Curricula: The amorphous product of generations of tinkering (Taba, 1962, p8) A curriculum must be comprehensive without being restrictive; it must provide examples and allow for flexibility and it must establish the broad parameters in which teachers/facilitators apply their professional knowledge and judgement. The development of training is a crucial aspect in the efficiency and productivity of any teaching and learning organisation. Those responsible for training syllabuses should possess a vision to develop the curriculum …
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showed last 75 words of 2795 total
…New York, Toronto Harrow A J (1972) Psychomotor Domain, New York, David McKay Co www.ivanillich.org Kelly A V (1989) The Curriculum Theory and Practice, London, Paul Chapman Ratcliff J (2000) Analysis and Design of Training, RNSETT, HMS Collingwood Reece and Walker (2002) Teaching, Training and Learning, Business Education Publishers Ltd, Sunderland Taba H (1962) Curriculum Development: Theory and Practice, New York, Harcourt, Brace and World Tyler R W (1949) Basic Principles of Curriculum and Instruction, University of Chicago Press