Int.
Libr.
Rev.
(1979) 11, 353-365
Curriculum Development and Design Process:
A Systems Approach
M. M. KASHYAP”
THE
SYSTEMS
APPROACH
The systems approach is a philosophy
of a way of thinking which
facilitates understanding
and handling
of a complex situation
or
phenomenon.
It is a way of looking at the empirical world in which
individual phenomena
are viewed as interrelated
rather than isolated
ones.
Systems thinking rejects the concept of dualism of body and mind,
man and nature, individual
and society, and provides integrated conception of universe as a dynamic organization
of many levels (suprasystems, systems and subsystems). exhibiting great complexity of details
yet harmony of all over design. This means thinking about phenomena
or facts or events in terms of their wholeness: “The concept of wholeness
defines the character of the system (phenomenon)
as such, in contrast to
the character of its parts in isolation. A whole possesses characteristics
which are not possessed by parts singly. Insofar as this is the case, therefore the whole is other than the simple sum of its parts. (For example, an
atom is other than the sum of the component particles taken individually and added together; a nation is other than the sum of individuals
beings composing it, etc.) .“t
This scientific approach contrasts with the “classical (Newtonian)
method in science, which regarded an object of scientific investigation as a
collection of isolated parts and tried to derive the properties of the whole
object directly from the properties of its parts, without
considering
possible interactions between the parts.“‘2
The systems approach postulates that a phenomenon
of empirical
* Lecturer, Department of Library Science, University of Delhi, Delhi-l 1 0007, India.
1 Ervin Las& (1972). Introduction
to systemsphilosophy:
Towards a new paradigm of contemporary
thought. New York : Harper, p. 36.
2 George J. Klir (1972). Perview: The polyphonic general systems theory. In Trends in
general sy.rtems theory (G. J. Klir, ed.), New York: Interscience, pp. I-18.
OOZO-7837/79/030353+ 13 $02.00/O
0 1979 Academic Press Inc. (London) Limited
354
M.
M.
KASHYAP
world be regarded as a system composed of interrelated, interdependent
and integrated subentities (or subsystems), encompassed by environment (or suprasystem) as well as interfacing with other related phenomena (or systems). The behaviour or properties of the whole system
under investigation,
are derived from the behaviour or properties of its
elements, considering all possible interactions
of the elements and
examining how these parts together accomplish the purpose for which
the system exists.
This scientific approach is being increasingly applied to problem
solving; scientific investigation;
systems study; planning and management of human organizations and involves application of relevant concepts from general systems theory developed by Ludwig Von Bertalanffyi
and his collaborators. The general system theory is an interdisciplinary
doctrine elaborating
principles and models that apply to systems in
general, irrespective of their particular
kind, elements and “forces”
involved. In the broadest sense, it is referred to a collection of general
concepts, principles, tools, problems, methods and techniques associated
with systems. Explaining
exactly how does this theory relate to a
specific problem in a specific discipline ? Robert A. Orchard states that
“a formulation
of a problem is actually a point of view taken by an
investigatory concerning the problem. If he wishes to utilize a certain
general systems theory, he must define a system on the underlying
phenomenon
(i.e. take a point of view) which coincides with a system
definition encompassed by the particular general systems theory. It is
important to note that the point of view is one which looks at the original
problem in its systemic aspects. The system which is eventually defined
on it, takes into account only those fundamental
traits of systems which
are present in the collection of system definitions in the general systems
theory being used: hence the results of any investigation by use of the
theory will, of necessity, yield information
of a systemic nature only.“s
The systems approach has opened new vistas for viewing man and
nature in new perspective. It is an effective mode of organising a project
or a programme, as well as analysing and designing of a system. When a
person applies the systems approach in problem solving or system
designing, he provides himself with a technique or a method which
helps him in visualizing totality of a problem or a system. His attention
is focussed on interactions, interrelationships
and integration
factors of
all component elements in isolation. In other words, systems approach
1 L. Von Bertanlanffy
(1968). Gerzeral system theory: Foundation,
development, application.
New
York:
George
Braziller.
