Now that would be a kind of learning without no structures. To a certain extent no direction too. At the same time, I may not have a standard curriculum but i definitely have a brief outline of the objectives I wish to achieve from a particular session and i prepare accordingly. The students will always come to the class with eagerness as to what new am i going to learn today? The curiosity may be good but yes somewhere, clarity of objective needs to be defined.

Thank you Arpita Gosh. Also, students and teachers would be all over the place. In my country our national curriculum has moved from objectives-based to learning outcome-based. Most teachers do not know the difference between objectives and outcomes based-curricula. There are also many mismatches between learning outcomes (indicators), activities and lesson procedures in the Teacher Guides for all grades 1-6. What are objectives-based and outcome-based curricula?

If there is no curriculum or objectives, how would you plan your assessment? Will this assessment valid and fair? There are no boundaries, or clarity for the teachers, nor students. Such a system has no place in education.

I think the COVID-19 crises revealed the importance of medical and health education departments. They are now conducting and leading the faculty despite all the changes happening. We are following most of the structured curriculum and in the same sequence and time. Yes, some learning sessions were cancelled or turned to online discussion. But overall as per continuing evaluation, things going well.

Its considered as essential part of e- learning

Curriculum determines the trajectory of 'learning', therefore what goes into the curriculum is of extreme importance.

However, it should not be limiting and should not stop students from learning outside the curriculum as well.

Curriculum ensures quality control and consistency. If professor A teaches AB &C in Introduction to Whatever and Professor B teaches ABX & Y there is a learning gap. This become evident when the students get to Advanced Whatever taught by Professor C and are expected to already know ABDQ.

Your question as if you are asking a blind to direct you to a place you are looking for! Without curriculum No education future

Thanks to all of you who responded to my post.

My question had been about what objective-based curriculum and outcome-based curriculum are. Let me give my explanation based on the experiences in my country:

In an objective-based curriculum, the components consist of the aims, goals and objectives, content, learning experiences which include teaching and learning strategies, resources and activities and evaluation approaches. To this end, the evaluation aproaches include assessment practices that measure students' overall achievements within specific periods of time. On the other hand, the outcome-based approach in competency-based education concentrates on the mastery of skills at the learner's pace rather than within a specific period of time. It is a student-centered approach that emphasizes what learners should know, understand, demonstrate and how to adapt to life beyond formal education. Thus its evaluation approaches include authentic and formative or on-going assessments as well as summative assessments.

I would like to thank the one who made the recommendation.

why the curriculum is important?

Ther are 4 reasons :

1. A steady, organized path

Your curriculum is essentially a series of activities and learning outcome goals related to each subject. It serves as a great map, outlining where you need to go and how to get there. Curriculum docs are not created overnight: Aa great deal of thought, time, effort, and expertise go into their development, so don’t try to reinvent the wheel.

2. Progress!

A well-crafted curriculum serves as a reference to ensure that you’re on the right track. Its components are designed to develop concepts, from a basic level to increasingly complex topics or skills.

It’s important to remember that a curriculum is not an isolated signpost for a single school year. Rather, it’s a part of a much bigger puzzle that’s connected to the curriculum for every other grade. Students make progress from year to year. By following the curriculum with your students, you’re preparing them to continue on their journey the next year, and each year after, in a more logical and organized fashion.

Progress is essential and curriculum docs allow this sequential learning to take place.

3. Common goals

The goals for each subject area aren’t just for students — they’re also for teachers. We have goals set out in the curriculum for what we need to teach in a given year, and our students have goals for what they need to learn. Clearly, there’s a lot of overlap there; shared goals make it easier for instructors to align their teaching methods with students’ academic needs to ensure that they succeed.

Beyond creating shared goals between teachers and students, the curriculum also standardizes the learning goals for an entire school and provides a clear path for students to progress from one grade to another. Students must meet certain core competencies before moving on to advanced subjects, such as mastering algebra before ever attempting calculus. Without such a standardized curriculum in place, instructors would have to create their own learning objectives and somehow coordinate with one another to ensure that their students are on track.

4. Always changing

Finally, embracing a curriculum is worthwhile for yourself and your students because it’s not something static. Docs are regularly revisited and updated to reflect the current needs of students and society at large.

These updates and changes are the results of collaboration and research. Your students will benefit in major ways from the latest information and from having emphasis placed on the skills that are really needed in today’s world.

