Central University of Ecuador

Faculty of Philosophy, Lettres and Educational Sciences

Pedagogy of National and Foreign Langages with a Bachelor's Degree in Educational Sciences, mention in Spanish-French-English

CURRICULUM
CLOS ED
CLOSED

CURRICULUM
MEMBERS: Guaman Alejandro
Landeta Melina
Silva María José
Tintin Paula
CURRICULUM
CLOSED

CURRICULUM
A closed curriculum is a structured educational
program with fixed content and limited room for
student exploration, unlike an open curriculum,
which encourages flexibility and discovery.
 AUT HOR S
Camilloni,
(2014) Alicia
Camilloni, Alicia Izurieta, Henry Carrilo, Marcelo
(2014) (2015)
Izurieta, Henry
(2015) (2018)
Carrilo, Marcelo
(2018)

A closed curriculum is one that It's a concept that sounds good in A closed curriculum, as its name
offers students no options, in rhetoric but will be inapplicable in suggests, leaves little opportunity
which nothing can be chosen, practice. Therefore, there is no for innovation and tends to lead to
neither subjects, nor times, nor flexibility in the schedule and very obsolescence in teaching, which
sequences of subjects. limited content, as it is already is governed by behaviorist
Everything is established, so prescribed as essential in the models.
curricular decisions are forbidden curriculum, a document of more
to the student. than a thousand pages.
CHARACTERISTICS
CHARACTERISTICS RELEVANT ASPECTS
RELEVANT ASPECTS

Ensure that all students acquire the same basic

Fixed and default content
1 1 knowledge and meet the same academic
standards.

2 Traditional and academic approach Rigid structure, all content, objectives and
2 methods are defined from the beginning. There is
no room for changes or adaptations.

3 Teacher-controlled
Emphasis on content, prioritizing the learning of

3
academic knowledge rather than practical or
emotional skills.
4 Little flexibility

4
Clear and measurable objectives, all students
5 Standardized assessment receive the same teaching, without considering
individual differences.
 Functions 1.- Establishes what is to be taught, in what
order and how, allowing for systematic and
structured teaching.
2.- Ensures that all students receive the
same content and achieve the same
objectives, regardless of location, student
1.- Organize the 3.- Knowledge
2.- Unify learning: type or teacher.
educational structuring
3.-It organizes knowledge into subjects and
process function
levels, facilitating its progressive transmission.
4.- It allows validating that the student has
achieved certain learning in order to grant
degrees, diplomas or academic degrees.
5.- It allows education authorities to monitor
compliance with the program in all institutions.
6.- Its rigid structure prevents improvisation
and encourages obedience and routine.
5.- Control and 4.- Certifying
6.- Maintain school function
supervise
order and discipline:
education
 S AND DISAD
GE V
TA AN
N

VA

TA
GE
AD

S
Advantages
Advanta ges Disadvantages
Disadvan tages

Standardization of content and objectives Lack of flexibility

Facilitates teaching planning Restricted teacher creativity
More objective evaluation Focus on memorization
Difficulty adapting to changes
Poor student participation
 EXAMPLES 1
EXAM PLES 1

* In Ecuador, the Ministry of Education defines a

mandatory national curriculum, with subject maps
detailing the contents, learning objectives, and
competencies for each grade and subject. Teachers are
required to follow these guidelines and use textbooks
approved by the Ministry.
EXAMPLE 2
EXAMPLE 2
Standardized Testing – "Ser Bachiller" (until
2020)

Context: University entrance exam ("Ser

Bachiller", later replaced by EAES)

* The "Ser Bachiller" exam assessed

standardized content from the national
BGU curriculum and determined access to
higher education. Schools had to prepare
students specifically for this test, which
limited educational focus to testable
subjects.
1. Limits flexibility: A closed curriculum restricts the adaptation of content
to students' needs and interests.

2. Focused on outcomes: It prioritizes the transmission of standardized

knowledge and measurable assessment.

3. Reduces teacher creativity: It decreases teacher autonomy by following

a rigid and predefined plan.
 REFERENCES
REFER ENCES

Sarid, A., Boeve-de Pauw, J., Christodoulou, A., & Knippels, M.-C. (2024). Reconceptualizing open schooling: Towards a
multidimensional model of school openness. Journal of Curriculum Studies, 56(3), 345–362.
Camilloni, Alicia (2014). Modalidades y proyectos de cambio curricular.
https://www.researchgate.net/publication/255634964_Modalidades_y_proyectos_de_cambio_curricular
Carrillo Olivier, Marcelo (2018). Planificación Educativa, Dimensiones y componentes. 1ª Edición. Limbhart Editores, Panamá,
2018
Izurieta, Henry (2015). Del currículum cerrado e impuesto al currículum flexible y abierto. https://www.revistarupturas.com/del-
curriculo-cerrado-al-curriculo-
flexible.html#:~:text=Es%20un%20concepto%20que%20en,de%20m%C3%A1s%20de%20mil%20p%C3%A1ginas.
THYOANU!K
TH AN K
YO U!