Evolution of the concept Curriculum

Curriculum has been conceptualized as

1.A course of studies followed by a pupil in a teaching institution.
2.The equivalent of program of studies.
3.A field of ideological- political dimension and a technical or professional dimension that takes place in each society in order to give meaning to education demonstrating the political component.


4.Recognition of a hidden curriculum, as the entire range of educational experiences promoted by schools and teachers through practices that are neither necessarily obligations nor written down.
5.The product of a technical process, a document prepared by experts, depending on the state of the art of disciplinary and pedagogical knowledge
6.Curriculum as a product was later related to the concept of curriculum development, a process implying a wide range of decisions concerning learning experiences, taken by different actors, at different levels: politicians, experts, teachers; at the national, provincial, local, school and also international levels.

Nowadays


üUniversally recognized within the framework of globalization, the theory of pedagogy and the sociology of education.
üThe existing contract between society, the State and educational professionals with regard to the educational experiences that learners should undergo during a certain phase of their lives.


üThe current trend is to promote networked curriculum development with several interactions while trying to take into account the needs and to rebuild the way of conceptualizing reality and education systems, in order that political authorities are no longer found at the top, but in the centre of curriculum development dynamics.


—From Braslavsky, C.(2003) The Curriculum. Geneva, IBE UNESCO www.ibe.unesco.org/fileadmin/user_upload/archive/AIDS/doc/cecilia_e.pdf