Thank you for your contribution Ibraheem Kadhom Faroun. You have elaborated on the importance of curriculum and all your points are true . I agree that curriculum should always be changing based on the needs of the students and the society. However, in my country when the new curriuclum was developed they recommended that the curriculum would be revised after 5 years. Unfortunately, it did not happen for almost two decades. It was only when there was funding available that the curriculum got to be reformed. So you see, sometimes we cannot change our curriculum as we ought to for some reasons. Teachers must not depend entirely on the curriculum but supplement and enhance their curriculum content, teaching strategies and resources with updated ideas and information, etc. through on-going research activities and collaboration as you mentioned.

Curriculum is the pathway to a destination which leads to achieve career objectives.Like any road or path it may start on kutcha road initially but has a clear direction for the students .The Administers of education and training need to be aware of providing proper maintenance of the path ways with proper signals and controls inculcating personal discipline and cultural boundaries providing for all types education from all fields of specialisation,, take care of the pits and cracks which might dislocate and misdirect the students.The curriculum creators should be extremely diligent in carrying out required changes updations and additions of diversions and flyovers for steady and speedy journey for successful career destinations of the students.

Oddly, as I try to work with fifth graders on inferencing skills, online, I wonder where previous experiences with such skills were taught. We can certainly fill our days with great activities, but without a comprehensive outline of when, where, and how often students will learn or revisit previous learning, but, we must be mindful of an outcome. We do not have that without a curriculum.

Thank you for your contribution, Jaikumar Kulkarni. I totally agree with your points. This is the very message that must be preached and emphasized to all stakeholders concerned, inclusively, the administers of education and training, funding agencies, teachers and the general public, whoever has some involvement in curriculum development.

Thank you again.

An interesting discussion indeed. The discussion has so far focused on the curriculum as intended by planners. There is however need to also look at the curriculum as something that is not necessarily planned but what learners actually experience within the school setting. The advantage of such a perspective is it takes into account both the planned and unplanned experiences of the learner. It thus accommodates what is sometimes referred to as the hidden curriculum so as to include aspects as such as teacher enthusiasm when teaching particular topics and concepts, omissions and additions during teaching, and values and attitudes that are consciously and unconsciously promoted or discouraged in learners.

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There will be chaos in teaching and evaluation, and this will result in learning outcomes not being achieved

It is true, Oswell Namasasu, the discussion on curriculum is becoming quite interesting. You mentioned two types of curriculum, the planned and unplanned (hidden) curriculum. Susan Sharpe (2013) talks about three types. One is called explicit curriculum (stated/planned/formal mandated curricula that contain explicit steps and procedures to follow for proper implementation; stated and intended outcomes.

The second is called hidden curriculum. What schools don't intend to teach. These are sources, not limiting to, the social structures of the classroom, the teacher's exercise of authority, rules governing the relationship between teachers and students and standard learning activities.

The third is called 'Absent/null curriculum'. The null curriculum is what is not taught. Not teaching some particular idea or sets of ideas may be due to mandates from higher authorities, to a teacher's lack of knowledge, or to deeply ingrained assumptions and biases. For example, teachers and schools may be under pressure not to teach evolution. Tasi Rose Camacho (2014) added yet a fourth type of curriculum called 'Extra curriculum'. These are non-credit activities that enhance explicit curriculum. They include sport, clubs, or programs that all contribute to success in life.

Reference Source: https://prezi.com/yjeqntj_hzdd/three-types-of-curriculum/#related-1gvyzyzcy-nh

The curriculum is not a syllabus ( a list of contents, or lectures or sessions to be taught). A curriculum includes 1) curriculum design, 2) curriculum strategy, 3) teaching and learning methods to be used. Also, the curriculum includes 4) the environment of teaching, 5) how technology or other tools could be used, 6) staff training and development, 7) formative assessment, 8) improvement of learners' skills and resources to be used. 9) curriculum research. 10) curriculum management. 11) curriculum implementation. 12) teaching methods. 13) revision of the curriculum. 14) course objectives at macro, mesh, and micro. 15) stage learning outcomes. 16) program learning outcomes. 17) online learning. 18) remote learning. 19) mapping of the curriculum. 20) use of CAL and computer-based learning. 21) online learning. 22) evaluation of the curriculum. 23) continuous improvement of the curriculum. 24) self-directed learning. 25) online bank of questions and many other areas.

