Developed by Y. Saran in 1976, the Saran Curriculum Model is one of the most widely used and influential curriculum models in Indian education. Rooted in the system analysis approach and instructional design theory, this model is grounded in technological, empirical, and behavioural perspectives.
Core Philosophy of the Model
At its foundation, Saran’s model assumes that no curriculum is ever fully complete or perfect. Instead, it must be continually analysed, evaluated, and improved through objective feedback. The model views curriculum as a dynamic system, composed of three interrelated components:
🔄 Three Major Components of Saran’s Curriculum Model
1. Input Component
The input phase includes activities related to curriculum design, content selection, and objective formulation. It comprises three key elements:
- 📚 Sources of Content: Identified through surveys and consultations with subject matter experts.
- 🎯 Formulation of Objectives: Based on societal and student needs; focused on behavioural outcomes.
- 🧾 Curriculum Format Development: Structuring the curriculum according to selected content and defined objectives.
2. Process Component
This is the bridge between input and output, and involves actual curriculum construction and instructional planning.
- Objectives are aligned with a taxonomy of learning (cognitive, affective, psychomotor domains).
- Content is organised and structured to meet these objectives.
- Instructional procedures are devised based on curriculum goals.
3. Output Component
The most crucial phase, output focuses on:
- Evaluating whether curriculum objectives have been achieved.
- Analysing teaching-learning outcomes.
- Identifying weaknesses in the curriculum system using objective-centred and criterion-referenced tools.
- Generating feedback to refine the input and process elements.
🔁 This cyclical approach ensures continuous curriculum improvement.
Key Steps in Curriculum Development According to Saran
Need-based Survey: Identifying current and future educational needs of students and society.
Assessment of Future Requirements: Aligning curriculum with societal progression and student development.
Identification & Specification of Objectives: Stated in behavioural terms.
Selection of Content: With guidance from subject experts.
Designing Evaluation Tools: To measure outcomes in a criterion-referenced manner.
Curriculum Resource Development: Creating instructional materials and teaching aids.
Empirical Tryout: Pilot testing the new curriculum to assess workability.
System Review and Feedback Loop: Using output analysis to modify input and process stages.
Technological and Instructional Influences
Saran’s model is heavily influenced by instructional design principles, particularly:
- Systematic planning
- Behavioural objectives
- Continuous feedback
- Data-driven decisions
It aligns with the modern idea of Outcome-Based Education (OBE) and supports evidence-based curriculum reforms.
Key Assumptions of Saran’s Curriculum Model
No curriculum is final; it requires continuous evaluation and improvement.
Even newly developed curricula may have limitations.
Feedback from the output should inform curriculum modifications.
Input, process, and output are interdependent and must be considered together.
Evaluation is not the end but a diagnostic and improvement tool.
Strengths of the Saran Model
| Feature | Advantage |
|---|---|
| 📊 System Analysis Approach | Allows for structured and data-driven curriculum improvement. |
| 🔁 Cyclic Nature | Ensures continuous curriculum evolution. |
| 🎯 Objective-Centred | Focus on measurable and behavioural learning outcomes. |
| 👨🏫 Expert-Driven | Involves curriculum and subject specialists at all stages. |
| 📘 Evaluation-Driven Feedback | Helps identify gaps and improve curriculum effectiveness. |
Limitations to Consider
| Challenge | Explanation |
|---|---|
| ⏳ Time Intensive | Requires ongoing analysis, data collection, and review. |
| 📋 Expert Dependency | Heavy reliance on subject experts and systematic input. |
| ⚙️ Requires Structured Systems | Works best when strong instructional and evaluation frameworks are in place. |
Summary
| Component | Description |
|---|---|
| Input | Need analysis, content selection, and objective setting. |
| Process | Curriculum construction and instructional planning. |
| Output | Evaluation of learning outcomes and feedback for improvement. |
Final Thoughts
Saran’s Curriculum Model stands out as an empirically sound, objective-oriented, and feedback-driven framework for developing and improving curriculum. Its systematic approach, based on input-process-output analysis, makes it particularly relevant for contemporary educational reforms, especially in contexts like Outcome-Based Education, NEP 2020 implementation, and school curriculum audits.
