The reviews may think they have all the time and end up taking a lot of time in the review process.
Another major problem that is still notable with the LaCrescent-Hokah School District Curriculum Improvement Plan is the fact that the various stages at some point seem to overlap one another. The National Council for Curriculum and Assessment (1999) explained on the need to be able to distinguish the various stages in the review process. However for LaCrescent-Hokah School District, stages five and six seems to be similar. Almost same activities are carried out with the only distinction being the two parts. This makes it not so easy to distinguish which stage the review has reached. This may become difficult to determine the progress of the review.
A look at the three programs however shows that there is some similarity in the way they are structured. The initial stages involve the determination of what is there at present. This is the data collection. The information obtained is then analyzed and reviewed to determine what needs to be added onto the curriculum. It’s tested for what is working and what is not with proper revision made on them. Then the proposals are implemented as planned. While this is taking place, issues that may arise are dealt with. What does not work is avoided while any revision necessary are made. Then full implementation is ensured.
For the success of any change to be implemented in any organization or sector proper involvement of the stakeholders is absolutely import. The same case applies to the implementation of the Curriculum Review Cycle. The various stakeholders as identified by Office for standards in education (OFSTED), (1995) must all be brought on board the development and implementation process. The teachers whole are the leading implementers in the review process must be all provide with the knowledge, ...
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