Reflections on curriculum conceptualization and its development in the current Ethiopian education system vis-à-vis some renowned classical curriculum orientations

Pages: 249-255
Solomon Melesse and Sintayehu Belay (Department of Teacher Education & Curriculum Studies, Bahir Dar University Ethiopia, East Africa)
Belaynesh Kassanew Likenew (Department of Mathematic Education, Bahir Dar University Ethiopia, East Africa)

This paper invigorates curriculum conceptualization and its development in the current Ethiopian education system in relation to renowned classical curriculum theories. In doing so, the whole policy and curriculum documents are reviewed vis-à-vis Beauchamp, Pinar, and McNeil’s classifications of curriculum theories. In this regard, we feel that there are transparency illusions and ambiguities in setting a clear demarcation about curriculum conceptualization of various curriculum theories and theorists. Moreover, this paper is all about reflections on classical curriculum theories guiding curriculum conceptualization and its development in the current Ethiopian education system. In doing so, we tried to unite the curriculum theories that have almost similar views of curriculum conceptualization and its development. Throughout our reflections, we tried to depict our real life experiences and observations. The paper is organized to have an introduction, reflections against classical curriculum theories guiding curriculum conceptualization and its development in country Y, concluding remarks and critical recommendations.