62093788 educational planning and curriculum development

8/9/2019 62093788 Educational Planning and Curriculum Development

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RajK.Subedi(BPH, MPH)

EducationalPlanningandCurriculumDevelopment

Introductiontocurriculumdevelopment

ThewordcurriculumderivesfromtheLatincurreremeanin!torun".Thisim#$iesthatoneofthefun%tionsofa%urri%u$umisto#rovideatem#$ateor

desinwhi%henab$es$earnintota&e#$a%e.

'%urri%u$umismorethanas$$abus.'syllabusdes%ribesthe%ontentofa

#rorammeand%anbeseenasone#artofa%urri%u$um.

Diferencebetweencurriculumandsyllabus

du%ation

*urri%u$um

S$$abus

*ontent

Typesocurriculum

Theormalcurriculum+whattheinstitution#$ansandoraniestotea%h

Theinormalcurriculum+whatthestudents$earnfromavarietofsour%esandintera%tionswhi$eta&in#artinthe!e-tra%urri%u$ar" a%tivitiesattheinstitution

Thehiddencurriculum+whatthestudents$earnbuttheinstitutiondidnotsetouttotea%h.Mu%hofthisreferstotheas#e%ts$i&e!%auhtnottauht".


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Somedenitions

Albertliver!"#$$%&%urri%u$umis/theedu%ationa$#roramofthes%hoo$0and

dividedintofourbasi%e$ements+1)#roramofstudies, 2)#roramofe-#erien%es,

3)#roramofservi%e, 4)hidden%urri%u$um.

'ell!"#$"%&theo5erinofso%ia$$va$ued&now$ede, s&i$$s, andattitudesmade

avai$ab$etostudentsthrouhavarietofarranementsdurinthetimetheare

ats%hoo$, %o$$ee, oruniversit.

(arnac)!"#*+%&The%urri%u$umembodiesa$$thetea%hin$earnine-#erien%es

uidedanddire%tedbthes%hoo$.


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,alphTyler!"#-$%&The%urri%u$umisa$$ofthe$earninofstudentswhi%his

#$annedbanddire%tedbthes%hoo$toattainitsedu%ationa$oa$s.

David./Armstrong!"#+#%& 6isamaster#$anforse$e%tin%ontentand

oraniin$earnine-#erien%esforthe#ur#oseof%haninanddeve$o#in

$earners7behaviorsandinsihts.6

Bringingallthesepointstogether,thecurriculumisviewedasacompositewholeincludingthelearner,theteacher,teachingandlearningmethodologies,anticipatedandunanticipatedexperiences,outputsandoutcomespossiblewithinalearninginstitution.

Curriculumdenitionsitinto-categories/

1. *urri%u$umasaproduct#roram, do%ument, e$e%troni%media, ormu$timedia2. *urri%u$umasaprogramostudyusua$$%ourseso5ered, %urri%u$um

se8uen%esofstudinstandardsasben%hmar&s, atewas,

3. *urri%u$umasintendedlearningsoa$s, %ontent, %on%e#ts,enera$iations, out%omes4. *urri%u$umase0periencesothelearnera%tivities, #$annedandun#$anned.9. (iddencurriculumwhatstudents$earnthatisn7t#$anned(a$so%a$$edunocialorcounter)

CurriculumasPRODUCT

Advantages Disadvantages

%anbedes%ribedin%on%rete

termsandde:nitewas

#rovidesdire%tionfor#$annin

anddeve$o#mentb#rodu%in

ado%ument

$imits%urri%u$umtos#e%i:%

#roramsand%oursesdes%ribedinthosedo%uments

assumesthata$$#ossib$e

%ourses%anbedes%ribedinsu%hdo%uments

se#arates#ro%essesof$earnin

CurriculumasPROGRAM


easi$des%ribedin%on%reteterms

re%onie$earninta&es#$a%einmandi5erentsettinsins%hoo$

viewthata$$students7

$earninis%ontainedin#rorams

#roramsim#$thatwhatisdes%ribed, iswhatstudentswi$$

CurriculumasINTENDEDlearnings


%urri%u$umbe%omesa%on%e#t

ratherthana#rodu%t

moremanaeab$efo%usb$imited

s%o#e

;i


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CurriculumasEXPERIENCESofthelearner


fo%useson$earninandthe$earner, ratherthantea%hin

in%$udesa$$e-#erien%es

#$annedandun#$anned %ana$$owforbroadere-#erien%es

%anbemoremeaninfu$

$earninifitre$atestostudentinterests, needs, orifstudentshe$#se$e%tmeaninfu$$earnina%tivities,

moreabstra%tand%om#$e-

ma&es %urri%u$um so

%om#rehensive that it %annot be

des%ribed in sim#$e terms orshort#hrases

Elementsocurriculum

The%urri%u$umhasfoure$ementsthatarein%onstant

intera%tion+ #ur#ose(oa$sandobje%tives) %ontentorsubje%tmatter

methodsor$earnin

e-#erien%es eva$uation

Fig:Interactionbetweendifferentelementsofcurriculum

Purpose(=oa$sandobje%tives)

1ethodsorlearninge0periences Content(subje%ttobestudied)

Evaluation(Performan%eMeasurement)


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ConceptofeducationalPlanning

>hateveredu%ationa$#$anninis, itis %ertain$notamira%$edrufor

ai$inedu%ationa$sstems.

du%ationa$#$annin, in itsbroadesteneri%sense, is thea##$i%ationof

rationa$, sstemati% ana$sis to the #ro%ess of edu%ationa$ deve$o#ment

with the aim of ma&in edu%ation more e5e%tive and e


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RajK.Subedi(BPH,MPH)

du%ationa$#$anninmustbeconcernedwiththe3ualitativeaspectsofedu%ationa$deve$o#ment,notmere$with8uantitativee-#ansion

EducationalPlanningspiral

StepsoCurriculumDevelopment

etermineandareetheeducationalorproessionalconte0tinwhi%h


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the#rorammeistobedeve$o#edandde$ivered

e:netheneedsothelearnersin$inewiththere8uirementsof

#rofessiona$bodies eterminetheaimsandbroad$earninout%omes

ofthe#roramme

?dentifideasandconstraints

'reethebroadstructureandramewor)ofthe#roramme,themain

areasoftea%hinand$earnin,these4uenceofthemaintopicsandthe

&eassessments Allocatethedetaileddevelo#mentofea%hto#i%orcourseareainterms

ofdeininobje%tivesand$earninout%omestoindividualsorteams

*hanne$anddirectteamstodevelopcoherentprogrammeswhich

havedefined$earninout%omes,timetab$es,%ontent,a##ro#riate

tea%hing,$earninandassessmentmethodsandwhi%huti$isere$evantand

avai$ab$e$earninresour%es

Implementandreinetheproramme

'reeana##ro#riateandde$iverab$eevaluationstrategy

,eviewandrevisethecourseinlinewitheedbac)Dhasitmetthe

identifiedneedsofthe$earnersandothersta&eho$dersE


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DeterminantsocurriculartrendsTe%hno$ohashadatremendousim#a%tonso%iet.du%ationa$%urri%u$ums

must&ee#u#withthe#a%esothatfutureenerationswi$$bene:tand%ontinue

deve$o#inte%hno$oi%a$innovations.The%on%e#tof&now$edehas%haned

fromhavininformationinthebrain, to6havina%%esstoinformationabouta#arti%u$arto#i%and&nowinhowtouseit6.Hen%e, the%haneintrendsof

%urri%u$umisdeterminedbanumberoffa%torsthat%anbebroad$%$assi:edas

thee-trinsi%andintrinsi%fa%tors.

