Towards a theory of curriculum implementation with particular reference to science education in developing countries

Abstract

Improving science education is often regarded as a priority for developing countries in order to promote longterm economic development. Thus initiatives, both government and foreign-aid sponsored, aimed at improving science education in developing countries abound. However, all too often the focus of such initiatives is limited to the development of science curricula, while the details of how the curricula will be implemented at school level are often neglected. This paper represents an effort to lay the groundwork for a theory of curriculum implementation with particular reference to developing countries. We have drawn on school development, educational change, and science education literature in order to develop three constructs that could form the heart of such a theory, namely, Profile of Implementation, Capacity to Innovate, and Outside Support. Six propositions are offered to suggest how the constructs may inter-relate as a basis for the development of the theory. The implementation of the natural sciences learning area of the South African Curriculum 2005 is used to illustrate the emerging theory.

Examining How Students’ and Lecturers’ Perceptions Impact on the Delivery of Clothing and Textiles in Universities

“…The researcher reasons that the end product from the universities would be a raw one considering the fact that most lecturers concentrated only on theory leaving out the practical aspect of the subject as earlier stated and now it has been exposed that the same lectures did not teach the entire topics they are supposed to teach. Furthermore, Verspoor (1989: 133) in Rogan and Grayson (2003) Porter (2006) also argues that the curricula are well designed with aims that are praiseworthy but all too often the attention and energies of policymakers are focused on the 'what' of desired educational change, neglecting the 'how' and this hampers the delivery of the programme.…”

“…Some students thought CT was about fabrics and sewing only, but after enrolling to study CT at university level, they were made to realise that there was more to it than just fabrics. According to Rogan and Grayson (2003) students are not motivated to learn if they don't realise the importance of a learning programme. However, on the contrary, some students regretted why they chose CT for it was seen as a programme for low academic achievers.…”

“…The traditional distinction was developed by educators, but the labour market has its own way of appraising qualifications (Rojewski & Park (2005). Rogan and Grayson (2003) state that students' attitudes to learning and responses to change, are likely to be a major determinant of the student's success in their courses. Additionally, some students with an unrealistic view of themselves may perform poorly too.…”

Designing and researching technology-enhanced learning for the zone of proximal implementation

“…This perspective is referred to here as the zone of proximal implementation. Vygotsky's concept of the zone of proximal development Á the distance between what learners can accomplish independently and what they can accomplish through guidance or collaboration Á has previously been applied to largescale reform (Rogan 2007;Rogan and Grayson 2003); school leadership (McGivney and Moynihan 1972); and the mediation of educational partnerships (Oakes et al 1998). Similarly, others have referred to the need to pursue certain innovation goals in stepwise fashion, gradually moving from the current situation toward what is desired (e.g.…”

Professionalization of curriculum design practices in technical vocational colleges: curriculum leadership and collaboration

“… Inadequate financial support (Rogan & Grayson, 2003), which results in poor educational resources and very limited quality training opportunities for HoDs and teachers,  Poor coordination of student internship and inadequate provision of practical training in the vocational institution, which result in students having theoretical knowledge about the discipline but little mastery of the target vocational skills (Akomaning et al, 2011;Lumby, 2000) as reported in this study,  High rate of HoDs' and teachers' mobility and attrition in developing contexts due to their search for better job offers (Gervedink Nijhuis et al, 2012), thereby increasing the number of adjunct teachers who are usually less qualified and are not required to participate in CD activities (Diamond, 2008),  Lack of CD expertise and management skills of the academic managers as most of them are promoted to such leading positions based on teaching seniority and oftentimes without attending pre-or in-service relevant training programs (Gervedink Nijhuis et al, 2012). This probably makes them play a reactive rather than a proactive role regarding curriculum development issues, which is not appreciated by the HoDs and teachers as found in this study.…”