Programs for Adult Learners

997 WordsJun 24, 20184 Pages
Thus far, we have focused upon models and approaches for determining the purposes that curriculum should fulfill. Other decisions must be made about how to achieve stated purposes and how best to evaluate progress toward goals intended. The choice of emphasizing purpose and content as a first step in curriculum development is arbitrary. Alan Purves has been building curriculum for over twenty years. When was asked to think about the processes by which he developed and arranged materials to effect learning, he realized that existing models are a fine way to look at curriculum but that they don't tell a person how to proceed any more than a blueprint tells where to begin building a house. Purves knows that curriculum reflects the…show more content…
In practice, however, curriculum makers often fail to respond equally to these interests. After specialization is accepted as the overriding function of an institute program or course, the outlooks of subject matter specialists carry the most weight. Similarly, when those in an institution prize the general education function, i.e., wanting to develop shared values and to make instituting relevant to social needs, they tend to respond to generalizations about society to the exclusion of other considerations. Almost no curricula have appealed to the learner in order to decide what to teach. However, emergent approaches address this problem. The vocational training model is most appropriate in institutions claiming to prepare students for jobs. Those using the model must be aware, however, that its use may tend to perpetuate the status quo. Curriculum ends should not be narrowly conceived. Objectives that are relevant to present and likely future conditions, to the concerns of the learners, and to a wide span of cultural resources are better than those that rely solely on tradition. The final acceptance of educational ends is a value judgment. The decision to accept, however, should be influenced by evidence that shows that the end (the goal of objective or content) will be of value to the learner, that it is attainable, and that it probably will not be achieved without deliberate instruction. To
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