Strengthening the Effectiveness of Curriculum - Assignment Example

Education Introduction Education is one of the fundamental principles that promote the development of a society and the country as a whole. On that note, the manner in which we use to facilitate this important sphere of life is what determines the effectiveness of education in the promotion of the development of the nation. Therefore, it is important to study the curriculum being taught and followed in the educational sector in order to prevent instances where the educational content being offered is not in any way significant to the everyday world application(Glasgow, 2009). Notably, due to the rapidly dynamic world which can be described as changing always, it is important to review the curriculum in education sector in order to ensure that it conforms with the changes in the world and society as a whole. On the contrary, this paper majorly focuses on way in which the curriculum can be strengthened effectiveness of the curriculum in Indiana. In addition to that, we are also to reflect on the relevance of state testing the content in the curriculum basing our reference in a bid to ensure that the students potential are adequately tapped to facilitate there success(Masters, 1997). On that note, the subsequent sections of this paper will be aimed at answering three important questions pertaining to this area in the educational sector. Outline the formal and informal systems put in place to ensure that students learn what is expected for this grade level and content? Evidently, in our district the curriculum in English is well document in the educational act in our state. Apparently, the standards set for the English curriculum are founded of some core fundamental principles which are: reading, writing, speaking and listening, language, media and technology(English, 2008). These goals are aimed at ensuring that the students are prepared adequately for the career and college literate as they clear their high school. First and foremost, reading entails, as the student increases in grade the complexity of the same increase. On that note, the comprehension in the reading is also expected in the curriculum on the part of the student(Masters, 1997). Notably, the policy of our district postulates that in the grade ten level of the student should have advanced reading skills and therefore, appropriate literature of adequate complexity should be used for teaching purposes(Ferlazzo, 2010). In addition to that, the laws also go ahead to even specify the required books for the teaching in schools.Evidently, the choice of these books is done by professionals and is drawn on the basis of improving the language skills of the student while at the same time is to be tested in form of exams in order to establish whether the student understood the concepts in the book(Glasgow, 2009). Furthermore, the law go ahead to lay some ground rules pertaining to the choice of the books to be studied, for instance should champion theme that are relevant to the current world for instance drug abuse among others. However, it is important to note that different districts have different curriculum of study. On the contrary, the student is able to be enlightened on the curriculum of their course through the reading of the educational laws set by the district via gazette notices among other sources for instance the print media. However, the educator at times provides the course outline which documents what is to be taught over a specified period of time(Glasgow, 2009). On the same note, the public and the facilitator are made aware of the curriculum through circulars passed on from the educational office and also via the gazette notice of the district(Masters, 1997). On the other hand, in a bid to ensure that the curriculum is followed to the letter our district educational coordinator, has organized a survey in to the schools for instance a representative for the educational office is sent to conduct a survey into the relevance of what is being taught in relation to the curriculum(Martin, 2001). Moreover, our district has also set out to set common assessment of students through the organization of common examinations which are drafted in compliance to the syllabus in place. Thus the education office is able to judge form the performance whether or not the curriculum was followed. In summation, the content of the curriculum are able to meet the minimum requirement of the state requirement and in addition, it is also meets other expectation for instance it is able to address other issues that might not be common in other states(Masters, 1997). What formal and informal systems ensure that the students learn what is expected for this grade level and contents? Essentially, the educational sector is wide area and requires adequate attention in a bid to foster growth. On that note it is worth noting that the Ministry of education is the highest order of authority in the educational sector and it is headed by the Minister of Education. On that note, the ministry is tasked with the role of overseeing the development of education in the country as a whole(Martin, 2001). However, the district’s education is headed by the district education office who is mandated with the task of the implementation of the educational policies postulated by the Ministry(Masters, 1997). Notably, for a smaller region, the division education officer is the head of the education in the division level. Evidently, the jurisdiction of the head of the education is the main difference between the division education officer and the district education officer. Notably, the District education officer is higher in rank as compared to the division education officer. However, in order to ensure that the ministry is adequately represented in the running of education, a representative from the ministry of education is appointed by the minister and is tasked with the role ensuring that the interests of the ministry are met and also acts as a link between the local authority and the government, in other words the education ministry. On the contrary, the laws stipulates that every sector in the economy has to be allocated a certain amount of funds in order to facilitate there activities. On that note, the educational sector gets an estimated 13% of the total budgetary