Therefore, methods of teaching and implementation of the curriculum through teaching are part of the curriculum.

What is the purpose of the curriculum. Preparing the younger generation to

face the rapidly changing global surroundings is the challenge that

education is faced with. It is not a matter of bringing new knowledge to

the school curriculum.In my view

1. How the formal school curriculum is to be reformed from ‘Content and Academic Oriented Curriculum’ to a ‘Skills Oriented Curriculum’?

2. How could the teacher, the school and classroom, and the teacher and the teacher centered instructional system; the learning environment, be transformed to support the 21st century skill learning.

3. How to integrate skills and competencies to the formal school curriculum?

The global economy demands a dynamic personality. Adoptability, neuromuscular coordination, democratic behavior, commitment to family and work, effective personal relations, community participatory skills, emotional stability, courteous beaviour, manners and many other personality traits to

behavior, manner cultivated at very early in every child to enable

them to achieve success in their future world. We have to think whether our curriculum provide the above skills to students. Curriculum developers are the people responsible for the future of the country. Let them think and decide what type of curriculum we need.The soft skills are another important advocacy, very much link with EQ. The soft skills are for interpersonal relations. These are people’s skills. Listen skills, speaking skills, understanding the feelings

of others, empathy, ability to share and work together are the main soft skills. Today these skills are very much needed in the use of digital media as well.

The emotional control is seen in the

communications. These need to be cultivated through the learning process in school. Hardly these skills are given any importance in formal school or higher learning institutions.

I totally agree with Selvaranee.. Soft skills and like skills take a back seat in the curriculum. These are not sessions that can be had once in a way and mark it as done in the check list. These are skills that need to ingrained in every growing individual. When working on group assignements, the group dynamics ofer major learning platform but this needs to be debriefed the teacher concerned. Working in groups should only get better n better and each student should be able to see for themselves how ther are faring as a team player.

Coomunication can only be effective if EQ is well managed. Spiritual Quotient (SQ) also needs to be imbibed as it is SQ that can give students an anchor to tide through moments of adversity.

curriculum is the brief overview of the course what the learner will be able to do after the end of course.With

out the curriculum there is no sustematic education,best example is just like person live with out any goal.

curriculum bridges gap between teachers and students, helps teacher as effective tool in formulating and delivering the lecturers in the class room there by discussing the issues both technically and scientifically.

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.teachertrainingasia.com/blog/importance-of-curriculum-development-in-modern-teaching/&ved=2ahUKEwi3gbzKneXoAhWYxzgGHfoHBfUQFjADegQICBAB&usg=AOvVaw2cfwAJHr7i6Rz7HUG8q4W_

https://www.google.com/url?sa=t&source=web&rct=j&url=https://www.teachertrainingasia.com/blog/importance-of-curriculum-development-in-modern-teaching/&ved=2ahUKEwi3gbzKneXoAhWYxzgGHfoHBfUQFjADegQICBAB&usg=AOvVaw2cfwAJHr7i6Rz7HUG8q4W_

I think, curriculum constructed in a professional way with the use of the perspective principle can combat both teachers and students from chaos leading not to creativity and intellectual growth, but towards the extreme relativity, where nobody can find own identity.

Thank you Maria for your contribution.

Schools are built for students. Likewise, learning resources are created primarily for students. Conversely, teachers are hired for students. Another fact is that curriculum is built for students.

Everything is focused on the welfare of students to prepare them to live a world where they can both enjoy and flourish, and effect positive change in all facets of life.

Without curriculum, what for is education? What good reasons to we have to exist as molders and guardians of dreams?

Patrick, you have mentioned the hidden curriculum, I would include it into one of the most important factors influencing the school qualitative effectiveness. There is still not enough research upon the its functioning on each level of education. I do not mean only quantitative research, but the qualitative one, drawing attention to the narrative research to see more then only the statistical data..

Thank you Reynold Padagas. What you said is true but sometimes curriculum developers mess up the work. For example, it is sad to see foreign consultants over-riding curriculum developments that tend to reflect their own contexts rather than the local contexts. For this reason, I suggest that local consultant are left alone to develop their country's curriculum and that the writers who assist are those who have studied and qualified in curriculum development. Like you said, curriculum is built for students and life long learning but if it is messed up for students, then those students will turn out to be what such curriculum produces.

There will be randomness in education, in addition to not achieving the goals.