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= Curriculum Development Approaches & Barbados = Curriculum development is a blueprint which enables the adequate organization of the learning environments as well as the coordination of elements such as materials, personnel and equipment (Kapur, 2018). There are various approaches to curriculum development and can be divided into two broad categories: the technical-scientific and the non-technical non-scientific approaches.

Technical-Scientific Approach
This approach takes a logical, deductive approach to curricula creation with a coherent step-by-step procedure where there is extensive administrator involvement. Within this approach, there is a macro examination of the wider purpose of education and needs of society before the classroom level is addressed (Mitchell, 2016). In this regard, the aims of education are well known and can be clearly stated and addressed in a linear manner. emphasizes that students learn precise subject matter with equally specific outputs. Furthermore, this approach adopts a means-end paradigm which suggests that if the means are conscientiously considered, planned and worked towards, then this increases the likelihood of attaining the desired outcomes. It places high emphasis on the goal achievement and student performance. Models under the umbrella of this approach are predominantly subject centred in nature.

Non-technical Non-scientific Approach
This approach challenges the traditional practices and theories as it reflects a much more progressive outlook on education (O'Neill, 2010). In comparison to the technical scientific approach, it is an inductive process and highly takes into consideration the fluid, evolving nature of the curriculum and thus offers much more flexibility as it is less structured and not bound by a host of predetermined objectives that rigidly guide the teaching-learning process. Additionally, it is developed more so at the micro level where classroom teachers are instrumental in curriculum development and then the individual units are collated into a cohesive program. Although the technical scientific approach does take into account the student’s needs, it does so to a bare minimum; whereas, with the non-technical non-scientific approach, the learner is at the core of the process and it heavily centers on students’ needs and interests as well as the process and personal relevance of content to the learner. In addition, this approach often involves active problem-solving.

Ralph W. Tyler Biography
Ralph W. Tyler was an American educator who worked in the field of evaluation and assessment. He was born in Chicago, U.S.A on the 22nd April, 1902 to a professional family. He was later relocated to Nebraska at the age of two after his father graduated from his theological studies. Tyler’s upbringing and first formal schooling emphasized an atmosphere of experimentation and inquiry. He graduated from Doane College in Crete, Nebraska with a bachelor degree with concentrations in philosophy, mathematics and physics. Tyler had a long career in the education field where he was a high school science teacher, university lecturer at the University of Nebraska (1922-1927) and the University of North Carolina (1927-1929), and then a Professor of Education and Research Associate of the Bureau of Educational Research (1929-1938) at Ohio State University where he assisted in the training of science teachers. While there in 1923, Tyler earned his master’s degree. Tyler's Ph.D. was granted by the University of Chicago in 1927. He served on or advised numerous bodies that developed guidelines for the expenditure of federal funds and was influential in the underlying policy of the Elementary and Secondary Education Act of 1965. Additionally, Tyler presided over the committee that established the National Assessment of Educational Progress (NAEP).

Tyler Curriculum Development Model
Tyler’s model falls under the umbrella of the technical-scientific approach to curriculum development.

Tyler’s model consists of 4 basic steps:

1.	Determine the school’s purposes (aka objectives)

Step one is determining the objectives of the school or class. All objectives need to be consistent with the philosophy of the school.

2.	Identify educational experiences related to purpose

Step two is developing learning experiences that help the students to achieve goal achievement.

3.	Organize the experiences

Step three is organizing the experiences in a logical manner and is influenced by the philosophical perspective of the teacher as well as student needs.

4.	Evaluate the purposes

Lastly, step four is evaluation of the objectives. Now the teacher assesses the students’ ability based on predetermined criteria in order to determine the extent to which objectives have been met.

Allan A. Glatthorn Biography
Allan A. Glatthorn was born on the 5th September,1924 and was raised in Kensington, Philadelphia, U.S.A. He graduated from Frankford High School and earned three degrees from Temple University. He earned the Combat Infantry Badge and the Bronze Star for his participation in the Battle of the Bulge as a member of the United States Infantry during World War II. He holds a long record in the field of education where he was a high school teacher and principal, Professor of Education at the Graduate School of Education of the University of Pennsylvania, the Distinguished Research Professor of Education (Emeritus) in the College of Education of East Carolina University. In his role as professor, he advised numerous doctoral studies, taught courses in supervision and curriculum, and chaired close to 100 dissertations. He is also the author of several professionally, published works.

Glatthorn's Naturalistic Model
Glatthorn’s Naturalistic Model is categorized as a non-technical non-scientific approach to curriculum development.

This model consists of the following 8 stages:

1)	Assess the alternatives – A systematic examination of alternatives to the current curriculum.

2)	Stake out the territory – Redefinition of course parameters, learning audience and learning activities.

3)	Develop a constituency – Those developing the programme must be keenly aware of their own personal convictions and biases as well as build support by persuading other key stakeholders to buy-in to the soundness of the programme being created.

4)	Build the knowledge base – At this stage identification of content, gathering data on faculty competencies and skills, the student audience, receptivity of staff to the suggested programme, and community’s willingness to support the innovation

5)	Block the unit – Determination of the nature and number of the units, components and establishing general objectives that are sequenced and consider learners’ interests and learning styles.

6)	Plan quality learning experiences – Designing a specific set of learning experiences that will address general objectives. Emphasis is placed on learning experiences rather than subject matter.

7)	Develop course examination – This stage focused on detailing how learning will be documented rather than test development

8)	Develop learning scenarios

Curriculum Development in Barbados
Within the educational context of Barbados, at the public primary and secondary school levels, curriculum development has predominantly taken a technical-scientific approach. Curriculum in this arena is generally subject centred, with logical progression/building on knowledge and skills in core competency areas. It emphasizes the role of the teacher in the classroom and heavily relies on the teacher to drive the teaching-learning process. It underscores a more traditional philosophical perspective of education as the broader societal needs are at the core where the knowledge focused is on development of core competencies that are deemed essential to societal growth/progress. There is also a heavy emphasis placed on standardized testing and examinations. This coincides with the technical-scientific approach as the goal is to reach attainment targets and on student performance as benchmarked against pre-established subject content standards. It must be noted however, that there have been attempts to shift towards the more fluid non-technical non-scientific approach with a much more progressive outlook where students’ needs and interests are paramount and the emphasis is on a holistic, meaningful development of the learner.