Definition of Syllabus
National Council of
Educational Research and Training (2006: 7) states that syllabus: refers to the content of what is to be taught
and the knowledge, skills and attitudes which are to be deliberately fostered;
together with stage specific objectives. Committee speaks of the ‘curriculum’,
the group responds using the word ‘syllabus’, showing that it considers these
terms to be identical. It also completely misses the point about the need for
decentralization in curriculum development through local participation and
ownership, and in which evaluation and certification constitute an important
and often the most crucial component.
Suter (2001:2-5) states
that syllabus can be defined as a description of the contents of a course of
instruction and the order in which they are to be taught. It is defining
objectives, determining content, and indicating some sort of sequence or
progression' to be 'the essential minimum of what is meant by curriculum,
syllabus is at the same time directed into the respective institution and
outside of it. It specifies the work in a course setting and serves also as an
'expression of accountability' towards the
public.
Nunan (2008:7-9) states
that within the literature, there is
some confusion over the terms 'syllabus' and 'curriculum'. It would,
therefore, be as well to give some indication at the outset of what is meant
here by syllabus, and also how syllabus design is related to curriculum
development. The syllabus replaces the concept of 'method', and the syllabus is
now seen as an instrument by which the teacher, with the help of the syllabus
designer, can achieve a degree of 'fit'
between the needs and aims of the learner (as social being and as individual)
and the activities which will take place in the classroom.
Parkes & Harris
(2012:56) state that the syllabus as a contract is useful for students and
instructors. For students, this approach makes clear what the rules are. By
having the requirements and expectations for performance by both the student
and the instructor in writing, students can decide whether or not they wish to
take the course, plan appropriately for what they need to accomplish during the
term of the course, and check their performance and behavior against the
written contract. For instructors, this contract perspective is particularly
helpful in settling formal and informal grievances. Many grievances arise out
of unclear expectations or unclear communication of expectations.
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