How can participatory processes of curriculum development impact on the quality of teaching and learning in developing countries?
Peter Taylor, Institute of Development Studies, UK
As with all development processes, power relations have an enormous impact on curriculum development, which may be dominated by one group or individual,
particularly where curriculum development is centralised, for example in many primary education systems. In recognition of the varying importance and influence of different stakeholders in the curriculum development process, more and more education and training institutions around the world are encouraging participatory curriculum development (PCD) processes, and at the same time building functional linkages with their local communities. PCD approaches create working partnerships between teachers, learners and other stakeholders, and aim to increase ownership of the full learning process, thus improving the potential for effective learning through participation (Taylor, 2003). PCD is underpinned by a number of basic principles: