Participatory curriculum development brings radical changes to the approaches mentioned above. Its objective is to develop a curriculum based on the exchange of experiences and information between the different actors in the education or training program. Read More About : PGP Australia
The participatory development of curricula seeks to identify all the actors involved to participate in the formulation of the curriculum – the entire plan, including the subjects to be taught, as well as the experiences and activities that students carry out during the course. It also seeks to explore with them, both collectively and individually, their views on learning goals and the processes aimed at achieving them. Instead of being limited to a select and small group of experts, this process of developing the curriculum involves as many participants as possible.
But the most important thing is that the vertical structure disappears. The curriculum planners remain the protagonists, but they are free to enrich themselves with the experiences and opinions of all other actors, which include members of the educational institution, as well as a wide range of groups and individuals from of the internal scope (the known ones) as well as of the external scope (the unknown ones). When students are involved, they are treated at the same level as the other participants.
This guide argues that all participants should be included in the curriculum development process. It is very important, therefore, to examine who is involved in this process, since there will always be a wide range of actors who have much to contribute. Efforts are necessary to ensure that experts do not exercise full control over the process, thus promoting a vertical and hierarchical dynamic.
The answers to the questions asked above will depend mainly on the specific context in which you work and the type, of course, you are taking. These topics will be discussed in the next section.