Curriculum Development Influences

• Stark and Lattuca identified three major factors that influence curriculum development; eternal, internal, and organizational influences.
• Curriculum influences affect the entire academic plan, integrating a total blueprint for action.

External Influences

• These factors start outside the educational institution, but significantly impact curriculum design.
• Examples of external influences include:
  • Society/Government: Department of Education (DepEd), Commission on Higher Education (CHED)
  • Discipline Associations: Philippine Medical Association (PMA), Philippine Institute of Chemical Engineers (PICE)
  • Marketplace/Alumni: Demands for skilled workers in specific fields

Organizational Influences

• These factors start outside the educational institution, but significantly impact curriculum design.
• Examples of organizational influences include:
  • Program Relationships: Collaboration between different departments within a university
  • Resources: Availability of resources like textbooks, technology, and laboratories
  • Governance: DepEd policies, school administration decisions

Internal Influences

• These factors exist within the educational institution itself.
• Examples of internal influences include:
  • Faculty: Teachers' expertise, teaching strategies, and resource availability
  • Students: Student needs, learning styles, and abilities, which influence curriculum choices
  • Discipline/Program Mission: The school's overall mission and the goals of individual programs

Additional Curriculum Influences

• Curriculum is influenced by:
  • Students/Learners
  • College Philosophy, Vision, and Mission
  • K-12 Basic Education Curriculum
  • Admission and Retention Policies, and School Rules
  • Faculty Members
  • School Administrators
  • Requirements from Government Agencies
  • Licensure Examinations (for Higher Education)
  • Accreditation Standards
  • Market Demands
  • Alumni and Funding Sources
  • Media and Information and Communication Technologies (ICT)
  • Church/Church-related Agencies (for religious schools)
  • School Facilities and Other Resources
  • Other Disciplines, Courses, and Programs offered by the School
  • Student Service

Students as Influences

• Students are the most influential factors in designing the implemented curriculum
• Learners have different interests, needs, talents, abilities, learning styles, and thinking preferences.
• Teachers can improve student learning if interest and learning styles are considered when planning courses.
• Learning experiences in the classroom and practical real-life applications are important factors to consider.
• Cultural backgrounds, religious affiliations socio-economic statuses all contribute to classroom diversity.
• Previous experiences with students' performance in class reveals valuable information about capabilities.
• Demographic characteristics, influence attitude and performance toward learning
• Academic skills and learning habits vary between students from public/private schools in provinces versus the city, possibly leading to an insufficient background in English education.

School Vision, Mission, and Core Values

• School vision, mission, and core values are influential factors in developing the curriculum
• These values are the fundamental bases for developing the four elements of curriculum:
  • Goals and objectives
  • Content
  • Learning experiences
  • Evaluation
• All of these factors are included in lesson plans or course syllabi.
• Vision, mission, and core values are reflected in the planned, implemented, and hidden curriculum.
• Faculty members are required to reflect this education in their teaching, lesson plans, and in the syllabus.
• The vision, mission, and core values reflect how an institution contributes to society and the development of individuals.
• Students and alumni are expected to possess the core values of their school.

Admission and Retention Policies

• These are also factors that influence the curriculum.
• These policies set the standard of students admitted and requirements until graduation.
• Policies are an important part of the intended and implemented curriculum giving order, providing smooth implementation, and developing the hidden curriculum.

Faculty Members

• The influence of faculty members is very important.
• Faculty members bring their educational backgrounds, experiences, expertise, and personal to the institution.
• This includes professional and political views.
• With different interests, teaching styles, and philosophies, faculty influence how to plan, develop, and implement the curriculum.
• Teachers guide students just as a second parent would,.
• Teachers model high ethical life and are intellectuals in various subject areas.
• College teachers are seen as experts in their fields.
• Faculty members can modify and plan their syllabi based on expertise and research with flexibility.
• This influences the hidden curriculum in college.
• Students may adopt the professional and personal views of teachers.
• Teachers (Stark and Latucca, 1997) are key implementers of curriculum and a major influence in curriculum development.
• The success of any curriculum/instruction depends highly on teachers who are enabled to make curricular and instructional innovations.
• Teachers should be content experts with expertise in pedagogy.

Curriculum development is influenced by external, internal, and organizational factors. External influences include societal demands and professional associations .Organizational influences involve program relationships. Understanding these factors is crucial for effective curriculum design.