Levin Article

Although many individuals have this perception of curriculum as being “what is taught is what is learned”, Levin firmly believes that public policy is a profound concept behind it. Although politics is the primary focus through which public policy is made, he defines and represents public policy as “the rules and procedures governing public sector activity— what they are and how they are made” (pg 2). This idea of public policy corresponds with who and what roles get a say in how the curriculum is developed. I believe that more people should have a say as to what is being taught, and how we are teaching it considering that “countries vary significantly in how much authority lay people have in shaping education policy- vehicles range from elected ministers to local school authorities to school councils or governing bodies involving parents and others” (pg 10). Although yes, having governance have a solid role in taking the play on how the curriculum is developed is important, I think it’s only important to some extent. I say this because it’s teachers and parents who are teaching and implementing the curriculum in ways in which children are being taught. In most cases the only authoritative teachers and schools have on curriculum, is the way in which a subject is taught and the amount of time you choose to pay attention to a certain course is up to you. In terms of the Treaty article, the main resemblance I saw was how it’s the higher-up people who evaluate and have the most say in what goes into the development and how they are then implemented.