An Analogous Process for Syllabus, Course, Programme and Curriculum Development

Bouhali, Salma; Bahloul, Amel

افاق للعلوم
Volume 9, Numéro 3, Pages 122-144
2024-06-14

An Analogous Process For Syllabus, Course, Programme And Curriculum Development

Authors : Bouhali Salma . Bahloul Amel .

Abstract

In the last century and more precisely in the field of education, a large number of specialists generated various stages for curriculum development, course and syllabus design. However, they did not write much about programme development. There is a kind of shortage of resources concerning this area, and researchers often found themselves in a dilemma. Therefore and to solve this problem, the present paper aims at shedding light on this fortuitous gap that needs to be elucidated, especially for EFL teachers in the domain of syllabus design and curriculum development. Thus, it will help all stakeholders to sort out and deduce generalities that are common between the different processes of development and design easily without any fear or uncertainty. The results obtained in this piece of research paper show that educational specialists focused on different processes and identified various stages for each process. Yet, those stages do not seem to be alike, because educators used different terms and followed dissimilar classifications. However, they did not consider the principle they actually share in common. They all agreed in four essential and significant stages. They are: identifying goals and objectives, selecting and grading content, choosing the appropriate tasks and activities and making decisions about assessment. At the end of this paper and on the basis of the reached results, the researcher proposes a new model at the end of this paper to represent a process that is analogous for all of curriculum development, programme development, course design and syllabus design in this consecutive order from the largest units in this field, that are curricula to the smallest units which are syllabi and certainly including both courses and programmes.