Curriculum Philosophy Paper

Words: 1989
Pages: 8

Curriculum Philosophy Paper

Patrice Bax

HRWD 6713: Curriculum Design

Submitted: October 6, 2012

In mathematics, there is a rule called the order of operations which instructs a student to solve certain steps first, before calculating others steps to arrive at an accurate solution to a mathematical expression. Similarly, society teaches an order of operations to life in that students are to first, matriculate through secondary education to attain foundational skills in support of man’s progression in society; second, enter into college to gain skills and knowledge to prepare for survival in society; third, graduate from college with specific jobs skills and credentials to give meaning
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“These information technology-induced changes in the structure and performance of the U.S. economy have had significant consequences for the American workforce” (Levine Institute, 2012, para. 1). Additionally, there are some implications that in order to be sure that the workforce is successful in these efforts, there must be a plan in place for continued professional development. Thus, the root to the issue may be solved by designing competent curriculum, but the rapid pace of growing technology and economic demands, and the absence of continued professional development are also considerations to the problem of graduates being unprepared for workforce success.

A Viable Solution

Understanding the types of skills that are required in the workforce is necessary for identifying what curriculum should be taught in education and training programs. Identifying the context and environment in which these skills will be executed provides light on the conditions in which these skills should be taught. Hence, it is appropriate to suggest that the solution used to address the issue of graduates being unprepared for success in the workforce should be rooted in Social Efficiency Ideology so that specific behaviors in the workforce can be identified, taught, and measured under controlled conditions; skills can be explicated through real-world experiences; and learning can be transferred to realistic work situations to ensure that graduates are being properly