Curriculum Development - Coursework Example

In short, the state of flux that our world experiences is not confined to any one particular sector. As such, it is not with any sense of shock or concern that it is admitted that the very same forces which provide such a radical level of change within the other sectors that have thus far been discussed work together to effect a high level of change on the way in which education is administered and curriculum is generated within the current model. Accordingly, this brief analysis will consider the means by which education and curriculum Naturally when one raises the issue of the key ways in which education and the associated curriculum that goes along with it, the issue of changes in funding and the impact that the global financial crisis and other potential reductions in the future may potentially have become issues of primary importance.

As has been seen, the global effect of the economic crisis has seen nearly every state within the world system seek to cut costs and find ways in which to balance budgets that are oftentimes already in the red ink. As such, education is oftentimes the “low lying fruit” which is robbed, delayed, or outright ignored as a means of addressing other key concerns that legislatures have at any given point in time (Virtue et al 2009). As such, this reactionary response to education and the funding that provides the mainstay of its efforts is both shortsighted and counterproductive in the long term.

The ebb and flow of budgets and the cash flow of a given economic system is a perennial construct of the current world system; however, reacting in such a way and seeking to cut funding to education in order to balance budgets or seek to meet a certain benchmark is as short sighted as it is willfully ignorant. Although it has been stated ad infinitum, expense and investment in education is indeed an investment in the future. As such, cutting short on such an investment will certainly translate to a reduced yield on such an investment in the future.

Running alongside the cost equation is the fact that extraordinarily rapidly changing technology has raised the cost of education far beyond what it was only a few brief years ago (Marshall 2011). This has occurred for a number of reasons. Firstly, the technology that educators require in order to present the material to their classrooms is seemingly continually antiquated and requires constant upfit to keep it within the current generation. Secondly, extra expense is also required in order to teach emergent technologies and courses to students in the form of extra electives.

Likewise, all of these factors compound the force an ever increasing number of textbooks, course material, and educator’s resources to be updated, reprinted, and re-approached at an ever faster pace. The costs notwithstanding, such a necessity puts a severe strain on both the educator and the student as the pace and scope of the education seemingly becomes more and more frenetic each and every year (Fahey 2012). As a way to minimize this eventuality, this brief analysis will consider some of the ways that educators can attempt to approach these issues without chasing after the newest technology to get the point across or seeking to rapidly and/or incessantly alter the curriculum in order to engage the students with the most cutting edge ideas and trends in