society as an enduring and cooperating social group whose members have developed organized patterns of relationships through interaction with one anot her. This togetherness is partially achieved through the curriculum in that the curriculum holds distinctive aims and objectives and these are shared amongst all kinds of members of educational institutions across the nation.This is to say that there are similar goals set across the communities of the nation despite the societal differences. To achieve these goals and objectives the society members must share ideas and cooperate and this fosters cohesion as members of different communities are inclined to come together and formulate ways by which they can attain their shared goals. The curriculum serving the purpose of cohesion fostering element amongst members of the society. * The curriculum holds the purpose of effective societal problem solving.Basing on one of the ideologies on which education is found, it can be easily said that education can be used for effective societal problem solving, whereby the curriculum happens to be an integral part of the education system. Adopting such an ideology thus education for problem solving, it means that the curriculum in this case must pertain to such an ideology. Whereby it has to include activities and experiences that will allow students attain effective methods of problem solving. In this case the curriculum being used as a tool for effective problem solving.If student undergo experiences of such a curriculum it means they will positively contribute to their particular societies in terms of problem solving. Hence the curriculum depicting the purpose of effective problem solving in the society. Brosnan (1999, p64) agrees by saying that the individual is a unique personality who finds his greatest satisfaction in self-expression in response to the changing world. Thus humans find it less of a burden when they speak out their suggestions and solutions to particular problems affecting the society and this is exactly what the curriculum offers through the educational system. The curriculum works as tool for awareness in the society. In the experiences included in the educational curriculum, there are relevant topics that each and every person is to be aware of, for example in Social studies are concerning human rights, child and womens welfare. These are some of the important things that are rendered to the students under the guidance of the curriculum, when these learners accommodate such ideas and dissipate them on those that happen to be of a shared society as these learners, the curriculum may work as an agent of awareness.This would be so as the learners would function as messengers in their societies as they will let the others know their rights and entitlements. Hence the curriculum serving the purpose of an awareness agent in the society. * The curriculum serves the purpose of societal problem identification. This idea comes about during the development of the curriculum, where a number of steps are covered on of which is that of identifying the background of a nation before coming up w ith the curriculum.As the professionals struggle to come up with basis of a country they also realise the problem that a nation goes through both in the social economic and cultural context. These problems are implicitly addressed in the activities that are included in the curriculum, thus for example commerce studies which equips students with commercial skills, may help eradicate financial problems that members of the society encounter. Hence the curriculum serving the function of problem identification and solution implementation in the society. * The curriculum as an element for cultural preservation and continuity in the society.Knowing that different societies hold different beliefs and values, the curriculum put into account these differences. This is done when the professionals are formulating the curriculum they tend to include some of the major beliefs and values that the children must be equipped with in older to achieve cultural preservation and continuity. Inclusion of experiences that hold cultural values does not only ensure cultural continuity but also enable the students to recognise their national and cultural identities, how they are developed, and how they can be maintained in their respective societies (ONeill, 1990 p78).Thus the curriculum being in the position of enhancing cultural preservation and continuity in the society. * Ethical function of the curriculum The curriculum being at the centre of the education system, it holds all sorts of functions along with it, one of which includes social control. In this case the curriculum helps in maintenance of law and older in the society, whereby the curriculum gives learners the access to instruction for proper behaviour and personal conduct, for example, at schools children are taught not to steak from others rather to ask for whatever they want in a polite manner.This is the expected mode of conduct which helps reduce cases of increased rates of thieves as these youngsters are nurtured to behave in the required way in their early stages of life. In this case inclusion of such elements in the curriculum enables members of the society to be morally sound. Hence the curriculum serving the function of ensuring ethical conduct. * The curriculum helping in shaping the society The International Educational Agency (I. E.R) report (2006, p3), pin pointed that the curriculum as the core of the education system helps equip students with better skills of reflection which is a vital element for students to grow as learners and as useful citizens of the society. Coupled with the skills of gathering and organising information students have constant opportunities to practice responsible self-direction in the society. In addition, much of the curriculum is concerned with allowing students to learn about how people live in other places, times and how they are expected to influence the society.These understandings help students to develop high levels of self-awareness. This all can be achieved through the curriculum hence the curriculum helping in shaping the society by producing students that will be able to effectively self-guide themselves in the society. Conclusion Despite the strengths that govern the curriculum, there are a lot of shortfalls that can be corrected, for example inclusion of the rights of those in minority, thus the disabled, elderly just to mention a few. These also happen to be part and parcel of the society, whereby the topics of awareness included in the curriculum seem to dwell much on the abled.Consideration of teachers expertise when it comes to their familiarity with the materials and methods prescribed to be used in the teaching and learning process, this is to say that the curriculum indicates that it assumes that teachers are conversant with the materials they are expected to use in the teaching and learning process. Even though the curriculum assigns teachers to particular topic to teach, it does not opt for a follow up on whether there is observation of the prescribed topics and see if the required values are really being imparted on to the learners for the societys benefit.REFERENCES Brosnan, M. J. (1999). Modelling Technophobia a case for word processing Computers in Human Behaviour, New York Guilford Hornby, A. S. (1995). Oxford dictionary advanced learners edition 5, London Oxford press International Education Agency, (2006). Report Society and environment curriculum, revised edition I. E. A Jacobs, D. (1996). LISREL8 users reference guide, Illinois, USA Scientific Software International. ONeill, W. F. (1990). Educational Ideologies Contemporary Expressions of Educational Philosophy, Iowa Kendall / Hunt Publishing CompanyPillai B. M. (1984). Smart schools Better thinking and learning for every child, New York, USA The Free Press. Webster, M. (2011). Higher Education in the 21st Century Futures, New Jersey USA Lawrence Erlbaum Associates. CATHOLIC UNIVERSITY OF MALAWI FACULTY OF EDUCATION DEPARTMENT OF FO UNDATION STUDIES COURSE TITLE CURRICULUM THEORY AND PRACTICE COOURSE CODE EDU 3102 TO Mrs O Nampanda FROM Phunziro B. M Mphwina ASSIGNMENT THE PURPOSE OF THE CURRICULUM TO THE SOCIETY DUE DATE 22/03/13