The curriculum in education centers is a complex system that requires complex analysis to manage or change. Any change begins with reviewing the current instructional strategy and determining the goals of the change itself (CNDLS, 2020). Thus, one must determine why to change the curriculum at all and what goals need to be achieved. The opinions of current students should also be considered the primary metric for such changes, as it is possible to identify weaknesses and potential ways for programs to evolve based on their opinions. It is also necessary to relate desired goals to the actual educational plan to determine how the current program can be adjusted to meet the new goals and objectives. This includes examining the standards and identifying those that need to be used in the changing program. This includes identifying new tools for assessing learning, whether it be tests, interim progress, exams, or feedback (Eredics, 2018). The new curriculum needs to be kept current, and this requires identifying the place of technology in learning. Finally, long-term goals for the change — what the new curriculum will ultimately lead to — and short-term goals that will determine the benefits and challenges for students and administrative staff shortly need to be identified.
The curriculum is a dynamic system that does not remain stable throughout the educational process. Academic standards are constantly being updated, and teaching practices can differ significantly from theoretical prescriptions due to the way professors work (Marie, 2019). As a result, there can be an increasing gap between the curriculum and its practice, which compromises the quality of the educational process. In addition, constant monitoring of the curriculum allows for the timely identification of weaknesses and adjustments to the agenda and overall management of change (IBE, 2020). At a trim level, this can mean systematic errors and disagreements, including the emergence of conflicts between professors and administrative staff. If academic standards, for example, set the same rules for teaching, but professors tend to use their practices, this damages the integrity of the educational institution. On a larger scale, it damages the academic culture of the student body.
References
CNDLS. (2020). Eight steps to curricular change. CNDLS George Town. Web.
Eredics, N. (2018). 4 different ways to evaluate student progress in the inclusive class. SNR.
IBE. (2020). Curriculum monitoring. IBE-UNESCO.
Marie. (2019). Why does curriculum need to change? CL.