E0trinsic5actors

Political

romde:ninoa$s, inter#retin%urri%u$armateria$stoa##rovin

e-aminationsstems, #o$iti%sa5e%ts%urri%u$umdeve$o#ment.

How#o$iti%sinf$uen%es%urri%u$umdesinanddeve$o#mentstartswithfundin.

Both#rivateand#ub$i%edu%ationa$institutionsre$onfundinforhirin

#ersonne$, bui$dinandmaintaininfa%i$itiesande8ui#ment.

'$$as#e%tsof%urri%u$umde#endon$o%a$, nationa$andinternationa$#o$iti%a$

standards.

Economic

*urri%u$umdeve$o#edforinhousetraininin%or#orationsfo%useson

edu%atinem#$oeesfor#romotionsthatbrinbetterreturnsin#ro:ts.

Fations:nan%inedu%atione-#e%tane%onomi%returnfromedu%ated

students%ontributintothe%ountr7se%onomwith$oba$%om#etition

abi$itiesinte%hni%a$:e$ds.

Technological

The%om#uterte%hno$oofthe21st%enturinGuen%es%urri%u$um

deve$o#mentatever$eve$of$earnin.

Te%hno$oi%a$mu$timediauseinGuen%esedu%ationa$oa$sand$earnin

e-#erien%esamonstudents.

Diersit!"Socio#culturalan$religious%

Re$iion, %u$tureandso%ia$rou#saffe%ts%urri%u$um.

'5e%tedbfor%es$i&e%onf$i%ts, %on%e#tsofjusti%eande8uit, in%$usiveness, ethi%s

et%.

&earningTheories"Philoso'hical%

Both%hi$dandadu$t$earnintheoriesinGuen%e%urri%u$umdeve$o#ment.

Intrinsic5actors

'%%e#tan%eofthe%urri%u$umbtea%hers, studentsandadministrators

ofthea%ademi%institutions

Soundoraniationa$#o$i%, Ge-ibi$it, finan%ia$stabi$it, administrative%a#a%it


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Manaeria$as#e%tsoftheinstitution($eadershi#, %ommuni%ation,

%oordination, motivation, sta


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Advantagesanddisadvantagesocurriculum

AdvantagesMa&es$earnins#e%i:%, hen%eeas

to$earnMa&es$earninsstemi%and

se8uentia$Ma&es$earninmeasurab$e, eva$uativeand%on%rete

Savestimeandresour%esto%ondu%tedu%ationa$a%tivit

He$#sa%hieveoa$sandobje%tivesif#$annedand

im#$emented%orre%t$Fationa$andinternationa$re%onition

DisadvantagesSo%ieta$was%hanin, sodiffi%u$ttoma&e%hanesin%urri%u$um

a%%ordin$fromtimetotime

Feedsintensivewor&todeve$o#aood%urri%u$um.Hen%e,

deve$o#mentofe5e%tive%urri%u$umre8uireshih%ost

Ma&es$earnins#e%i:%, hen%ehih%han%eofmanre$evant%ontentsto

bemissedout.*an"tin%$udea$$$earnintheories

*urri%u$ummadeatonesettinmanotbea##$i%ab$ein

othersettins*urri%u$um%hanere8uiresintense, tedious

#ro%esses

*urri%u$umdeve$o#menthih$inGuen%edb#o$iti%a$fa%tors.Hen%e,

%ha$$enetoma&eitunbiased


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RajK.subedi(BPH,MPH)

Typesocurriculummodels8

approachesThe di ere n t m o de ls o c u rric u lum des i gnsaregiv en be l o w &

*ontent

oriented

Behavioristi%

Pro%essoriented

*om#eten%

based le-ner

mode$

The7SP?*S7mode$of

%urricu$umdesin PR?SMS

mode$

Contentoriented

'n%ientmodelof%urri%u$umdesin

Masterofsubje%tmatteris

%entra$tas) Standardsareset

for

o Subjectmatter%overed

o

Learner"smasteronthe

%ontent 'te-tboo&isthe

#rimarinstru%tiona$too$ Breadthofthesubje%t%entered%urri%u$umisdeterminedbthenumber

ofsubje%tstauht a%hsubje%thasthree%hara%teristi%s+

o *ontent

o

?tsinte$$e%tua$dis%i#$ine


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o

Patternfororaniinthe%ontent


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RajK.subedi(BPH, MPH)

Processorientedcurriculum

Thisdesinfo%usesonpersonalattributesands)illsoftheindividua$$earner.

Thesemain%$udesu%has#e%tsas+

wor&inwe$$with

others, e5e%tive

$eadershi#,

&nowinhowtota&eandfo$$ow

dire%tions, %ommuni%atin

e5e%tive$,

ma&ina%%urate

observations, $earnin

inde#endent$,

ma&inde%isions, ma&inood

judments,

inventin,

fore%astin,

#$annin,

monitorinthee5e%tsofone7sown

a%tivities, ta&in%orre%tiona%tion

whenne%essar,

%reatin, initiatin,

deve$o#inasoundva$uesstem,

havinse$f%onfiden%eandbeinsensitivetoothers

Characterist ic s o P r ocess orie n ted curr i cu l um

Thedeve$o#mentofs&i$$sandtraitsthatwi$$servethe$earnerforalietimeprocesses

Thereisahigherdegreeof%arroverintoeverda$ivine-#erien%es

thaninotherdesignsBetterbalancebetweenaffe%tiveand%onitive

%onsiderations.

The$ibrar%an#rovidemateria$s, resour%esandservi%es#romotin

independentlearningandcreativity/

This%urri%u$umdesinsuffersfromadi:cultyinassessing$earnin

out%omesduetosub;ective;udgments

Parentsmabes)epticalasmorefo%usisonthe#ro%essratherthanthe%ontent


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Fig:Processorientedcurriculum

Competencybasedcurriculum


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?isthewordusednorma$$todes%ribeasetofre$ateds&i$ls.

