Curriculum change in school systems in the commonwealth Caribbean: Some implications for the management of curriculum development

Abstract

Based on the premise that curriculum development is an integral stage in the process of curriculum change, this paper examines the various models of curriculum development for primary and secondary schools used in the Commonwealth Caribbean since the early 1970s. It emphasizes training, both for teachers to be able to adapt curricula to suit varied educational situations and for principals to function effectively as change agents. The necessity to take into consideration cultural beliefs and practices, as well as the conditions in schools under which curricular products are implemented, are among the implications highlighted for the management of curricula development.