allocation. Evidently, this amount is aimed towards funding needy children, construction of schools among other purpose(Martin, 2001). Notably, a small fraction of these funds, in simple terms an estimated 3% of this allocation is aimed at the funding of the development and the maintenance of the school curriculum(Masters, 1997). In addition to that, the states goal is to be able to fund the education sector appropriately since it is clear that this budgetary allocation is quite minimal as compared to the activities that it mandated to fund or facilitate. On that point, it is essential to increase the amount being allocated to this sector in order to raise the standards of learning through the hiring of more staff, teaching for that matter since the current number is quote minimal as compared to the number of student to be taught. It is approximated that one teacher is required to attend to the needs of thirty student which is not as efficient(Martin, 2001). Consequently, an increase in the number of teachers postulates successful results on the students’ side and consequently, serves to boost the curriculum. Essentially, in order to ensure the equitable curriculum distribution in the district, the ministry has embarked in the exercise of reshuffling the administrative organization of schools, in other words the principal of the school after certain duration of time(Masters, 1997). Apparently, this is aimed at ensuring that all schools in the region have all received the curriculum and are at an equal footing. Notably, the ministry reshuffles principal on the basis of performance, in other words a principal from a good performing school is taken to an averagely performing school or a poor performing school in order to replicate the success(Martin, 2001). On that note, the new principal at the end of the duration of the stay in the school will be evaluated based on the performance of the students in the school. It is important to note that the state policy of examining students based on exams is a good cultural practice that needs to be upheld in the promotion and the strengthening of the curriculum. Name the informal and formal systems that are mandated with the role of collection and the utilization of the data which helps in improvement of individual and collective learning? It is worth noting that the laws pertaining to the Education act give allowance to the incorporation of the views of the public or any interested party in the area. On that note, it documents that the opinions of the public regarding the curriculum are to be aired via the appropriate means which is via communication media such as email or through written letters which are to be left at the education offices(Masters, 1997). In addition to that, comments and complains regarding the same could also be forwarded to the area representative who will then present the ideas in parliament. However, it is important that after the collection of these opinions, the ministry or the authority involved may conduct a case study which is aimed at ascertaining the claims of which if they are valid the appropriate amendments will be made on the area. Notably, the response will be relayed to the public via the media or through written Gazette notice in the district(Martin, 2001). On that note, the efficiency of the curriculum is judged by the use of the performance of the student as compared to the previous years. Essentially, at the school level the principal is supposed to highlight the efficiency of the curriculum in the school to the school board in detail, and if it is not successful he is also required to come up with an alternative solution which is aimed at addressing the problem as to why the students are performing the manner that they are. Conclusion In summation it is worth noting that the curriculum of education determines what is to be taught in schools. Therefore there is the need to strengthen it in order to obtain good results in terms of the performance. On that note, the curriculum can be strengthened through the incorporation of the appropriate legislation which oversees this process. Apparently, this is the role to be carried out by the representative districtin parliament. In addition to that, the government should ensure the implementation of these policies through the formation of committee. Furthermore, at the school level the principal can ensure the strengthening of the curriculum through the incorporation of the laws and policies into the running of the school. On the contrary, the curriculum can be termed as being effective since form the results of the students, it is evident that the school is on an upward trend. On that note, the curriculum can be strengthened by one major step. This is through the constant reviewing on the course content. This will consequently help to ascertain the relevance of the study in the real world. The relevant person in charge of curriculum review should hence take charge in the strengthening of the curriculum.To this end, it is worth noting that the more efficient the curriculum, the more successful the school. References  English, F. W. (2008). The art of educational leadership: balancing performance and accountability. Los Angeles: SAGE Publications.  Ferlazzo, L. (2010). English language learners: teaching strategies that work. Santa Barbara, Calif.: Linworth.  Glasgow, N. A., & Hicks, C. D. (2009). What successful teachers do: 101 research-based classroom strategies for new and veteran teachers (2nd ed.). Thousand Oaks, Calif.: Corwin Press.  Martin, R. E., Sexton, C. M., &Gerlovich, J. A. (2001). Teaching science for all children (3rd ed.). Boston: Allyn and Bacon.  Masters, G. N. (1997). Mapping literacy achievement: results of the 1996 National School English Literacy Survey. Canberra: Dept. of Employment, Education, Training and Youth Affairs.  Nutta, J. W., Bautista, N. U., & Butler, M. B. (2011). Teaching science to English language learners. New York: Routledge.  Successful K-12 STEM education: identifying effective approaches in science, technology, engineering, and mathematics. (20112011). Washington, D.C.: National Academies Press.  Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice a resource guide for differentiating curriculum, grades 9-12. Alexandria, Va.: Association for Supervision and Curriculum Development. Read More