2 Robert
A. Orchard
(1972).
On an approach
to general
systems
theory.
In Trends in
general systems theory (G. J. Klir, ed.), New York:
Interscience,
pp. 205-250.
A SYSTEMS
355
APPROACH
demands that the following factors should be considered while planning
a project or designing a system or solving a problem :
“(4
(b)
(cl
(4
(4
(f )
k)
The whole is primary
and the parts are secondary.
Integration
is the condition
of the interrelatedness
of the many
parts
within
one.
The parts so constitute
an indissoluble
whole
that no part can be affected
without
affecting
all other parts.
Parts play their role in light of the purpose
for which
the whole
exists (i.e.
objectives
of the total system
are more important
than the objectives
of its
elements).
The nature
of the part and its function
is derived
from
its position
in the
whole
and its behaviour
is related
by the part relationship.
The whole
is any system,
complex
or configuration
of energy
like a single
piece,
no matter
how complex.
Everything
should
start with
the whole
as a premise
and parts
and their
relationships
should
evolve.“1
In addition to above factors, governing the whole and part relationship, the following basic considerations must be kept in mind while
designing a system:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
What
are its objectives,
boundaries
(interfaces)
and environment
constraints?
What
are the components
of the system?
What
are the objectives
and functions
of each of the components
i.e. the
subsystems
having
unique
and identifiable
characteristics?
What
are the interrelations
among
the components?
What
is its feedback
and control
mechanism?
What
is its mechanism
for adaptation,
whenever
there
is change
in its
internal
and/or
external
environment?
How the subsystems
get integrated
to operate
in truly
holistic
form?
CURRICULUM
DEVELOPMENT
AND
DESIGN
Application of systems approach
The systems approach can be utilized for overall structuring
of
curriculum
designing and development
activities, as it offers us a
systematic, analytical and fact finding approach. Besides, it can act as a
dynamic force leading to innovation
and changes in the resultant
curriculum.
Its application demands first a thorough and comprehensive analysis
of all relevant
component
elements
of a curriculum
as well
as establishing their purpose and relationship; and then production of a
synthesized, well-rounded
blue print for a school. It requires that the
1 Vincent
P. Luchsinger
and Thomas
Dubuque,
Iowa: Kendal/Hunt,
p. 16.
V.
Dock
(1975).
The systems
approach:
A primer.
356
M.
M.
KASHYAP
curriculum revision should not be done piece meal-a
mcrc shifting ot
course contents from one level grade to other, taking out one piece
and replacing it with another without reappraisal of the whole pattern
and not providing any justification for the change or innovation.
Before we deal with problems and issues related to the development
and designing of a Library and Information
Science curriculum
it is
desirable that we initially consider the following questions:
(a) What is curriculum?
(b) What is curriculum development
process?
(c) Who should develop curriculum?
The meaning qf curriculum
In education-literature
there are different connotations to the term
curriculum. “Traditionally
the term curriculum had been used in a variety
of ways-to
designate a programme
for a given subject matter at ;L
specific grade level, a programme
for a given subject matter for thr
entire study cycle, or the entire programme for various subjects for the
entire study cycle. In most cases, however, a curriculum did not contain
more than a brief list of educational objectives and contents to be taught
in schools. In more recent years, however, the meaning of the term has
been broadened to encompass detailed plans of student activities, a
variety of study materials, suggestions for learning strategies, arrang+
ments for putting the programme into use, etc.“1
Because of the impact of systems philosophy,
the curriculum
is
increasingly being regarded as a system of interrelated
tasks designecl to
achieve certain ends. Curriculum
is being defined in terms of its component
elements,
namely:
(a) objectives;
(b) subject contents;
(c) instructional
materials; (d) teaching-learning
strategies; (e) proccdures for evaluation of student progress; and (f) implementation
programmes, etc. The interaction of these elements leads to what we term
as curriculum system. Thus, broadly speaking, the curriculum can tJC
defined: as a system of planned action of instructions and evaluaticjri
methods for transmitting
organized bodies of knowledge (subjects) to tllc
learner, with the objective of increasing his knowledge and developing
his intellectual ability, social behaviour and vocational aptitude.
