Schools exist within social context. Societal culture affects and shapes
schools and their curricula. The way school buildings are structured and the
way classrooms and students are organized reflect the cultural views and values
of the society. In considering the social foundations of the curriculum, we
must recognize that schools are only one of the many institutions that educate
society. However, schools are formal institutions that address more complex and
interrelated societies and the world.
Society ever dynamic, is a source of very fast changes which are
difficult to cope with and to adjust to. Thus, schools are made to help
understand these changes. However, some observations point out to the fact that
schools are conservative institutions that lag behind they are supposed to be
agents of change. Thus order for schools to be relevant, school curricula
should address diversity, explosion of knowledge, school reforms and education
for all.
The relationship of curriculum and society is mutual and encompassing.
Hence, to be relevant, the curricula should reflect and preserve the culture of
society and its aspirations. At the same time, society should also imbibe the
changes brought about by the formal institutions called schools.
What are the Characteristics of
Good Curriculum?
1.
The curriculum is
continuously evolving. It must be a product of a long and tedious process of
evaluation and change. It has evolved from one period to another to the
present.
2.
The curriculum is
based on the needs of the people. A curricular program must begin with those
that concern the people themselves. It reflects the needs of the individuals
and the society as a whole. The curriculum is a proper shape in order to meet
the challenges of times and education more responsive to the clientele it
serves.
3.
The curriculum is
democratically conceived. A good curriculum is developed through the efforts of
a group of individuals from different sectors in society who are knowledgeable
about the interest, needs and resources of the learner and the society as a
whole. The Curriculum is a product of many minds and energies.
4.
The curriculum is the
result of a long-term effort. It takes a long period of time to go through the
planning, management, evaluation and development of a good curriculum.
5.
The curriculum is a
complex of details. A good curriculum provides the proper instructional
equipment and meeting places that are often most conducive to learning. It
includes the teacher student-student relationship, guidance and counseling
program, health services, schools and community projects, library and
laboratories, and other school related work experiences.
6.
The curriculum
provides for the logical sequence of subject matter. It is a fact that learning
is developmental. Thus, classes and activities should be planned to achieve an
orderly development of subject matter and step-by step progress of the learner.
There is a smooth transition and continuing achievement of learners from one
subject matter, classroom, grade, or school to another. A good curriculum
provides continuity of experiences.
7.
The curriculum
complements and cooperates with other programs of the community. The curriculum
is responsive to the needs of the community. The school offers is assistance in
the improvement and realization of on-going programs of the community. There is
cooperative effort between the school and the community towards greater
productivity.
8.
The curriculum has
educational quality. Quality education comes through the situation of the
individual‘s intellectual and creative capacities for social welfare and
development. The curriculum helps the learner to be4come the best that can
possibly be. The curriculum support system is secured to augment existing
sources for is efficient and effective implementation.
9.
The curriculum has
effective flexibility. A good curriculum must be ready to incorporate changes
whenever necessary. The curriculum is open to revision and development to meet
the demands of globalization and the digital age.
The relationship of curriculum and society is mutual and encompassing.
Hence, to be relevant, the curricula should reflect and preserve the culture of
the society and its aspirations. At the same time, society should also imbibe
the changes brought about by the formal institution called schools.