The following questions form a base in evaluating the curriculum development process. 1. Is the curriculum research-based or opinion-based? 2. Is the curriculum future-oriented? 3. Are the objectives of curriculum well defined and clearly stated? 4.Are the specific objectives spelled out in behavioural terms? 5. Does the content of the curriculum 'has vertical as well as horizontal continuity?
Education may be seen as preserved and transmitter of cultural heritage as well as transform' g agent and school has to carry out these functions. These functions largely depend upon curricula. So if the change is approved by the society, it may see success otherwise society will be a barrier.
Community changes have strong impact on the education both on content and methodology. This implies the following basic needs from the curriculum development point of view, Need for a new common sense, Realistic social understanding, Eliminate class bias from the curriculum, Methods and techniques of resolving social conflicts.
The children of today need to be so educated that they become the responsible citizens of tomorrow. As such, they are our hope for the future. The challenges to be met and the ideals to be realized can be taken care of only by them. Whatever the circumstances, the educational system has some obligation to the nation.
In the past the second name of curriculum was "course of studies". This term was considered to be a program related to various subjects only. However, the terms "Curriculum" and "courses of studies" were, sometimes interchangeable but used in a very limited sense.
There are five key elements of curriculum development , according to Tyler “it is essential as a part of comprehensive theory of organization to show just what are the elements will serve satisfactory as organizing elements.” According to Herrick and Tyler, following are the components and elements of curriculum development