Curriculum reform programmes carried out by many countries around the world during the last thirty years or so have been intended to adjust the content of the general education curriculum to suit the changing social, economic and cultural context and to meet the demands brought about by global development. These include decolonization, advances in science and technology, the energy crisis, environmental problems, population issues, poverty and unemployment, international understanding, peace and disarmament, the value crisis, the impact of mass media and the knowledge explosion. In response, the aims and objectives of general education have been broadened, and its scope expanded. The approaches to curriculum development, instructional methodologies, evaluation and teacher education that were designed and condidered appropriate for a world that was relatively stable are no longer valid. Hence education should be reoriented towards future developments, giving due regard to issues such as knowledge versus learning and problem solving skills, a national versus a global outlook, and the maintenance of values and cultural identity amidst the impact of socioeconomic and technological changes. Furthermore the recent vast expansion of subject disciplines and of the content of the curriculum, and the increasing complexity of the teaching learning process raise numerous problems which need careful consideration in implementing curriculum reform programmes. The most significant aspect of the reform process is the improvement of the integration, balance and relevance of the content of general education.
- Author/Editor: Ranaweera; Mahinda A.
- Relevance, Balance and Integration of the Content of General Education: Achievement, Trends and Issues
- UIE, 1990
- ISBN 87316
- Available in: English