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This means that students relying on these programs lag behind in terms of technological proficiency and are not able to compete for jobs with their counterparts from other schools (Ross, 2006).
Another concern rises from the curriculum’s dependence on theoretical approaches to concepts taught in science classes. Currently, practical examinations contribute very little to the final grades of students. This has made most students to concentrate more on their theoretical studies at the expense of practical studies. There is also need for inclusion of critical co-curricular activities to ensure that students develop to their full potential. While there is need to emphasize on academic success, this should not be achieved at the expense of co-curricular activities such as music and drama (Stark & Lattuca, 2013).
Having raised these concerns, I believe the following changes can be important in improving the curriculum. One of the changes relates with aligning the curriculum to ensure that it emphasizes more on analytical thinking skills required at workplace. Science courses at the school should emphasize on science practices. This can be achieved through increasing the percentage contribution of practical examinations to the final grades of students while increasing practical classes (Stark & Lattuca, 2013).
There is also need to increase the minimum requirement for entry into mathematics courses in the school to ensure that students who enroll in these courses are able to complete them. This will not only reduce the number of dropouts but also ensure that students graduating from the school have the required standards of mathematical knowledge. The curriculum should further be adjusted such that more emphasis is put on applications of mathematical concepts rather than just learning the concepts in class.
Technology programs should also be reviewed to ensure that they equip students with the
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