2008 年 44 巻 p. 83-91
This paper analyses curriculum development in further education for people with learning difficulties in the UK, focusing on participation by students in the process of education. The purpose of this paper is to clarify the structure of curriculum development.
There have been two approaches to curriculum development. The traditional method is the objectives approach that is based on behaviourism. The innovative one is the process approach that emphasises the process of education and participation by students.
Curriculum development in the 1980s, led by FEU (Further Education Unit), had aspects of both two approaches. Because the objects of education were identified with acquisition of various skills, the objectives approach kept its influence. This nature of curriculum development was common in curriculum development led by NIACE (National Institute of Adult Continuing Education) from around 1990.
Although the importance of students' participation was recognised, in practice it has been limited.