Webster's concisely defines curriculum as, "A course of study offered by

a school" (Webster's II New Riverside Dictionary, 1984 p176).

Ronald C. Doll, in his book, Curriculum Improvement: Decision Making and

Process, goes further, stating that:

The curriculum of a school is the formal and informal content and

process by which learners gain knowledge and understanding,
develop skills, and alter attitudes, appreciations, and values under
he auspices of that school (Doll, 1996 p15).
Impact on Administrators
Administrators follow a detailed curriculum to help students achieve state and
national standards of academic performance. Schools can lose public funding if
students fall substantially behind peers at higher performing schools. The curriculum
ensures that each school is teaching students relevant material and monitoring the
progress of students from all types of backgrounds.

Impact on Teachers
A school’s curriculum informs teachers what skills must be taught at each grade level
to ultimately prepare students for postsecondary education or a job. Understanding
the big picture helps teachers align the learning objectives of their own curriculum
with the school’s curriculum. In the absence of a curriculum, teachers wouldn’t know
whether students are building a solid foundation to support lear ning at the next level.

Impact on Students
A curriculum outlines for students a sequence of courses and tasks that must be
successfully completed to master a subject and earn a diploma or degree. Students
may be more motivated to study if they understand why certain subjects are taught in
the curriculum. A curriculum reassures students that they’re on the right track to
reaching their goals and honing desired skills.

Other Considerations
In addition to teaching students academic skills, the curriculum is al so intended to
teach students the importance of responsibility, hard work and responsible
citizenship. Teachers in partnership with parents and community members
collaborate on the development of a curriculum that will instill character in students
and reinforce positive behavior.

Different meanings of “curriculum”

Curriculum can be envisaged from different perspectives. What societies envisage as important teaching and
learning constitutes the "intended" curriculum. Since it is usually presented in official documents, it may be
also called the "written" and/or "official" curriculum. However, at classroom level this intended curriculum may
be altered through a range of complex classroom interactions, and what is actually delivered can be considered
the "implemented" curriculum. What learners really learn (i.e. what can be assessed and can be demonstrated
as learning outcomes/learner competencies) constitutes the "achieved" or "learned" curriculum. In addition,
curriculum theory points to a "hidden" curriculum (i.e. the unintended development of personal values and
beliefs of learners, teachers and communities; unexpected impact of a curriculum; unforeseen aspects of a
learning process). Those who develop the intended curriculum should have all these different dimensions of the
curriculum in view. While the "written" curriculum does not exhaust the meaning of curriculum, it is important
because it represents the vision of the society. The "written" curriculum should therefore be expressed in
comprehensive and user-friendly documents, such as curriculum frameworks; subject curricula/syllabuses, and
in relevant and helpful learning materials, such as textbooks; teacher guides; assessment guides.
In some cases, people see the curriculum entirely in terms of the subjects that are taught, and as set out within
the set of textbooks, and forget the wider goals of competencies and personal development. This is why a
curriculum framework is important. It sets the subjects within this wider context, and shows how learning
experiences within the subjects need to contribute to the attainment of the wider goals.
All these documents and the issues they refer to form a "curriculum system". Given their guiding function for
education agents and stakeholders, clear, inspired and motivational curriculum documents and materials play
an important role in ensuring education quality. The involvement of stakeholders (including and especially
teachers), in the development of the written curriculum is of paramount importance for ensuring ownership and
sustainability of curriculum processes.

Definition of Curriculum Development

Curriculum development is defined as planned, a purposeful, progressive, and systematic
process to create positive improvements in the educational system. Every time there are
changes or developments happening around the world, the school curricula are affected. There
is a need to update them to address the society’s needs.
To illustrate this contention, let’s trace back history.

During the ancient times, people taught their children knowledge and skills to survive by
catching fish or hunting animals for food. They had no formal education during that time, but
their children learned and acquired the knowledge and skills for survival. So, during that time,
they already had a curriculum that other educators call as, the saber-tooth curriculum. This type
of curriculum refers to a kind of curriculum that existed during the ancient times in which the
purpose of teaching was for survival.
However, when the effects of discoveries and inventions became inevitable, ancient people’s
way of life had changed for the better. As a result, education became formal, and curriculum
development evolved as systematic, planned, purposeful and progressive, even today.

Importance of Curriculum Development

Curriculum development has a broad scope because it is not only about the school, the
learners, and the teachers. It is also about the development of society in general.

In today’s knowledge economy, curriculum development plays a vital role in improving the
economy of a country. It also provides answers or solutions to the world’s pressing conditions
and problems, such as environment, politics, socio-economics, and other issues of poverty,
climate change, and sustainable development.

There must be a chain of developmental process to develop a society. First, the school
curriculum, particularly in higher education, must be developed to preserve the country’s
national identity and to ensure its economy’s growth and stability. Thus, the president of a
country must have a clear vision for his people and the country as well.

For instance, in the Philippines, if President Aquino would like the country to become the Asia-
Pacific’s tourism hub, then the school curriculum must be developed along that line. Curricular
programs for higher education can be crafted in such a way that it will boost the tourism
industry. For example, different models may arise such as edu-tourism, eco-tourism, cultural
tourism, medo-tourism, biz-tourism, techno-tourism, agri-tourism, archi-tourism, among
others.

If universities have curricular programs that are innovative and in demand in the local or global
markets, many students even from foreign countries will enroll. A higher number of enrollees
would mean income on the part of the universities. As a result, if the income is big, it can be
used for teachers’ promotion, scholarship, and remuneration. It can also be used in funding
research and development endeavors, and in putting up school facilities, libraries, and
laboratories.

I believe that the country’s economy can improve the people’s way of life through curriculum
development. And to develop it, curriculum experts or specialists should work hand in hand
with lawmakers such as senators and congressmen, the local government officials, governors,
mayors, among others. Likewise, business communities and industries, and other economically
oriented players in society may be engaged in setting and implementing rules and policies for
educational reforms.
Hence, curriculum development matters a lot in setting the direction of change in an
organization, not only at the micro but also at macro levels. As long as the goals and objectives
of curriculum development are clear in the planner’s mind, cutting-edge achievements in
various concerns can be realized.

For additional information on curriculum development, please read Edecolepmentalism: a

Personal Philosophy of HIgher Education, and Translating the Edecolepmentalism Philosophy
Into a University’s Vision, Goals, and Program Objectives.