Theaimofthecompetencybasedcurriculumisto:

o ma&estudentsse$f2motivated,robustand$ife

$on$earnerso strengthenthe$earnin%u$turein

thes%hoo$

o im#roveresu$ts

S i 0 prior ity a r eas or a c o m p e ten cy2ba se d curricu l um i n p u blic hea l th a r e

%u$tura$%om#eten%,

hea$th#romotion

s&i$$s, $eadershi#

deve$o#ment,

#roram

manaement,

dataana$sis,and

%ommunitorganiin

"(ointCouncilofGoernmentalPu)lic*ealthAgencies+,--%


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/ Identiycompetencies

addressed

%u$tura$%om#eten%,

hea$th#romotions&i$$s, $eadershi#

deve$o#ment, #rorammanaement,

dataana$sis,

%ommunitoraniin

B/ ritegoalsandob;ectivesintermso

competenciesThegoalsandobectives

helpto:

Provideaninstru%tiona$roadma#

Provide%$aritabouttheedu%ationa$#roramto$earners,

tea%hersande-terna$sta&eho$ders

n%ouraehiherorder$earnin

;eterminetheassessment

method/ Determineteaching

methods

;ida%ti%

%onferen%es,

*$ini%a$e-#osure,

*asebased

tea%hin, Ro$e

mode$in,

Oourna$

*$ub,

Mentorin,

Simu$ation,

?ndividua$orrou#

#roje%ts, Resear%h

#roje%tset%.

-/ Determineassessmentmethods

toeva$uatethestudent"s

#erforman%e Bettertouse

mu$ti#$emethods

*/ Determineprogram

improvementmethods

Studenteva$uationsofthe

stud

a%u$teva$uationsofthestud


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Students" attainmentofthes#e%ifi%oa$sandobje%tivesofedu%ationa$

e-#erien%e


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'ehavioristicapproachtocurriculumdesign

Thenatureofa#erson"sthin&in%anbea5e%tedthrouha

varietofrewardsand%onse8uen%es.

Theaimforedu%ationthrouhbehaviorismistodevelop

appropriatebehaviorsintheclassroomsettinthatarecondu%ive

to$earnin.

Behaviorismrefersmoretoconditioningthelearnertobereadto

$earnandnotsomu%hedu%atin.

Ste#bste#%onditioninproramsareusedtoa%hievethedesired

behaviorandrewardsareusedtomotivate/

Learnersre%eivesim#$eformsofmotivationsu%hasverbalpraise

smilesatouchontheshoulderandcandy/

0trinsi%rewardsarefo$$owedbthe

intrinsicrewards Thero$eofthe

teacherasabehavioristisaconditioner.

?fstudents%an%hanethrouhtheirownthin&in,thewi$$beinto

be%omecondentandbelieveinthemselvesmore.


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Fig:0ehavioristicmodelofcurriculumdesign

Sum m a ry o the 'e h avior i stic m odel o c u rric ulum d es ig n

ASPECTs EFPGA=ATI=

Contri)utors Thorndi&e, Pav$ov, >atson, S&inner

1ie2ofthelearning *hane inthe behavior uides$earnin

&ocusoflearning Stimu$iine-terna$environment

Pur'oseine$ucation Produ%e behaviora$%hane indesireddire%tion

E$ucator3srole 'rranesenvironment toe$i%it desiredres#onse, faci$itatesstudent

Manifestations Sustainab$e $earnin, deve$o#ment of#ositive attitude and

s&i$$s, leadershi#deve$o#ment, entre#reneurshi#


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SPICESmodelofcurriculumdesignHardeneta$#ub$ishedanarti%$ein14whi%hwasasemina$oneinmedi%a$edu%ation.

?tdes%ribedsi-dimensionsaroundwhi%hamedi%a$%urri%u$um

%ou$dbeoranised. a%hofthedimensions%ou$dbereardedasa

%ontinuum.

Thusamedi%a$%urri%u$um%ou$dbe$o%atedsomewherea$onthe

dimensionsof+o StudentD%entred

o Prob$emD

basedo

Interated

o

CommunitD

basedo

E$e%tives

o

Sstemati%

Trends in 1edica l Education !'eore and ater SPICE S mo del%

5le0ner!"#"H%model!Thiswasthemodelbefore!PIC"!%

Tea%her

%entred

Know$ede

ivin

;is%i#$ine$ed

Hos#ita$oriented

Standard#roramme

A##ortunisti%(a##renti%eshi#)

#ardenetal$%&'()TheSPICESmodel

Student

%entred

Prob$em

based

?nterated

*ommunit

oriented

$e%tives(

%ore)

Sstemati%


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Blighetal!HH"%P,IS1S!Thismodelcameafterthe!PIC"!model%

Pra%ti%ebased$in&edwith#rofessiona$

deve$o#ment Re$evanttostudentsand

%ommunities

?nter#rofessiona$ and

interdis%i#$inar Shorter

%ourses tauht in sma$$er units

Mu$tisite$o%ations

Smbioti%(orani%who$e)


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DescriptionoftheSPICES

modelThe pur p oses o theS P ICE S mod e lare&

toreviewane-istin%urri%u$umtoseewhereim#rovements

%anbemade todeve$o#anew%urri%u$umfroms%rat%h tota%&$es#e%i:%8uestionsorissuesre$atintoa%urri%u$um

tohe$#de%ideonwhatsortoftea%hinmethodstouse

ona%ourse de%idewhatformattheassessment

shou$dta&e

StudentCentered

Mostoftheemphasisisonthe

learner ?n%reases$earner

motivation Pre#ares$earnersfor$ife$onseldirectededu%ation

Problembased

He$#sdeve$o##rob$em

so$vins&i$$s '%tive

#arti%i#ationofthe$earner

He$#sdea$withanover%rowded%urri%u$umChih$ihts%on%e#tsratherthan

&now$ede

Integrated

Redu%esframentationof%ourses

Promotessta5%ommuni%ationand%o$$aborationasde#artmentsare

beininterated Ho$isti%a##roa%hto$earnin

Communityoriented

;ire%tcontactwiththe%ommunitthe$earnersarebein

tauhttoserve Seeawidevarietofconditionsata

widevarietofstages

Learners$earnaboutthesocialandeconomicaspectoillness

Electives

'$$ows%urri%u$ar

e0ibility $e%tive

JCore

nab$es$earnerstoe0ploreurtherinterestsinmoredetai$sCmat%hintothe

$earner"sneeds


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Systematic

Tea%hinisstru%turedand

oranied Tea%hinis

se8uentia$

$earner%anbe%ome%om#etentand%on:dentwiththe$eastwasteof

timeandresour%es asfora%%reditationandva$idation


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5actorsinluencingcurriculumdesignleveloevaluation

andcorrectiveactionSevera$fa%torsa5e%ta$$%urri%u$umdeve$o#mentinmeetintheneedsof21st

%entur$earnersinbothorgani7edacademicsettinsandcorporationlearningcenters/

B$ue#rintin%urri%u$umdeve$o#mentre8uiresse$e%tin$earninoa$s,

desinin&now$edede$ivermode$sand%reatinassessmentmethodsfor

#roress.

