Education may be seen as preserved and transmitter of cultural heritage as well as transform’ g agent and school has to carry out these functions. These functions largely depend upon curricula. So if the change is approved by the society, it may see success otherwise society will be a barrier.
If changes are not understood and supported, these may not be effectively brought about. As curriculum change is a form of a social change so it effects the society. When the community does not share the change, it will not be prepared for absorption of the shock of unseen effects. Second consideration is related to those who are affected by the change, and who must share to the extent of their ability. To refuse the individual to share in making policies violates his rights as a person. Third consideration; those persons of community who are directly involved in the educational programs, must be involved otherwise the curriculum will not be effective.
Assume a program of curriculum development is planned without taking into consideration community, especially relevant persons. In this case they will develop attitude against new program at least at their respective positions. If community draws desirable meaning in the change of curriculum, it will become a support for the change.
