Curriculum Philosophy Paper
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 ...view middle of the document...
S. Chamber of Commerce, 2012). Although there may be a high unemployment rate for recent college graduates, Minners (2012) reports that this is not due to the scarcity of job opportunities; rather, unemployment has more to do with top executives and business owners claiming that “fewer than half of graduates entering their companies have the skills to succeed in entry-level positions” (para. 3).
Cisco Systems (2008) released a study to show that the skills needed in the 21st century are related to problem solving and decision making; creative and critical thinking; collaboration, communication and negotiation; intellectual curiosity and the ability to find, select, structure, and evaluate information; and skills required to increase performance in the Science, Technology, Engineering and Mathematics disciplines. It is apparent through research and diagnostic studies that advanced literacy and math skills are also key catalysts for being successful in today’s workforce (U.S. Chamber of Commerce, 2012; Daggett, 2005; Cisco Systems, 2008).
Inevitably, business owners and change agents are looking to education to be the fix to the problem since majority of the skills needed have root in fundamental curriculum taught in secondary and post-secondary education. Although it may seem plausible to place responsibility on the education system to address ill-prepared graduates, there are also other environmental or contextual factors that contribute to the issue. Rapid changes in technology in addition to economic demands are realistic challenges that education and workforce professionals must consider when finding, training, and retaining the best workers (U.S. Chamber of Commerce, 2012). “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...