Teacher participation in curriculum development as an investment in human resource development

Abstract

This paper briefly reviews human resource management issues that have implications for a reconceptualization of the role of teachers in curriculum development, and surveys official educational philosophies, policies, and practices of selected Caribbean countries within the context of curriculum development and teacher participation. The three general patterns of teacher participation in curriculum development are identified: 1) no obvious teacher participation, 2) claimed but not obvious teacher participation, and 3) obvious teacher participation. The findings are seen as indicative of the need for a rethinking of what human resource development in an educational context should mean.