Curriculum development and design process
The curriculum
development
and design process is a system of
planning
and development
of a workable and effective curriculum
design in an educational environment.
In other words, it is a process of :I
1 Arieh Lewy
for educational
(1977). Planning the school curriculum.
planning,
p. 11.
Paris:
UNESCO
International
Instituzl:
A
SYSTEMS
APPROACH
357
series of interactive
activities through which a curriculum
designer
produces a design or plan for implementation
in a school or college or
university
environment.
Specifically,
curriculum
development
is a
cyclic process constituting the following consecutives tasks:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Determination
and formulation
of:
(a) overall
objectives
of education;
(b) level-wise
objectives
of curriculum;
(c) subject-wise
objectives
of curriculum.
Identification,
selection
and specification
of core elements
of the curriculum,
namely
:
(a) subject
contents
to be learnt
by students;
(b) teaching-learning
strategies
(methods)
;
(c) assessment
procedure,
that is how can the extent of learning
of a student
be measured;
(d) instructional
materials.
Determination
and formulation
of objectives
and functions
of the core
elements.
Establishing
interrelation
among
the core elements.
Implementation
and monitoring
of the whole
curriculum
system.
Development
mechanism
for periodic
re-appraisal
of the whole
system.
According to systems approach these cyclic activities are conceived as
interrelated
and interactive and the curriculum evolves on the basis of
a series of decisions taken by the designer. These decisions represent
choices of range of alternatives concerning each of curriculum
component elements and their interactions.
For instance, for a specific
curriculum design the selection of contents of a course will depend upon
the overall policy relating to the choice of pattern of courses. The
course contents and their organization in units or modules is likely to be
varied with regard to an integrated two-year Master’s degree course in
Library and Information
Science than for one year B.Lib.Sc. course
followed by one-year M.Lib.Sc. course; and then followed by M.Phil.
programme and Ph.D. programme successively or followed by a Ph.D.
programme only. Further, contents of a course cannot be considered
finalized until appropriate
teaching-learning
strategies as well as
appropriate
instructional
materials are selected. Similarly, the new
design cannot be considered complete unless its implementation
process
is envisaged at the time of its development.
A new course design may be excellent, but its proper implementation
cannot be guaranteed unless teachers are able to implement it. They
may need some training for effective implementation
of the programme
which may also include acquiring background knowledge of the sub.ject
content.
Thus, for effective implementation
of programme
curriculum
development team must plan for provision of facilities to be provided by
library schools for teachers, for their training, in the context of a new
M. M.
358
KASHYAP
curriculum design. Consistent with system philosophy the last step of the
process leads to a cycle of continuous revaluation and revision of curriculum and what is taught is made relevant, from time to time, according
to changed environment
and needs.
Who should develop curriculum?
Traditionally
the curriculum
development
activities namely, the
preparation
of the syllabus, decision regarding
teaching-learning
methods, and implementation,
etc. are considered to be responsibilities
of different persons within the educational system. However, according
to systems approach, the curriculum is conceived as multi-stage process
of interrelated tasks, whereby, the curriculum design cannot be the outcome of one-person or different persons (not working as a team) efforts.
It can only be the outcome of a complex interaction between members
of a project team.
In a specific university environment it should be continuous responsibility of a curriculum
development
team consisting of all the faculty
members of the school and other experts such as course development
consultant, educational administrator,
etc. At the national level there
should be a permanent curriculum development committee, constituted
say under the aegis of the University Grants Commission or the Association of Indian Universities in India. This committee should meet as
often as necessary to frame general curriculum guidelines and “learning
modules”1 and allow the Library and Information
Science Schools to
select from broad or numerous suggested alternative
options, with
necessary modifications,
if necessary. The National
Curriculum
Committee
should help library schools in the production
of new
curriculum
designs; find ways and means to establish cooperation
among the library schools; establish research projects to improve
curriculum development methodology as well as establish compatibility
in various library school courses in the country by formulating
general
national policy guidelines. At the international
level, similar work can
be taken up by a International
Library
and Information
Science
Teaching and Research Committee constituted say under the aegis of
UNESCO and/or IFLA.
