that has not been arranged in any order of priority. Beyond their educational value, the inclusion of some of the segments in the curriculum may also likely be attributed to vested interests.
In fact, English (2000) highlighted the reality that the curriculum is defined by political, economic and educational influences. Because of the decentralization of education that distributes power to all three levels of government, no one party can formulate, implement and enforce one consistent standard of curriculum. This lack of consistency in the curriculum becomes further perpetuated in actual school settings where students who live in economically disadvantaged areas attend schools that lack the resources to provide quality curriculum. Finally, what has also undermined the development and implementation of a coherent and effective curriculum is the fundamental fact that educators do not possess a common philosophy that enables them to determine what should be incorporated into the curriculum.
Based on the above description of the curriculum problem, it is likely that Fullan's (2001) call for a transformation in the structures and culture of the educational system, as well as coordination is highly applicable to the situation. However, the successful implementation of Fullan's (2001) suggestions will require a reflective identification and implementation of the processes required to make the necessary changes to improve the quality of the curriculum. For the remainder of this paper, the individual elements of the gardening process will be used as an organizing framework for discussing Fullan's (2001) suggestions.
"Cultivating and Fertilizing the Soil" (McKenzie, 2001)
This preliminary phase involves the identification of the strategies that need to be implemented in order to ensure the success of curricular reforms. Regardless of the best ideas with regard to curriculum changes, their positive effects will not be realiz...