PROBLEM FACED BY THE STUDENTS IN CLASSROOM
VII
Curriculum Development in
Population Education
Saroj Bala Yadav Introduction
The school curriculum of a country, like its Constitution, reflects the ethos of that country as also its chief concerns. The values enshrined in our Constitution points towards the development of a pluralist open society and a state which is secular, democratic and socialist in nature. The school curriculum should reflect these aims and values in its structure, content, implied methodology - in fact, in its entire design.
The term "curriculum" is derived from the Latin world "currere", which means "run" and its signifies "a run way" or course which is run to reach a goal. In education, it is generally identified with a course of studies or list of subjects prescribed for a course. In fact a list of subjects forms only a part of the curriculum and not whole of it. A curriculum means the total situation (or all situations) selected and organized by the institutions and made available to the teacher to operate and translate the ultimate aim of education into reality. The Secondary Education Commission, (1953) points out that a curriculum "does not mean only the academic subjects traditionally taught in the school but it includes the totality of experiences that a pupil receives through the manifold activities that go on in the school, in the class room, library, laboratory, workshop, playground and numerous informal contacts between teachers and pupils".
Thus the term curriculum, in its broad sense, refers to all the planned learning activities or experiences provided by an educational programme to a group of learners or target audience. As such it may include objectives, content, learning activities, materials, teaching aids and evaluation means and tools. In its narrow sense a curriculum may refer solely to the core contents or content outline of a particular programme or field.
Curriculum Development in Population Education.
Curriculum development is the most important
Curriculum Development in
Population Education
Saroj Bala Yadav Introduction
The school curriculum of a country, like its Constitution, reflects the ethos of that country as also its chief concerns. The values enshrined in our Constitution points towards the development of a pluralist open society and a state which is secular, democratic and socialist in nature. The school curriculum should reflect these aims and values in its structure, content, implied methodology - in fact, in its entire design.
The term "curriculum" is derived from the Latin world "currere", which means "run" and its signifies "a run way" or course which is run to reach a goal. In education, it is generally identified with a course of studies or list of subjects prescribed for a course. In fact a list of subjects forms only a part of the curriculum and not whole of it. A curriculum means the total situation (or all situations) selected and organized by the institutions and made available to the teacher to operate and translate the ultimate aim of education into reality. The Secondary Education Commission, (1953) points out that a curriculum "does not mean only the academic subjects traditionally taught in the school but it includes the totality of experiences that a pupil receives through the manifold activities that go on in the school, in the class room, library, laboratory, workshop, playground and numerous informal contacts between teachers and pupils".
Thus the term curriculum, in its broad sense, refers to all the planned learning activities or experiences provided by an educational programme to a group of learners or target audience. As such it may include objectives, content, learning activities, materials, teaching aids and evaluation means and tools. In its narrow sense a curriculum may refer solely to the core contents or content outline of a particular programme or field.
Curriculum Development in Population Education.
Curriculum development is the most important
References: 2. Kline, David and David Harman. (1976) ed. Issues in population education Lexington, Mass. : Lexington Books. 3. NCERT, (1998) Minimum essential contents of population Education, NPEP, DESSH, NCERT, New Delhi : (Mimeographed) 4 5 . National Council of Educational Research and Training. (1980) Population education Tasks and challenges, New Delhi. 10. Unesco. Regional Office for Education in Asia and the Pacific. (1980) Population education: innovative structures and approaches. Report of a Regional Workshop, New Delhi, 23-29 October 1979. Bangkok : Unesco. 11. Unesco. Regional Office for Education in Asia and the Pacific. (1978) Future directions of population education. Report of a Regional Consultative Seminar, Manila, 14-21 August 1978. Bangkok.