Po$iti%a$, e%onomi%, te%hno$oi%a$, so%io%u$tura$, re$iious, #hi$oso#hi%a$

($earnintheories)andenvironmenta$fa%torsa5e%t%urri%u$umdesin.

a%torsinGuen%inthe%urri%u$umdesin, eva$uationand%orre%tivea%tion

%anbebetteri$$ustratedbana$inthefa%torsa5e%tinea%h$eve$of%urri%u$umdesin, eva$uationand%orre%tivea%tion

1. ;etermininhea$thneedof

so%iet.2. >or&inh#othesis

3. ;e:needu%ationa$

obje%tive.4. ;eve$o#

tea%hin#roramme.

9. Abserveandre%ordaboutbehaviorof

trainees.*onitive

'5e%tive

Ps%homotorI. va$uationand

ana$sis

J. *orre%tivea%tionbasedonmani#u$ative

variab$es+Tea%hin

-amination

te%hni8ueBudet

nvironment

studentHea$th

Situation

. Abje%tiverevise.

H#othesisrevise

"/DetermininghealthneedofthesocietyHea$thneedoftheso%ieta5e%ts%urri%u$um

deve$o#mentTheneedassessmentisa$so


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inGuen%edbmanfa%tors.

Somefa%torsarere$atedtotheso%ietandsomearere$atedtothosewho

assesstheneedsThe#o$iti%a$for%esa$soinf$uen%etheneedassessment


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;i5erent he a $th needsN a #

o Fumberofhea$thservi%e

#roviderso MorbiditNdisabi$it

o

Morta$it

o Fumberandt#eofHea$th

institutionso

Qua$itofe-istinhea$thservi%es

o 'de8ua%ofdrusanddianosti%

e8ui#mentso Qua$itofservi%e

#roviders

o Hea$th#rofessiona$s#ra%ti%eand

%ondu%to *ostofhea$thservi%es

o =eora#hi%a$a%%essibi$it

o Peo#$es" #arti%i#ationinHea$thServi%e

Manaemento ?nformationmanaement

sstemet%.

5actorsinuencingneedassessment

Society re la ted act o rs in uencing n e e d assess m ent

o

So%ioe%onomi%statusof#eo#$e(edu%ation,

in%omeet%)o Re$iion

o

Traditiono

Taboos

o 'vai$abi$itofotherbasi%fa%i$ities

o

Trustonhea$thsstem, #aste-#erien%es

o

Po$iti%a$for%eswithinso%iet, forma$

informa$$eaderso

Burdenofdiseases

o Po#u$ationdensitanddistribution

5actors re la ted to tho s e w h o assess the n eeds

o du%ationa$statusofthoseinvo$vedinneed

assessmento *ommuni%ationand%oordination

s&i$$s

o Lanuae

o

inan%ia$%a#a%it

o

;ereeofob$iation,

Motivationo

@o$umeofassinedres#onsibi$ito

*om#$e-it

o

Methodo$oo

Te%hno$o o

Time

o @estedinterestNhiddenaenda


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Poli tical or c es in l uencin g need

assessmento

;onorinterestand

inGuen%e

o Po$iti%a$stabi$itofthe

nationo

Prioritbnation


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o Po$iti%a$ideo$oand

%ommitmento *ountr"s

e%onomi%status

/or)ing(ypothesis'wor&inh#othesisisah#othesisthatis#rovisiona$$a%%e#tedasa

basisforfurtherresear%h.

?tmanotbedire%t$testedbut#rovidesusefu$uidan%eandareeab$edire%tions.

1aynothaveconcretemathemati%a$ands%ientifi%basisbut%an#rovide

ideasinormationaswe$$as4ualitativecontentsre8uiredfor%urri%u$um

desin.

awor&inh#othesisisoftenusedasaconceptualramewor)in8ua$itativeresear%h

?nitia$%oursedesinisusua$$framedaswor&inh#othesiswhi%hwou$dbe

testedin#ra%ti%eandthenremodeleda%%ordintothestudentsresponse/

Settinwor&inh#othesisdiscouragesputtingtheceilingon$earnin

#ro%essandfa%i$itatestheredesininofthe%urri%u$are$ementsas#erthe

eedbac)fromthedi5erentsta&eho$ders.

Characteristicsowor)ing

hypothesiso Ma&es

$earnine0ible

o

He$#sinclusiono4ualitativeas#e%ts

of$earnino Savesresourcesfor

furtherresear%hes

o Complementsscientiicand

8uantitativeassertionso

'%tsasapivotal

eatureinthe#ro%essofin8uiro

Providesprovisionalalertnessorerrorsin

%orre$ationand%ausationo

sefu$durinbudgetary

$imitations

o

Easytomodiyand%hane

5actorsinuencingwor)ing

hypothesiso Learnin

theories

o Technologicaladvan%ement,

globali7ationo Politicalsituation

ofthe%ountro Donors

interesto

,esources

o Feedofthesociety

o Motivation, $eadershi#, %ommuni%ation, %oordinationand

%ommuni%ationo Knowledgeattitudeands)illsof#eo#$e

invo$vedin%urri%u$umdesinet%.


32/57

B/DeneEducationalob;ectivesdu%ationa$obje%tivesarethestatementofwhat$earnersareintendedto(after

thes#e%i:%sessionorNandthe#roramofstud)+

o Know(%onitive)

o Thin&, be$ieve

(affe%tive)o

;o(#s%homotor)


33/57


Two types

o

*ourseorsessioninstru%tiona$obje%tive(afterthes#e%ifi%

sessionor%ourse)o Proram$earninobje%tive(afterthe

%om#$etionofthe#roramofstud)

Courseorsessioninstructionalob;ectives+

o Statementsofwhats#e%ifi%tea%hersorinstru%torsintendfor

studentsto&now, thin&anddoafterthe%om#$etionofthe%ourseor

session

Programlearningob;ectives&

o

Statementsofwhattheentirefa%u$t, %o$$eeortheuniversitbe$ieves

thestudentswi$$beab$eto&now, thin&anddoafter%om#$etionofthe

entire#roramofstud.

o

Thearebroaderthanthe%ourseorsessionobje%tives

hyeducationalob;ectivesLL

Tohe$#%urri%u$um#$annin, ana$sisand

renewa$astoetfeedba%&

n%ouraesoranied

$earnin=ivesmeasurab$e

indi%ators

Standardiationofthe%ourseand#roramofstud

ritingeducationalob;ectives

severbs$i&ere%a$$, i$$ustrate, demonstrate, enerateet%.basedondi5erentdomainsof$earnin#ro%ess

setheformat+4ho54hat)ehaior5.un$er2hat

con$ition5ho22ell666-am#$es

o

'fterthe%om#$etionofthe%ourse(%ondition), thestudents(who)wi$$

beab$etodemonstrate(whatbehavior)thewater#urifi%ationb

SA;?Smethod%orre%t$(howwe$$).

