A Proposed Model for Policies and Procedural Tasks to Develop Curriculum in General Education Stages Based on Beauchamp’s Model of Curriculum Engineering

Abstract

This research aimed to construct a model for curriculum development in general-education stages that incorporates clear and specific policies and procedural tasks by adopting an approach aligned with Beauchamp’s Curriculum Engineering Model as a potential alternative to the model currently applied in Saudi Arabia. To achieve this, a descriptive-analytical methodology was employed via a survey review of the scientific literature on curriculum development and Beauchamp’s Curriculum Engineering Model. In light of these reviews, a proposed curriculum-development model was constructed, comprising four phases: planning, implementation, follow-up and evaluation. A corresponding list of policies and procedural tasks was then developed and presented in the form of a closed-open questionnaire. The Delphi Technique was applied by submitting this list to five purposively selected curriculum and instruction experts over two rounds, with individual discussions held after each round. The findings yielded a model grounded in curriculum-engineering principles based on analytical and inferential literature reviews and identified 24 procedural policies encompassing 66 procedural tasks across the planning, implementation, follow-up and evaluation phases. Finally, the research recommended that these policies and tasks be reviewed, refined and approved by the relevant curriculum authorities and thereafter employed in curriculum design and development processes.