Possibilities for Enhancing Efficacy in the Current Curriculum Review Exercise through Curriculum Analysis

Abstract

The paper attempts to unpack and explore the relationship between curriculum as plans and intentions on the one hand, and curriculum as transacted outcomes at various levels of curriculum decision-making on the other, with a view to establishing the level of assonance or congruence between the two.  Plans as intentions are generally based on logical contingency built around experiences, conventions or even habits, including hopes, faiths and wishful thinking of politicians, whereas outcomes are based on empirical evidence.  Is the curriculum achieving what it set out to achieve in the various plan documents such as party manifestos, government policy position papers, curriculum guidelines, etc.? Attempts at unpacking the curriculum include different levels of curriculum decision-making such as policy statements; goals, aims and strategic objectives; content in syllabi from examining boards and the school itself; teaching and learning materials including key text books; teacher re-orientation and initial training programmes; infrastructure required in schools; management and leadership enabling support structures; monitoring, assessment and evaluation strategies; and issues of  accountability at the different levels of decision making, all appear initially as plans but at the end of the day should be brought to bear and judged through practice in real life varied contexts.  To what extent are the above as plans realized as transacted outcomes and how can the gaps be filled?