5actorsinuencingtheormationoeducational

ob;ectives?nterestoftea%her, universit, donor

et%.

Te%hno$o

Budet

Se%urit

Time

Re$evan%eto%urrentneedsoftheso%ietand%ountr

Leve$ofthe#roramofstud(e.Basi%, intermediate, advan%ed)


34/57


/DevelopteachingprogramsTherewasatimewhenauniversitwasa$mostso$e$res#onsib$eforthe

%ontentofits%oursesandthe%urri%u$umwas$are$de:nedbas$$abus

thatwas$itt$emorethana$istofthe%ontentto#i%sthatweretobedea$twith

bmeansofthe$e%ture#roramme.

Fowadasthee-#$osionin&now$ede, %ou#$edwiththedemandsofvarioussta&eho$ders, #$a%estremendous#ressuresonde%isionsabout

the%ontentofthe%urri%u$um.

Thereareverrea$tensionsbetweenthewishesofthetea%herswhode$iverthe

%urri%u$umto#reserveandevenin%reasethesubje%t%ontentoftheir%ourse

andtheman!e-terna$" sta&eho$derswhowants#a%eforthedeve$o#mentof

enera$s&i$$sthathaveastronvo%ationa$re$evan%e.

Thereare#ressuresfrom#rofessiona$Nvo%ationa$bodiessuestin

im#ortant!%ore" areasof&now$ede(%ontent)thatshou$dbein%$udedin

t#i%a$%oursesofstudinthesubje%t.

hatisteachingprogramLLL

The tea%hin #r o ram whi%h is a b$e nd o f

%urri%u$um

%ontent,

Methodo$o

#hi$oso#hi%a$foundation

andResour%es

=ood te a %hin #ro r am s h ou $ d fo $$ow t he &e #rin% i #$es o f

sabi$iteasibi$it

5actors afe c ting deve l o p ment o tea c hing prog r am

Severa$%urri%u$um#$aersa5e%tthedeve$o#mentoftea%hin#roram

=overnment(;e#artmentof

du%ation)Te-tbooub$ishers

Professiona$bodies(Re%ruitin

aen%ies)S%hoo$, %o$$eeand

universitTea%hers

Students

;onors

Besidesthe%urri%u$um#$aers, theotherorcesaffe%tinthedeve$o#mentofthetea%hin#roramare+

*urrentneedsoftheso%ietand%ountr


35/57

*hanein%on%e#tsof$earnin($earnin

theories)=$oba$iation

inan%ia$

%a#a%itTime


36/57


Resear%hes

*om#eten%eof%urri%u$um

deve$o#ersLeve$of#roramof

stud

-/bserveand,ecordaboutthebehavioroftraineesbservingandrecordingthebehaviorotrainees&

Measurehowwe$$thestudentsmasteronthe%ontentsofthe

tea%hin#roramHowthestudentsfee$, be$ieveandva$ueabout

thetea%hin#roram

Hows&i$$edthestudentshavebe%omeona%8uirinthetea%hin#roram

6seulnessoobservingandrecordingthebehavior

otrainees//indin%urrenta#sintea%hin

#roram

va$uationandana$sisof#erforman%e

Providinfeedba%&tothe%urri%u$um

deve$o#ersurther#$anninand

redesininthe%urri%u$um

Gevelsoobservingandrecordingthebehavior

otrainees*onitive(&now$ede)

'5e%tive(attitude)

Ps%homotor(motors&i$$s)

5actorsafectingtheobservingandrecordingthe

behaviorotraineesTime

*om#eten%ofthetea%her

Tea%hin$earnin

environmentBudet

T#eand$eve$ofthe%ourseor#roramofstudet%.

'loom?sTa0onomyolearning

domainsKnow$edeisnot#owerun$essitisa%tedu#on.

The%on%e#tof$earninhas%hanedfrommere$&nowinto&nowin,

deve$o#inattitudeanda##$inin$ife#ro%esses.

'%ommitteeof%o$$ees, $edbBenjaminB$oom(19I), identi:edthree

domainsofedu%ationa$a%tivities+

o

Cognitive+Menta$s&i$$s$*nowledge)

o

Afective+rowthinfee$insoremotiona$

areas(+ttitude)o Psychomotor+manua$or

#hsi%a$s&i$$s(!,ills)


37/57

Cognitivedomain

Iturtherincludessi0domainsli)e&now$ede, %om#rehension,

a##$i%ation, ana$sis, snthesisand,eva$uation


38/57


o Knowledge

o ,ecallingspeciicandgeneralitemsoinormationand

alsoinormationaboutmethodsprocessesandpatterns

o Keyords&defines, des%ribes, identi:es, &nows, $abe$s, $ists,

mat%hes, names, out$ines, re%a$$s, re%onies, re#rodu%es, se$e%ts,

states.o Comprehension

o ,ecognitionoitemsoinormationsettingssimilartobut

diferentromthoseinwhichtheywereirstencountered/

o Key ords& %om#rehends, %onverts, defends, distinuishes,

estimates, e-#$ains, e-tends, enera$ies, ives an e-am#$e,

infers, inter#rets, #ara#hrases, #redi%ts, rewrites, summaries,

trans$ates.

o Application

o E0plainingpreviouslyunseendataoreventsbyapplying

)nowledgeromothersituationso Keyords&a##$ies, %hanes, %om#utes, %onstru%ts, demonstrates,

dis%overs, mani#u$ates, modi:es, o#erates, #redi%ts, #re#ares,

#rodu%es, re$ates, shows, so$ves, uses.

o Analysis

o 'rea)ingdownbloc)soinormationintoelementsorthe

purposeoclarication/o

Keyords&ana$es, brea&sdown,

%om#ares, %ontrasts, diarams, de%onstru%ts,

di5erentiates, dis%riminates, distinuishes, identi:es, i$$ustrates, infers,

out$ines, re$ates, se$e%ts, se#arates.

o Synthesis

o

Combiningelementstoormcoherentunitsoinormation/

o

Keyords&%ateories, %ombines, %om#i$es, %om#oses, %reates,

devises, desins, e-#$ains, enerates, modifies, oranies, #$ans,

rearranes, re%onstru%ts, re$ates, reoranies, revises, rewrites,

summaries, te$$s, writes.

o

Evaluation

o

1a)ing;udgmentaboutthevalueoinormationmaterials

ormethodsorgivenpurposes

o Keyords&a##raises, %om#ares, %on%$udes, %ontrasts, %riti%ies,

%riti8ues, defends, des%ribes, dis%riminates, eva$uates, e-#$ains,

inter#rets,justi:es, re$ates, summaries, su##orts.

