The Systemic Transformation of the Educational System

Essentially, the processes of computer program development and slaying are shaped by textbook publishers, state guidelines and discipline standards, testing requirements, local boards, schools and the teachers. Consequently, the course of instruction is filled with discrete and disjointed segments of information that has not been arranged in any regularise of priority. Beyond their educational value, the inclusion of some of the segments in the platform may also likely be attributed to vested interests.

In fact, English (2000) highlighted the reality that the curriculum is defined by political, economic and educational influences. Because of the decentralization of education that distributes power to all three levels of government, no angiotensin converting enzyme party can formulate, implement and enforce one consistent standard of curriculum. This lack of consistency in the curriculum becomes further perpetuated in actual school settings where students who live in economically disadvantaged areas attend schools that lack the resources to provide theatrical role curriculum. Finally, what has also undermined the development and implementation of a coherent and effectual curriculum is the fundamental fact that educators do not give a common philosophy that enables them to determine what should be unified into the curriculum.

Miles, M. B., & Fullan, M. G. (1992). Getting reform near: What works and what doesn't. Phi Delta Kappan, 73(10), 745-752.

Does the concern with the coverage of the academic standards undermine the students' impulse to learn?

"Cultivating and Fertilizing the Soil" (McKenzie, 2001)

Are the academic standards used for the see of the new curriculum still upheld by the experts of the different candid areas?

During the planting phase, educators who are involved in designing the curriculum need to establish the content priorities of their curriculum, which involve differentiating the educational objectives from political motives (English, 2000). Fullan's (2001) first two attributes of the change process are for certain relevant to this task. Essentially, educators who are planning the curriculum change provide need to see the need for change in allege to be enthusiastic participants in the process. Just as importantly, they mustiness have a clear understanding of the changes that should be made.

With wishing to the implementation of the new curriculum, Tomlinson (2001) posed relevant questions that should be considered on a periodic basis:

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