Curriculum Frameworks. How can the development of education in the United Kingdom be seen from a number of competing influences?
How can the development of education in the United Kingdom be seen from a number of competing influences?
Some academics suggested that there are numerous competing influences in the development of the curriculum, these influences are often referred to as the stakeholders who as stakeholders, are presumed to have the right to influence the school curriculum and the development of it. There are numerous stakeholders concerned in education who claim to have the right to contribute to the development of the curriculum from: parents, students, the government, professional educators and employers. The government, educational and business sectors all have interests in common regarding the development of the curriculum; but they also share differences, each sector envisions a different ideal curriculum. Some of these ideals tend to focus on their political stance, demographics, and particular interests; in retrospect the stronger political clout they project the larger influence they will have on the curriculum. This ideology can be further argued in a way that each sector of stakeholders could be seen to not only to have a particular interest in the curriculum, but also a tendency to push their own political backings into their ideals and blame some of the other politically opposing stakeholders for the failings and ineffectiveness of schools progress. This causes potential tensions between stakeholders.
Internal stakeholders such as teachers and students are argued to be vital stakeholders who require a larger influence as they hold the closest interaction with the curriculum. Thomas (2011) puts forward teachers to be curriculum designer’s as well as work with other contributing stakeholders to exhume the knowledge resources held in local communities. He draws on idea of localism and being advocated by the Coalition government, going further than current central education policy. Hancock (2013) suggests that the freeing of colleges and giving autonomy to educators
Some academics suggested that there are numerous competing influences in the development of the curriculum, these influences are often referred to as the stakeholders who as stakeholders, are presumed to have the right to influence the school curriculum and the development of it. There are numerous stakeholders concerned in education who claim to have the right to contribute to the development of the curriculum from: parents, students, the government, professional educators and employers. The government, educational and business sectors all have interests in common regarding the development of the curriculum; but they also share differences, each sector envisions a different ideal curriculum. Some of these ideals tend to focus on their political stance, demographics, and particular interests; in retrospect the stronger political clout they project the larger influence they will have on the curriculum. This ideology can be further argued in a way that each sector of stakeholders could be seen to not only to have a particular interest in the curriculum, but also a tendency to push their own political backings into their ideals and blame some of the other politically opposing stakeholders for the failings and ineffectiveness of schools progress. This causes potential tensions between stakeholders.
Internal stakeholders such as teachers and students are argued to be vital stakeholders who require a larger influence as they hold the closest interaction with the curriculum. Thomas (2011) puts forward teachers to be curriculum designer’s as well as work with other contributing stakeholders to exhume the knowledge resources held in local communities. He draws on idea of localism and being advocated by the Coalition government, going further than current central education policy. Hancock (2013) suggests that the freeing of colleges and giving autonomy to educators