APPROACHES
TO THE DEVELOPMENT
DESIGN
OF A CURRICULUM
Spec$cation of aims and objectives
Need and purpose. Many factors determine
1 Seminar
Proceedirzgs,
on Library
p. 27-37.
and Information
Bangalore:
Documentation
the creation
Manpower
Research
Development,
and Training
AND
of a curriculum.
Rangalore
Centre.
(1976).
A
SYSTEMS
359
APPROACH
According to Ralph W. Tyler-r the problems of curriculum development
are to be usually considered in relation to four major questions, namely:
(1)
(2)
(3)
(4)
What
educational
purposes
or objectives
should
the school
or course
seek to
attain ?
What
learning
experiences
can be provided
that are likely
to bring about
the
attainment
of these purposes?
How
can these
learning
experiences
be effectively
organized
to provide
continuity
and sequence
for the learner
and to help him in integrating
what
might
otherwise
appear
an isolated
learning
experience?
How can the effectiveness
of learning
experiences
be evaluated
by the use of
tests and other
systematic
evidence-gathering
procedures?
Out of these factors the formulation
of aims (i.e. broad intentions)
and objectives (i.e. precisely defined operational goals which lead to
specific actions) are most crucial elements for the development
of
effective curriculum design.
Goals as they are defined help us in understanding and conceiving the
whole structure of a system or a programme and to measure the effectiveness of its output. Charles Hummel points out that “every reform of an
education system involves prior reflection on the goal of education, on
its objectives, as well as on the role of educational institutions. In any
innovation in this field, the desired educational objectives are modified,
or at least questioned.“2
The importance of this factor has also been
clearly shown by two recent meetings, of groups of consultants on the
“Philosophy and goals of education organized by UNESCO.“3
It is,
therefore, important
that the major objectives of an educational programme and units of instruction be clearly identified and an ordered set
of priorities for teaching be established, if the work of curriculum
development and its implementation
is to be guided by a systematic plan.
Systematically
worked out aims and objectives of the curriculum
elements not only aid in a rational and efficient selection of teaching and
learning activities but can be a source of direction to teachers and
students in their teaching-learning
process. According
to Norman
between
Mackenzie,* “the importance of objectives for co-operation
teachers should also be noted. The increasing emphasis being placed on
the interrelationship
between different areas of knowledge need to be
1 Ralph
W. Tyler
studentpersonnel
work
(1949). Achievement
(E. G. Williamson,
testing and curriculum
ed.), Minneapolis,
Minn.
construction.
: University
In Trends in
of Minnesota
Press, pp. 391-407.
s Charles Hummel
(1977). Education toduyfor the world of tomorrow
Paris: UNESCO,
p. 14.
s Panel of consultants
on Educational
goals and Theories,
Geneva
(1975). Report. Paris:
UNESCO,
p. 10.
4 Norman
Mackenzie
et al. (1976).
Teaching and learning:
An introduction
to MW methodc and
research in Higher education, 2nd Ed. Paris: International
Association
of Universities,
p. 115.
M.
360
M.
KASHYAP
translated into the curriculum;
and this has to mean more than expecting students to derive integrated patterns while their teachers preserve
a segmented course structure. Yet courses cannot easily be linked
together to form a coherent curriculumiftheir
objectives are undefined.”
Defining aims and objectives is not a new practice. However, because
of the impact of systems approach philosophy, a strong movement in
defining objectives has started recently. In the field of education several
models for deriving educational
aims and objectives have been
developed. Quite a few publications
providing guidelines for laying
down educational
aims and objectives have been published. For
instance, Goodlad and Richter1 have listed a number of criteria to be
taken into consideration for the selection of objectives. These are :
(1)
(2)
(3)
(4)
(5)
(6)
(7)
Validity
(in terms of societal,
professional
and
Relevance
(in terms of changing
characteristic
Appropriateness
(in terms
of our increasing
processes).
