WILLIES AND BONDYMODEL

WILLIES AND BONDI MODEL

CURRICULUM DEVELOPMENT

In this curriculum development book, seasoned authors Jon Willes and Joseph Bondi consider the new global realities of 21^st  centuary by adding a unique global perspective to the process of curriculum development. Ten nations are analysed and compared in order to better understand common threads and time tested methods for curriculum management and development. With the aid of numerous features and activities, the text investigates curriculum development by examining value decisions made by leaders in defining education, giving readers the opportunity to learn to develop programs for a wide array of purpose.

ABOUT THE AUTHORS

Jon Willes and Joseph Bondi have served in education in the United states for over 30 years as teachers, administrators,researchers and trainers. As a team, Willies and Bondi have written nine books on curriculum,supervision and administration .

According to Willes and Bondi(1989)

                         “curriculum is a goal or set of values,which are activated through a development process culminating in classroom experiences for students. The degree to which those experiences are a true representation of the envisioned goal or goals is a direct function of the effectiveness of the curriculum development efforts.”

                              CURRICULUM DEVELOPMENT

Curriculum development is defined as planned, purposeful, progressive, and systematic process in order to create positive improvements in the educational system. Every time there are changes or developments happening around the world, the school curricula are affected. There is a need to update them in order to address the society’s needs.

Areas of concern in curriculum planning

  According to Willes and Bondi (1989),the various areas of concern and influences in curriculum planning are known as “Domains”. Atleast five domains currently affect C Curriculum planning and Decision making.

These include:

1.     Philosophy and goal development

2.     Instructional system

3.     Materials development

4.     Management of instruction

5.     Teacher training

        Willes and Bondi(1986)uses the terms Analyze, Design, Implement, and Evaluate to describe four stages often referred to by strategic planners and others in the field of planning.

These planning process include four broad stages of involvement:

1)ANALYZE

         Scrutiny of pulses and minuses of the current program plan,including determination of future needs and requirements.

2)DESIGN

          Selection of preffered direction for the future and preferred methods and solution.

This involves all the preliminary work that carried out to ensure thst the curriculum is relevant,appropriate and workable. At this stage, the curriculum is conceptualized and attention is paid to arrangement of the varied components. Considerationsinclude the focus on the philosophical underpinnings,goals,objectives,subject matter,learning experiences and evaluation;all established in consultation with sakeholders. At present,emphasis is being placed on the learnerin curriculum development activities.

In this stage, curriculum development involves planning,construction and the logical step-by-step procedures used to produce written documents,as well as print and non-print resource materials.these documents may include vision statements,goals,standards,performance bench marks,learning activities and instructional strategies,interdisciplinary connections and other integration activities that guide curriculum implementation.

3)IMPLEMENT

         Development of action plans to facilitate initiation of the program plan

This is the stage in which all stakeholders become part of the process by making their contribution to operationalize the curriculum as designed and developed. The process is managed by officers of the Curriculum Development Division. It  requires interaction between officers of the division,pricipals,teachers,parents,students and general public, all key in the education of the child.

4)EVALUATION

       Collection of data to allow determination of program effectiveness.

At this stage,officers engage in analysing data collected on the field to determine the effectiveness of the curriculum design and it’s implementation as they relate to the child. The process entails comprehensive study of the data with the view of identifying possible deficiencies and root causes that can lead to corrective action. It is the findingsfrom this exercisethat directly influence the final stage of review.

Willes and Bondi(1998) define curriculum in two ways:

As a range of experiences both indirect and direct concerned in unfolding abilities of the individual.

As as a series of consciously directed training experiences that schools use for completing and perfecting the individual.

Willes and Bondi(2002)

Ø Curriculum is a terminology thathas existed since 1820.

Ø Curriculum is defined as a course of study.

Ø Curriculum evaluation is clearly a process by which we attempt to guage the value and effectiveness of any piece of educational activity which could be a rational project, or a piece of work under taken by or with pupils.