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The elements in this article are concerned with the models used in improving the curriculum used in schools and it explains three perspectives- prescriptive, descriptive and critical perspectives.
The article is structured according to the following:
An introduction of the subject matter
A brief explanation of the scope of the three perspectives
History
Full definitions of the three perspectives
Relating the ideas of systems theory to curriculum development in table 14.1
Comparing the three perspectives
Curriculum mapping
Patterns of curriculum design
Table 14.2 which describe concepts of curriculum design.
Prescriptive perspective
The relationship of this element can be seen in Table 14.1 which is effective in proviing the basic comparison of the three perspectives. This perspective was derived from the technical production of 1949 of Tayler. According to this perspective, the curriculum is more of a technical process that is rational and may be based on objective decision making. In essence, it is a system that is driven by production in which goals are set either scientifically or objectively so that efforts are directed toward achievement of these goals.
This pedigree has four basic steps as follows:……………………………………………………………………….words 863