Precision
(in terms
of the specificity
with which
industrial
needs).
of students).
knowledge
of psychological
they
are
expressed).
Comprehensiveness
(in terms
of their
coverage
of the intentions
of the
curriculum
development
agencies).
Consistency
(in terms
of their
internal
supportiveness
and lack of contradiction).
Feasibility
(in terms
of availability
of facilities,
personnel
and costs for
implementation).
Several attempts have been made for formulation
and classification
of educational aims in different domains, namely, cognitive; affective;
psychomotor
and behavioural
domains. Out of recently published
literature, the publication
of the handbooks namely:
Taxonomy of
Educational Objectives; Handbook I-Cognitive
domain,2 and Taxonomy of
Educational Objectives; Handbook II-AA$ective domain3 which are the
outcome of intensive work done by eminent educationalists,
have
brought great impact in the field of syllabii development and educational
assessment. Significant contribution
has also been made to this field by
R. H. Dave,4 who has developed taxonomy of objectives in psychomotor domain. The application of objectives to instructional
field has
and Maurice
N. Richter
(1966).
The development of a conceptual scheme for
of curriculum and instruction.
Los Angeles:
University
of California.
2 S. Benjamin
Bloom et al. (eds) (1956).
Taxanomy of educational objectives;
the classification
of
educational goals: Handbook I--Cognitive
domain. New York:
Longmans.
3 David
R. Kratherohl
et al. (1964).
Taxonomy
of educational objectives:
Handbook
II-The
effective domain. New York:
David Mackay,
207 pp.
* R. H. Dave (1969). Taxonomy
of educational
objectives
and achievement
and testing.
In Development
in educational testing, Vol. 1. (K. Ingenkampf,
ed.), London:
University
of
London
Press, pp. 203-214.
1 John
Goodlad
dealing with problems
A
SYSTEMS
APPROACH
also been explored by R. F. Mager,r
formulation
of behavioural objectives.
who has contributed
361
to the
Major considerations in determination qf objectives. While determining
aims
and objectives of Library and Information
Science curricula, one of the
key points which must be kept in mind is that these should reflect or
cover the primary aim of education such as: (a) objectives related to
knowledge and comprehension of contents; (b) objectives related to the
development
of intellectual
abilities; and, (c) objectives relating to
inculcation of attitudes.
The curriculum
planner must also take into consideration
the
general characteristics of the educational system of the country while
formulating
curriculum
goals. The general aims formally stated in
constitutional and legislative acts, reports of the education commission,
statements of educational policies, etc. can serve as the source of information and direction in this regard.
Other major factors to be taken into consideration for taking decisions
about curriculum aims and objectives are:
(a) Social changes as well as societal issues, particularly
in relation to national
development.
(b) Developments
in the field of library and information
science and allied
disciplines.
(c) Developments in education theory and practice.
(d) Changes in professional
manpower
employment
patterns and current
manpower needs of the country.
A great help can also be taken to identify and express the aims and
objectives of a course on the basis of studies brought out by the experts
in the field of library education. For instance, a summary of general
aims of Library and Information
Science Education listed by Jesse H.
Sheraa in his book entitled Foundation of Education for Librarianship and in
the paper submitted by A. Neelameghans at the All India Seminar on
Library and Information ScienceEducation (Delhi) 1977, can be of value for
this purpose.
Keeping in view the above factors of utilising the relevant literature
and illustrative
materials, one can systematically work out a set of
desired aims and objectives for a new or altered library and information
1 R. F. Mager (1972). Prepan’nginstructionalob~ectives.
Palo Alto, California:
Fearon Publishers.
2 Jesse H. Shera (1972).
The foundation
of education for librarianship. New York: Becker and
Hayes, pp. 358-64.
s A. Neelameghan
(1977). Guidelines
for formulation
of policy on education,
training
and
In All India Seminar on Library
and
development
of Library
and Information
personnel.
Information
Science Education. Delhi: Department
of Library
Science, University
of Delhi, 75 pp.
362
M.
M.
KASHYAP
science educational programme
and curriculum.
determined and specified shall provide guidelines
(a)
(b)
The objectives
for:
Conceiving
the whole
structure
of an educational
measure
the effectiveness
of its final output.
Rational
selection
and organization
of curriculum
relevant
teaching-learning
processes;
choice
of suitable
tion and preparation
as well as selection
of instructional
programme
contents;
methods
materials.
thus
and
to
identifying
for evalua-
Selection and organidation of contents
How should selection of contents be accomplished? What should be
the criteria for making choice and organization
of contents? These are
some of the questions which a curriculum designer has to ask at the time
of structuring of this element of a curriculum.
There is a lack of literature in the field of Library Education concerning methods and criteria of selection and organisation of course contents.
Nevertheless, isolated attempts have been made by curriculum theorists
to lay down the criteria for the selection of curriculum
contents on
scientific basis. These may be applied in Library and Information
Science curriculum
development
environment.
Schwab’s criteria. J. Schwab1 has suggested the concept-“structure
of
discipline”-as
a device for content selection. He refers to it as covering
three distinct but related set of selection conditions given below:
(1)
(2)
(3)
The way in which
accumulated
knowledge
is organized
according
to subjects
or the way discrimination
is made between
areas of investigation.
The set of basic concepts
used to describe
a variety
of phenomena
within
the
boundaries
of a discipline.
The set of basic methods
and rules used within
the framework
of the discipline for providing
evidence,
in other
words,
the methods
of enquiry
unique
for the discipline.
Dave’s criteria. According to R. H. Dave” the following criteria may be
kept in mind for the selection and organization of curriculum contents:
(1)
(2)
(3)
The curriculum
area or subjects
of study should
be selected
in such a manner
that they provide
a wide basis and choice
for further
education.
While
selecting
subjects
and organising
their
content;
the nature
of individual
subjects
must
be taken
into account.
For example,
subjects
which
undergo
quick
changes
in respect
of their content
need frequent
updating.
In the process
of selection
and organisation
of content,
the emphasis
should
be shifted
from specific
bits of knowledge
which
quickly
become
obsolete,
to
those aspects
which
constitute
the structure
of the subject,
key concepts
of the
1 J. Schwab
(1964).
The structure
of natural
sciences.
In The structure of knowledge and
curriculum (G. W. Ford and L. Pugno, eds), Chicago:
Rand McNally
& Co., pp. 6-30.
2 R. H. Dave (1973). L;S long education and school curriculum.
Hamburg:
UNESCO
Institute
of Education,
pp. 36-38.
A
SYSTEMS
APPROACH
363
curriculum area, and tools and methods of inquiry specific to the subject. In
other words, the curriculum
areas or subjects should be designed in such a
way that they provide tools of inquiry, basic starting points and practice
grounds for acquiring the methods and tools of learning.
(4) The curriculum
content should have an appropriate
mixture of work and
study. Academic study should be interrelated with work situations wherever
possible.
(5) Each subject of study selected for inclusion in the curriculum
should be
examined in terms of the possibility of its acquisition and applicability.
Modular or unit approach. An approach which is being increasingly used
for the selection and organization of contents is the modular or the unit
approach. According to this approach the “learning modules”1 for
professional education should :
(a) be flexible enough to be hospitable to students with different learning style;
and
(b) integrate the theory, practice and skill elements to be learnt;
(c) enable students to continue their education after the formal course. (Education is ultimately a life long process) ;
(d) augment and extend the amount learnt by students; and
(e) cost, in the long run, less than present comparable courses
and these modules may be organized on one of the several bases depending upon the objectives, the target group, and the subject area. For
example :
(a) Functionally
by area to be learnt by the target group.
(b) Skill level. Each level will have theory, application and practice components
suited to the different level of student competence.
(c) Area of specialization or practice. The module would focus attention on work
with a given client system in view, but the module should involve a mix of
theory, application and practice.
