ABSTRACT

Ifitisthepurposeofeducation,asavaluableenterprise, tobringintobeingpeoplewithactivatedanddeveloping capacitiesforautonomousagency,howisthisbestachieved? Questionsofthisgenera1formnaturallyconcealseveral sub-questions.Oneoftheseconcernsthestructure/content tobecommunicatedinprosecutingtheeducationa1task. Withininstitutionalisedcontexts,thishasbecomea questionofcurriculum,thoughwemayhaveserious reservationsaboutthevalueofcurriculaintheachievement ofeducationallysignificantends.By'curricu1um'I understandasyntheticstructureofdiverselearning activitiesunifiedbytheendsorobjectiveswhichthey subserve. 1Thecurriculumistobedistinguishedfromtwo otherinstitutionalconcepts-thesyllabusandlesson.The syllabusislimitedtoanoutlineofthestructure/content tobedeliberatelycommunicated"'ithinsome'subject' (numbersofwhichgenerallyoccupyanimportantplaceinthe curriculum).L€ssonsareonemeansby1vhichasyllabusmay beimplemented:thesyllabusmaterialisbrokenupinto manageableportionsforpresentationbyateacher.