Abstract
The ignored curriculum is one of important elements in the curriculum that the design of this concept has led to reduce a superficial look at measures to curriculum. Ignored curriculum not only in the design but also should be considered at the implementation level. The present study examined the experiences of teachers in general education from ignored curriculum in higher education and this study was done by qualitative research and its approach was interpretive phenomenology. In this regard, semi-structured interviews were conducted with twenty-six teachers of general education courses and the data obtained from these interviews were analyzed by using phenomenology of Smith. Three major themes from ignored curriculum, were found from the experience of teachers including 1) lack of attention to requirements which consists of three sub-categories: in attention to the needs of the learner, the needs and demands of everyday life and the needs of experts; 2) lack of attention to content; 3) run into problems involving the four sub-problems of teaching, evaluation time, space and assessment. The teachers during the training and implementing courses have gained a lot of experience from the ignored curriculum that had impact on their perception. Planners are familiar with academics experiences and identify ignored curriculum of general education courses and emphasized on how they understand the main goals of general education courses and made it meaningful and they had a main role in eliminating the flaws of this course, and enhance the effectiveness of them. In summary, the results obtained from the study were that general education courses, do not address the needs of learners. These requirements include of three sub-categories: inattention to the needs of the learner, routine needs and professionals. Also, courses have less attention to content. And there are problems such as difficulties in teaching this lesson, time, space and evaluation.
Highlights
The curriculum includes general education components which are not belong to a particular field of knowledge
This course is considered to be in everyday issues and concerns and there’s more to be dealt with difficulties encountered by students morally
Participants expressed that the content is repetitive and uniform and there should be trying to remove duplicate content and book are drawn regarding the objectives of the courses because occasionally observed that some lessons become away from their original goals, and try to make content attractive for students and consider to functional aspect of religious book and content of education courses should be designed to be applicable to practical living and get out of non-attractive form
Summary
The curriculum includes general education components which are not belong to a particular field of knowledge. The dimensions formed of the various areas of human knowledge, the term “public education” shows that it is only for particular field of science and it is considered for all learners and students. It can be say that curriculum programs in public higher education as a formal part of the under graduate courses that presented to all students alongside the main course [1]. The curriculum includes a variety of formal curriculum, hidden, and ignored. Among those who have attempted to introduce a variety of curricula, it can be mention Eisner [3] that is divided into the Explcit, program Emplcitor Null
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