A more recent approach begins to place more emphasis on the “negotiated” curriculum concept. It is considered that the best way to encourage students to learn is to consult them to express their educational needs, that is, to negotiate with them the curriculum so that they feel committed to the learning program.
This approach takes distance from hierarchical methods. It is no longer a vertical process, nor is it the task of one or more groups of education experts. The development of the curriculum is a task that is shared, at the same level, between teachers and students. Here the control of the resources for learning is shared, as well as the time for the individuals, the activities that constitute the learning program, and the ways to evaluate their results. All these issues are subject to debate and agreement between those who plan and teach and those who learn. Premium Graduate
However, this process is feasible only when it is possible to convene a group of students before the course begins. Internships, for example, are usually best done when they are based on a negotiated curriculum, because the training institution and the trainers can meet with the participants or their representatives in advance, and negotiate the program. When this occurs, the effectiveness of the program increases without a doubt.
However, in many other cases, especially in formal education programs, it is more challenging to meet with representatives of the student sector before classes begin. Therefore, a negotiated curriculum is more challenging to achieve. A negotiated curriculum can be delivered, to some extent, when discussions are held with groups of alumni. However, this does not always correspond to the needs of the specific group of students entering a course for the first time.