Afectivedomain

Theafectivedomainincludesthemannerinwhichwedealwiththingsemotionallysuchas

o fee$ins, va$ues, a##re%iation, enthusiasms, motivations, andattitudes.


39/57


Afectivedomainsareurtherdividedintovelevels&

,eceiving&

o

Sensitivitto%ertainstimu$iandawi$$innesstore%eiveorattendtothem.

o

Keyords&as&s, %hooses, des%ribes, fo$$ows, ives, ho$ds, identi:es,

$o%ates, names, #ointsto, se$e%ts, sits, ere%ts, re#$ies, uses.

,esponding&

o

?nvo$vementinasubje%tora%tivitoreventtothee-tentofsee&initout,

wor&inwithitorenaininit.

o Keyords+answers, assists, aids, %om#$ies, %onforms, dis%usses, reets,

he$#s, $abe$s, #erforms, #ra%ti%es, #resents, reads, re%ites, re#orts, se$e%ts,

te$$s, writes.

Maluing&

o

*ommitmenttoor%onvi%tionin%ertainoa$s, ideasorbe$iefs

o Keyords+%om#$etes, demonstrates, di5erentiates, e-#$ains, fo$$ows,

forms, initiates, invites,joins,justifies, #ro#oses, reads, re#orts, se$e%ts,

shares, studies, wor&s.

rganisation&

o Aranisationofva$uesintoasstem, awarenessofre$evan%eofand

re$ationsbetweena##ro#riateva$uesandtheestab$ishmentof

dominant#ersona$va$ues.

o

Keyords+adheres, a$ters, arranes, %ombines, %om#ares, %om#$etes,defends, e-#$ains, formu$ates, enera$ies, identi:es, interates, modifies,

orders, oranies, #re#ares, re$ates, snthesies.

CharacterisationbyaMalueComple0&

o

?nterationofbe$iefs, ideasandattitudesintoatota$#hi$oso#hofwor$dview.

o

Keyords+a%ts, dis%riminates, dis#$as, inGuen%es, $istens, modifies,

#erforms, #ra%ti%es, #ro#oses, 8ua$ifies, 8uestions, revises, serves,

so$ves, veri:es.

Psychomotordomaino The#s%homotordomainin%$udes#hsi%a$movement, %oordination, anduse

ofthemotors&i$$areas.

o

;eve$o#mentoftheses&i$$sre8uires#ra%ti%e

o

measuredintermsofs#eed, #re%ision, distan%e, #ro%edures, or

te%hni8uesine-e%ution. o

?tta$&saboutthethird$eve$of#erforman%ewith

thehe$#of#hsi%a$movementwhenthe


40/57

%onitiveanda5e%tive$eve$shavea$readmet.

o ?toesbeondthe%$assroomsettinandfo%usesonabi$ittoa##$the$earnt

thinsin#ra%ti%a$$ife.


41/57


o The$earnerhasrea%hedthe$eve$to#erforminfrontofothernovi%e$earners.

o Hen%e, thestudenthasrea%hedthe$eve$inwhi%hheismenta$$#re#aredtoa%t

#hsi%a$$.

o

Hen%e, the$earnerisab$etousesensor%ues(sina$s)touidemotor

a%tivitwhi%hradua$$e-tendsu#tothe$eve$inwhi%hhe%an:na$$

be%omeusedtoitandfurther%andeve$o#newmovement#atterns.

Detailothedomain

Thedifferent%ateoriesofthe#s%homotordomainfromsim#$eto%om#$e-$eve$areivenbe$ow+

1. Perception+Theabi$ittousesensor%uestouidemotora%tivit.'$so

%a$$edthese$e%tionste#a. Keyords+%hooses, des%ribes, dete%ts,

differentiates, distinuishes, identi:es, iso$ates,

re$ates, se$e%ts.

2. Set+Readinesstoa%t.?tin%$udesmenta$, #hsi%a$, andemotiona$sets.

a. Keyords+beins, dis#$as, e-#$ains, moves, #ro%eeds,rea%ts, shows, states, vo$unteers.

3. .uided,esponse+Theear$staesin$earnina%om#$e-s&i$$that

in%$udesimitationandtria$anderror.'de8ua%of#erforman%eisa%hieved

b#ra%ti%in.

a. Keyords+%o#ies, tra%es, fo$$ows, rea%t, re#rodu%e, res#onds

4. 1echanism+Thisistheintermediatestaein$earnina%om#$e-s&i$$.

Learnedres#onseshavebe%omehabitua$andthemovements%anbe

#erformedwithsome%on:den%eand#ro:%ien%.

a. Keyords+assemb$es, %a$ibrates, %onstru%ts, dismant$es, dis#$as,

fastens, :-es, rinds, heats, mani#u$ates, measures, mends, mi-es,

oranies, s&et%hes.

9. Comple0vert,esponse+

a. Thes&i$$fu$#erforman%eofmotora%tsthatinvo$ve%om#$e-

movement#atterns.b. Pro:%ien%isindi%atedba8ui%&, a%%urate,

andhih$%oordinated#erforman%e,

re8uirinaminimumofener.

%. This%ateorin%$udes#erforminwithouthesitation, andautomati%

#erforman%e.d. TheKe>ordsarethesameasMe%hanism, butwi$$

haveadverbsoradje%tivesthat

indi%atethatthe#erforman%eis8ui%&er, better, morea%%urate, et%.

I. Adaptation+S&i$$sarewe$$deve$o#edandtheindividua$%anmodifmovement#atternstofits#e%ia$re8uirements.

a. Keyords+ada#ts, a$ters, %hanes, rearranes, reoranies, revises,varies.

J. rigination+*reatinnewmovement#atternsto:ta#arti%u$arsituation

ors#e%i:%#rob$em.Learninout%omesem#hasie%reativitbasedu#on

hih$deve$o#eds&i$$s.

a. Keyords+arranes, bui$ds, %ombines, %om#oses, %onstru%ts,

%reates, desins, initiate, ma&es, oriinates.


