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Abstract The participation of Arab countries in the international assessments, comparing students’ acquisitions (PISA-TIMSS), has shown that, despite the ongoing educational reforms and the modernization projects underway, the performance of the Arab school has not actually achieved the level of the international standards triggered nowadays. This has been attributed to a number of factors including: - The predominance of quantity over quality and the deficient features of the school graduate. - The non-mastery among learners of the mechanisms of knowledge, of critical thinking and problem-solving strategies, as a result of the adoption of traditional educational approaches. - The poor employment of modern technology in the teaching / learning processes and in the support services. Faced with such a situation, educational officials have manifested their readiness and expressed their undoubted will to revise the curricula. Their aim is to adjust these curricula, and why not, to improve them and opt for course contents which would guarantee the endowment of learners with a higher level of skills in several disciplines and in different modern knowledge areas. They have also planned to review the way knowledge is dealt with in classrooms, particularly when it comes to teaching and to methods of assessing learners’ acquisitions. On the whole, the purpose behind reconsidering the curriculum and its components (formulation of objectives and competencies, choice of programs and contents, their distribution on degrees and methods of teaching, learning and modes of assessment) is to ensure the good quality of a number of acquisitions in certain subjects and ultimately the achievement of the desired effect among learners. Such a state of things has led most Arab countries to continuously assess their educational curricula in a bid to improve them or even to radically alter them, by selecting one of the approaches which proved to be efficient- Hence, it has become obvious today, in the light of the leading experiments in many Arab states, that curriculum engineering is undoubtedly an essential step to the success of any educational reform that might be envisaged. However, the rhythm of another of changing these curricula (which varies from one country to another) and the composition of parties contributing to the preparation of these curricula: mentors, teachers, academics and experts: Arabs and foreigners and coordination among them, adding to the cultural and scientific content (in language and literature) which is involved in these curricula, and above all the approaches, methods and equipment used in teaching them… such a rhythm of change remains controversial and poses a number of problems:
Some of these problems concern the circumstances in which these curricula are devised; for the construction of any curriculum requires certain conditions to be available, to ensure its success. Such conditions include: keeping pace with the continual changes in the economic, social and cultural fields, in the organization of work and in the requirements of the labor market, the use of the sources of knowledge provided by Information and Communication Technology (ICT) as well as the recognition of the overlap between science, technology and knowledge in influencing people’s social and professional relationships, the study of the modern sciences and new theories which aim to improve the teaching / learning processes and to follow the development of scientific concepts along with the teaching / learning models.
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Other problems relate to the engineering of curriculum itself and to the epistemological difficulties which, themselves, constitute hurdles that need to be trespassed, in order for this curriculum engineering to be implemented. Among these hurdles and difficulties, we may name: - The problematic relationship between, on the one hand, the requirements of engineering and on the other, the negotiation of the demands and expectations of society. -What Should be Taught and How to Organize the Disciplines? The problem of the official curriculum to be implemented, the assessment curriculum and the
curriculum that is actually taught. The problem of improving the curriculum by means of external assessment of learner results. The problem of matching the three levels of the curriculum when in construction (the official
curriculum, the curriculum applied in classrooms and the curriculum as assimilated by learners), and the numerous questions springing from these three levels: - How can the official curriculum get through various aspects of the educational system, reach the classroom and actually allow learners to build knowledge and to acquire the codified competencies which match the exact knowledge as defined in official programs? - How can this codified knowledge change into learning topics for learners? - Is there any feedback flawing from the official curriculum to the curriculum implemented in the classroom, knowing that the transfer of the contents of the official curriculum is complex and non-linear and that the transition from one level to another is not that automatic?
The problematic of the paradox between the logical model of engineering, the irrational social model imposed by the ideological trends and the cluster of concessions resulting from that; which brings about: - A contrast between the logical nature of models which determine the curriculum theoretically, and the irrational nature of society as a whole. - The necessary rootedness of the curriculum in a particular society which makes its logical nature and the model it proposes a prone to doubt and criticism. - Is identifying and defining the curriculum trends and translating them into adequate educational programs sufficient for the transition from a first level to a second and a third one, in an automatic way and with no hampering problems? - Are building analysis tools and the focus on the technical dimension sufficient to comprehend the complex nature of the curriculum? - The problematic of the partial approach and the exclusive focus on just one dimension of the curriculum, which obviously means the neglect of other dimensions of the curriculum and the non-coverage of its three levels (mentioned earlier). In short, we consider that overcoming such problems requires a systematic vision of the curriculum; a vision which encompasses the broad concept of that curriculum with its three overlapping dimensions, and analyses the dialectical relationship between the strategic engineering, the regulatory engineering and the teaching / learning engineering. Such a systematic vision also examines the difficult equation between engineering technology, the local community demands and
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our aspiration for the universal. Henceforth, it would alternate between the four trends or ideologies that were defined by Shiro (2008): - the Scholar Academic Ideology - the Social Efficiency Ideology - the Learner- Centered Ideology - the Social Reconstruction Ideology .
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curriculum / program / scholastic program goals /
syllabus / material instructional / subject matter / /
curriculum enrichment / educational objectives /
educational goals behavioral objectives / evaluation. /
content / competency / efficiency . / performance /
effectivenes / teaching & learning activities /
teaching & learning experiences / curriculum engineering /
curriculum making / the correlated curriculum / fused
curriculum. / spiral curriculum / curriculum intended /
Technological curriculum / curriculum achieved /
implemented curriculum
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