Situation Analysis

Situation Analysis

Situation analysis is an analysis of factors in the context of a planned or present curriculum project that is made in order to assess their potential impact on the project.

Factors

Institutional factors

Project factors

Societal factors

Learner factors

Teacher factors

Adoption factors

Examining the impact of societal factors on language teaching therefore, the aim is to determine the impact of groups in the community or society at large on the program.

*policy makers in government

*educational and other government officials

*employers

*the business community

*politicians

*tertiary education specialists

*educational organizations

• parents

Projects are com pleted under different constraints of time, resources, and personnel, and each of these variables can have a significant impact on a project. There should be sufficient members in the project team to do the job and they should a balance of skills and expertise.Some

If the team members are highly committed to the project and share a common vision, it is likely to encounter fewer difficulties than one where the project team experiences in ternal feuds and power struggles.

Institutions also have their own ways of doing things. In some institu tions, textbooks are the core of the curriculum and all teacher's must use the prescribed texts!

Institutions also differ greatly in their levels of professionalism. In some institutions, there is a strong sense of pro fessional commitment and a culture of quality that influences every aspect of the institution's operations. In others, the driving force of the school may be monetary.

Teachers are a key factor in the successful implementation of curriculum changes.

In addition to the human side of the institution, the physical aspects need to be considered.

In any institution, teachers may vary according to the following dimensions:

*language proficiency

*teaching experience

*skill and expertise

*training and qualifications

*morale and motivation

*teaching style

*beliefs and principles

Learners are the key participants in curriculum development projects and it is essential to collect as much information as possible

Is relevant factors such as the learners' back grounds, expectations, beliefs, and preferred learning styles.

In planning a language program it is therefore important to know the kinds of teachers the program will depend on and the kinds of teachers needed to ensure that the program achieves its goals.

Learners have their own agendas in the language lessons they attend. These agendas, as much as the teacher's objectives, determine what learners take from any given teaching/learning encounter.

Any attempt to introduce a new curriculum, syllabus, or set of materials must take into account the relative ease or difficulty of introducing change into the system.

Some changes may be readily accepted while others might be resisted.