These important values have arisen in reaction to general education, which has emphasized a large number of required courses often unrelated to vocational goals. In contrast to both general education and those advocating flexibility in course selection, many educators would suggest specific courses be required to achieve specific skills in chosen program areas. The structured approach to course selection and the more humanistic stance stated in the first portion of this report should not be viewed as exhaustive of curriculum approaches, since a large number of distinctive perspectives have been suggested.34 Preferably, the humanistic and structured points of view can be understood to be endpoints of a continuum between which many possible combinations are articulated. The values implicit in the structured emphasis in curriculum have been stated by several proponents. This could be contrasted with humanistic self-direction and individual needs of the student.
Relevance is also a central value among some who favor a structured curriculum.
According to those favoring the structured approach, detailed planning is essential to implementing their values. These will delimit the programs which the institution will develop, as well as the individual courses which will be offered, thereby either increasing or decreasing choice of classes by students. Following from the information in the first step, the institution can develop a general philosophy of education and more specific program goals. Job descriptions for those occupations relating to program areas are an essential part of curriculum development. It would be assumed that course selection would then occur with the purpose of fulfilling these objectives.