42/57


*/AnalysisandEvaluationva$uationisasstemati%waof$earninfrome-#erien%eandusinthe$esson

$earnttoim#rove%urrenta%tivitiesand#romotebetter#$anninb%arefu$

se$e%tionofa$ternativesforfuturea%tion

>HA

o

'na$sisisa#artofeva$uation.

o ?ntheabovede:nitionofeva$uationivenb>HA, ana$sisisthe

sstemati%waof$earninfrome-#erien%es.

o

Thusana$sishe$#sidentifthe%urrenta#sintea%hin#roramme

whereaseva$uationisana$siswhat%anbedonetoover%omethe

%urrenta#sa##ro#riate$forfuturea%tion

o

Thusevaluationistheprocesso

o

;etermininthea##ro#riatenessof#roram#$annin(dianosti%),

o 'ssessinthedereeofeffe%tivenessand#roressof#roramme

im#$ementation(formative),o

Measurinthe:na$a%hievementofthe#roram

(summative), andnallysuggestingappropriate

measuresorcorrectiveaction

*/"/Gevelsoevaluation

o ;ianosti%

eva$uation o

ormative eva$uation

o Summative

eva$uation

7.,.,.Diagnosticealuation

;oneatbeinninof

#roram. '$so%a$$ed

in#uteva$uation

;oneto&nowif#ro#erste#sare

fo$$owedino

needassessment,

o wor&in

h#othesis, o

settinobje%tives,

o

Se$e%tin

%ontent

o se$e%tinthea##ro#riatemethodsandresour%es

7.,.8. 9ormatieealuation

o ;oneinthemidd$eof

eva$uationo '$so%a$$ed

#roresseva$uation


43/57


44/57


7.,.:.Summatieealuation

o ;one at the end of the

#roramme o '$so %a$$ed

a%hievement eva$uation o

;onetoana$e+

o

Su%%essofthe#rorammeasawho$e...;eve$o#mentin&now$ede, attitudeands&i$$sofstudentsafterovera$$#roramme,

*haneinthemorbiditandmorta$itrate, ?m#rovementof

so%ioe%onomi%statusof#eo#$e

o Providesa##ro#riatefeedba%&forredesininthe%urri%u$um

Criteriaorevaluation!asrecommended

by(%o

'de8ua%

o Re$evan%(as#erthe

needs)o


45/57


$/Correctiveactionbasedonmanipulativevariables

1anipulativevariables

o

Mani#u$ativemeanss&i$$fu$atinGuen%insborfor%insbtodowhatou

want, ofteninanunfairwa, beditin, redesininet%.

o

Somani#u$ativevariab$esareatris&ofbeinusedinanunfairwathatmahinderthee5e%tivenessoftea%hin#roramme

o Hen%e%orre%tivea%tionneedstobedonebasedonmani#u$ativevariab$esfor

e5e%tivetea%hin$earnina%tivities.

Somemani'ulatie

aria)les

Tea%hin

-aminationte%hni8ue

Budet

nvironmentDstudent(settin)

Hea$th(dereeof%on%ern)

Situation(situationof%o$$ee(HR), universit(%on%ern), so%iet

(needs, #ressure),jobo##ortunities(:$terin), #o$iti%a$situation, trend

a%rossuniversities)

5actorsafectingthecorrectiveactionbasedon

manipulativevariables& ?nterest, $eve$of#arti%i#ation,

#ressureandfeedba%&fromthestudents

*onitive, a5e%tiveand#s%homotor$eve$ofthestudents

Resear%hesre$atedtoHRissues, s%hoo$hea$thet%.

Pressurefrom#arents, so%iet, universit

*om#etition

+/b;ective,evise1. Abje%tivesarethestatementofwhat$earnersareintendedto(afterthe

s#e%ifi%sessionorNandthe#roramofstud)+

Know(%onitive)

Thin&, be$ieve

(a5e%tive);o

(#s%homotor)

2. Twot#es

*ourseorsessioninstru%tiona$obje%tive(afterthes#e%ifi%


46/57

sessionor%ourse)Proram$earninobje%tive(afterthe

%om#$etionofthe#roramofstud)


47/57


3. Abje%tiveRevisionishen%etheRevisionofthestatementsofwhatthe

$earnersaree-#e%tedtodoafter%om#$etionofthesession, %ourseorthe

overa$$#roram

4. Abje%tiverevisionisoneoftheste#sin%orre%tivea%tionin%urri%u$um

desininwhi%h%haneormodi:%ationisdoneas#erthe+

'na$sisandeva$uation#ro%esses.*orre%tivea%tionbasedonmani#u$ative

variab$es*haneinthe%on%e#tsand

theoriesof$earnin

9. Su##ose, the%orre%tivea%tionisdoneinthee-aminationte%hni8ueasfo$$ows+..$etus

su##osethat,

Previous$itwassubje%tive8uestionsinwhi%hstudentshadtoe-#$ain

aboutdomainsof$earninandnow, itismu$ti#$e%hoi%e8uestionsin

whi%hstudentshavetoidentifwhi%hbehaviorfa$$sunderwhat

domainof$earnin.

Hen%ethe#reviousobje%tiveandrevisedobje%tivewi$$havedi5erent

e-#e%tationsfromthestudents

#/!or)ing%(ypothesis,evise ?nitia$%oursedesinisusua$$framedaswor&inh#othesiswhi%hwou$dbe

testedin#ra%ti%eandthenremodeleda%%ordintothestudentsresponse/

Hen%erevisionofwor&inh#othesis%anbedoneastheareGe-ib$eand

werejustthedrafth#othesis#revious$whenthewereinitia$$desined.

hyrevisionohypothesisLL

Toavoiderrorsandfu$:$$a#sinthe%urrent

h#othesisToma&e%urri%u$ummorestab$e

andfun%tiona$

Tofa%i$itatethe$earnin#ro%ess,

torevisethe%ontentsas#erthe%haneintheneedsofthestudents,

so%ietand%ountrToobethedianosti%, formativeandsummative

eva$uation#ro%edures

5actorsafectingrevisionowor)ing

hypothesis*haneintheneeds

*hanein$earnin

theoriesResear%hes

Resour%es

indinsfromtheeva$uation#ro%esses


48/57


Curriculum

change Thedeve$o#mentinthe:e$dofedu%ationis#ossib$ebtheradua$

im#rovementandadvan%ementi.e.%hane

*urri%u$uma$soneedsto%haneover%ertain#eriodoftimeto%om#$thetrendinthe:e$dofedu%ationsoastomeetthere8uirementofstudents,

%o$$ees, universit, re%ruitinaen%iesandtheso%iet

*urri%u$um%haneishen%eessentia$ande8ua$$%ha$$eninthatre8uires

%arefu$#ro%eduresstartinfromreviewinandrevisintheedu%ationa$

obje%tivestotheeva$uationoftheout%omesofedu%ation.

Stepsofcurriculumchange

1. Abje%tivesofedu%ation

2. ;ianosisindeve$o#ed%urri%u$um

'%hievement(e-amination#erforman%e, #ro:%ien%in%om#eten%toserveso%iet)

Studentas$earner(interview, meetinsanddis%ussions)

*urri%u$um#rob$em(inappropriatedepthandbreadth,lessadaptable,

lesssigni-cantandlessapplicableetc.)