Learning set criterion. As we know that “the complex concepts used in
scientific subject can only be grasped if the fundamental
concepts
involved in the construction of new concept have been understood
thoroughly.“2
To ensure proper teaching and learning sequence, in
such situations,
Robert M. Gagne3 has suggested the use of “learning
set”. A learning set might be defined as the pertinent subconcepts of a
certain conceptual level in concept hierarchy. A learning set can be
found by asking what a learner would have to know in order to learn the
next set. He, along with his colleagues devised a structural learning
programme
composed of hierarchically
organized learning sets to
1 Seminar
on Library
and Information
Manpower
Development,
Bangalore
(1976).
Proceedings. Bangalore:
Documentation
Research
and Training
Centre,
pp. 29-37.
2 M. M. Kashyap
(1975). Concept
comprehension
building
in students
and the teaching
of
theory
of library
classification.
International
classijcation
1, 22-26.
3 Robert
M. Gagne et al. (1962).
Factors in acquiring
knowledge
of a mathematical
task.
Psychological
Monograjhs
526, 1-27.
364
M.
M.
KASHYAP
observe students learning of mathematical
scheme. His study revealed
“acquisition
of learning sets at successively higher stages of hierarchy
and was found to be depended upon prior mastery of subordinate
learning sets.”
Pragmatic criteria. No matter what criteria out of the above is opted for
application,
we must also supply a pragmatic approach, whenever
necessary, and keep in mind that the learning process moves from lesson
to lesson : from unit to unit : from semester to semester : from one lower
level to another higher level. We learn from what we already know, we
move from where we are.
Teaching-learning strategies
A particular teaching-learning
strategy may be effective for transmitting certain types of knowledge but less suitable for other types of
knowledge. As such, according to systems approach, the decisions
concerning the appropriateness of relevant instructional
strategies for
handling different sections of some programme are to be taken during
curriculum development process.
General teaching-learning
strategies include expository teaching
(that is the straight forward transmission of information
to students by
means of printed matter or lectures), small group teaching, programmed
instruction,
case study method, assignment method, problem solving
method, project method, clinics, colloquia, heuristic method, discussion
method, field work, etc. Curriculum
development team should select
out these appropriate teaching-learning
strategies for each unit of instruction and transmit the information to teachers and students,
Instructional materials : preparation and selection
One of the final outputs of each curriculum project is the production
of several types of instructional materials. Decisions for recommendation
for study materials in the form of text-books, reading lists are to be taken
and transmitted for the information
of students and teachers by the
curriculum development team.
Selection as well as creation of Teacher’s guide composed of: (a) suggestion to monitor the programme;
(b) relevant class room materials
such as demonstration charts, slides, films and tapes; and (c) instruction
materials to be distributed
among the students, form the part of
curriculum development process.
Assessment
Examination
exerts a powerful
influence on the development
of the
A SYSTEMS
APPROACH
365
whole curriculum
programme. After all, when one considers what is
important to test he is really considering what is important to teach.
Further, assessment exercises a powerful psychological influence on the
student, as the result of assessment affects his immediate position and in
some way his future. The evaluation should, therefore, not be done with
a purpose to establish or to bring out failures on the part of the pupil
(and in the process discourage him) but with a view to bring out his
deficiencies so as he overcomes them and makes progress.
Various examination and assessment methods are : (a) essay examination; (b) objective examination;
(c) practical examination;
(d) term
paper method; (e) open book examination,
etc. Curriculum
designer
should examine the adequacy and appropriateness
of an assessment
method, in a given context, and make suggestions for its implementation.
CONCLUSION
As curriculum development and design process entails a series of interrelated, interdependent
tasks to be performed in cyclic order, it should
be considered as a team job consisting of all the faculty members of a
Library School as well as other experts.
Though the individual Library School is the most satisfactory unit for
curriculum development there should be a permanent Library Curriculum Development
Committee at the national level for formulating
standards; evolving guidelines for curriculum development; and, acting
as a link among the schools of Library and Information
Science in a
country.
Courses in Library and Information
Science at all levels should have
written statements of aims and objectives. These should be known to the
teachers and the students and the assessment must reflect the aims and
objectives.
In Library Science there is a tremendous lack of empirical data and
literature
concerning
techniques of curriculum
development
and
design. Necessary efforts should be made in this direction by Library
Schools.