Understanding the Curriculum
Before we dissect the issues, it’s crucial to distinguish between the national curriculum and the curriculum implemented by individual settings. The former, designed to disseminate knowledge, faces criticism for its inability to meet the needs of the evolving workforce. Here are some key reasons why the national curriculum falls short:
- Misalignment with Workforce Needs: A survey by Dave Brown revealed a significant gap between what schools teach and what employers seek. Critical thinking, problem-solving, and communication skills, vital in the modern workplace, are noticeably absent from the curriculum. The mismatch underscores the urgent need for an overhaul to align with UNESCO goals and the World Economic Forum’s future skills audit.
- Backward-Looking Nature: The national curriculum inherently looks backward, leading to a constant catch-up game. Its structure, designed for disseminating knowledge rather than fostering learning skills, results in a slow and outdated cycle. In a fast-paced world, the lack of immediacy makes the curriculum obsolete.
- Extrinsic Motivation: Rooted in an extrinsic motivation model, the curriculum views learners as vessels to fill with information. This approach impedes personal and professional development, hindering lifelong learning in an era where career shifts are frequent.
- Biased and Hidden Agenda: The national curriculum’s content selection process, shrouded in secrecy, raises concerns about bias. It serves a specific agenda rather than promoting a balanced, diverse, and inclusive approach, fostering suspicion about its true intentions.
Issues within Individual Settings
Moving beyond the national curriculum, the curriculum delivered in individual settings has its share of challenges:
- Lack of Pastoral Support: An alarming 2014 study in Korea highlighted that poor test scores contributed to suicidal thoughts in 10.1% of students. The focus on test scores overshadows the need for proper pastoral support, leading to behavioral issues and a lack of agency among learners.
- Linear Scaffolding: The curriculum’s linear scaffolding limits the exploration of relevant avenues and hinders contextual understanding. There is a scarcity of opportunities for learners to detour into broader themes or connect their learning to real-world experiences, making education less engaging and impactful.
- Prescription Deskills Teachers: Excessive prescription in the curriculum diminishes teachers’ autonomy and creativity. This top-down approach reduces teaching to a minimum content input, hindering the development of a skilled teaching profession.
Constructivism vs. Positivism: A Philosophical Divide
George Hein’s insights from 1991 shed light on the philosophical divide between positivism and constructivism in education. While the former emphasizes presenting a structured world to learners, the latter encourages learners to construct their own understanding. This raises fundamental questions about the validity and effectiveness of our current curriculum models.
The Way Forward
In conclusion, the flaws within the current curriculum demand a reassessment of educational principles. We must shift from a system focused on improving standards to one that addresses deeper questions about its purpose. A curriculum should support lifelong learning, instill metacognitive skills, and provide room for diverse experiences. It’s time to start anew, ensuring that our educational process aligns with its ultimate goal rather than merely polishing outdated structures.
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Shevek Pring 