3. Se$e%tionof%urri%u$um%ontentande-#erien%e(,eepingfollowingthingsinconsideration)

Rationa$se$e%tion

Prob$emestab$ishin%riteria(i.e.#rob$emsett$in%riteria)

Sinifi%an%e

;e#thandbreadth

'da#tabi$it

'##ro#riateneedandinterestoftrainees

4. Araniationof%urri%u$ume-#erien%esand$earnin

9. va$uationoftheout%omesof%urri%u$um


49/57


50/57


/"/achievementThedianosis%anbedoneindi5erentwas.'%hievementisoneofthem.The

'%ademi%#erforman%eofthestudentsaswe$$astheir#ra%ti%a$s&i$$s%anbe

eva$uatedinordertoma&enew%urri%u$ume-#erien%ewiththeaimofdeve$o#in

%urri%u$ume-#erien%etoim#rove#erforman%e

The d i agnos i s in the achiev ement is done to eva lu ate the oll owin g &

Thee0aminationperormanceothestudents$rittenand

verbalexaminations) Prociencyincompetenciestoservethe

society

"valuationofperformanceintheprofessionalorgani/ations

bymeasuringcompetencies$directmeasurement)

Feedbac,fromtherecruitingagencies,community

peopleetc$indirectmeasurement)

// StudentaslearnerThestudents%ana$sobeas&edwhetherornotthehavee-#erien%edthe#ositive$earnin.

Thedianosisof/studentas$earner0isdonebe%auseofthefo$$owinreasons+

Theremabeneative$earnine-#erien%es$i&e$essfee$inofoodto

se$fandothers, me%hani%a$res#onseswithout%om#$ete

understandin, abuseandunne%essar#ressure, $esssu##ortfromthe

%urri%u$umim#$ementerset%.

Toassessthemotivation$eve$ofstudentsandtheirinvo$vement

in%urri%u$ume-#erien%e.

Thedifferentte%hni8uestodianose$earnine-#erien%ebstudents%anbedoneb+

Reviewmeetin

?nterview

;is%ussions

Seminarset%.

/B/Curriculumproblem Inappropriatedepthandbreadth

The%ontentsareana$edhowdee#the%ontentshaveoneintoand

howwidehavetherea%hed.

;e#thisdianosedtoana$ethe%ontentade8ua%orsu


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Gessadaptable

The %ontents and tea%hin methodo$oies are dianosed to eva$uate

whetherornot the%urri%u$ume-#erien%es%anbe interna$$a%%e#ted

bthestudentstoma&e itanintera$#artoftheir $ifeandwhetheror

notthestudents%anada#tthe%urri%u$ume-#erien%es.

'$sota&esintoa%%ounttheada#tabi$itintermsofso%io%u$tura$

determinants, $ea$#rovisions, %hoi%eandinterestet%

Gesssignicant

>hetherornotthe%urri%u$ume-#erien%esareas#ertheneedofthestudents, so%iet

>hetherornotthe%ontentsareva$idandre$iab$e

Gessapplicable

>hetherornotthe$earnine-#erien%esare#ossib$einrea$$ife

situationsi.e.vo$umeand%om#$e-it

>hetherornotthe$earntthins%anrea$$betrans$atedintobehaviorsi.e.feasibi$it

B/Selectionocurriculumcontentande0perience>hi$e%ontentisthe/meat0ofthe%urri%u$um#$an, we%an%onsider

$earnine-#erien%es#$annedforthestudentsasthe/heart0ofthe#$an

(ArnsteinandHun&ins, 1).

The$earnine-#erien%esarethemeanstowardsa%hievintheoa$sand

obje%tivesofthe%urri%u$um.

*urri%u$ume-#erien%eisa$so%a$$edthe$earnine-#erien%e

T$erusedtheterm/$earnine-#erien%e0inhismode$of%urri%u$umdesin

?tistheinstru%tiona$%om#onentofthe%urri%u$uminwhi%hthestudents,

tea%hersand%ontentintera%tamonea%hother

(encecurriculume0perienceincludestheollowing&

1ethods(the$e%turemethod, sma$$rou#dis%ussion, ro$e#$ain, :e$dwor&)

learningactivities(answerin8uestions, so$vin#rob$ems,journa$

writin, viewinvideos, doine-#eriments, #$ainames)

6seoresources(whiteboards, mar&ers, %harts, L*;, AHPet%.)

The%urri%u$ume-#erien%eisse$e%tedinsu%hawathatitmeetsthe


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new$re:nedanddesinedobje%tivesofedu%ation(Rationa$se$e%tion)


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Rationa$se$e%tionisdoneforboth%ontentsaswe$$ase-#erien%es

Therationa$se$e%tionof%ontentsisdoneonthebasisofproblemestablishingcriteriali)e&

Sinifi%an%e

;e#thandbreadth

'da#tabi$it

'##ro#riateneedandinterestoftrainees

,ationalselectionocurriculume0periencesisdoneby&

Pro#erse$e%tionoftea%hinmethodo$oas#er

the%ontent Pro#erse$e%tionofa%tivitiesas#er

themethodo$o

Pro#erse$e%tionoftheresour%esfor%arrinouta%tivities

Rationa$se$e%tionhe$#sformutua$intera%tionbetweenthetea%her, studentand%ontent

Theselectionisinuencedby+budet, time, %om#eten%touse

resour%es, te%hno$oi%a$advan%ementet%.

/rgani7ingcurriculume0periencesandlearning'fterhavinde%idedonthe%ontentand%urri%u$ume-#erien%es, thene-tste#istooranisetheminaformthatwi$$fa%i$itate$earnin.

PrinciplesofContentrganisationThefo$$owin#rin%i#$eshavebeen#ro#osedwhende%idinon%ontent

oranisation(Sowe$$, 2CArnsteinHun&ins, 1)+

Scope

>hende%idinaboutthes%o#eofa%urri%u$um, thefo$$owinuide$inesmabeusefu$+

Theusefu$nessofthe%ontentse$e%ted.

whetherthe%ontent%aterstodiversestudentabi$ities

ifthe amountof%ontentse$e%ted%anbe%overedinthes#e%i:ed#eriodoftime

if there is a ba$an%e in the %ontent se$e%ted between %onitive,#s%homotor and a5e%tivedomains.


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su%%eedinears.*ontinuitensurestherea##earan%eof%ertainmajorideasat

di5erentrade$eve$satin%reasedde#thand%om#$e-itoverthe$enthofthe

%urri%u$um.


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Criteriafororgani7inglearning

e0periences&Domainsolearning+

Methodsandmateria$sshou$dbeoraniedinsu%hawathatitmeetsthe

obje%tivesindifferent$eve$sinse8uen%ei.e.from%onitive, a5e%tiveto

#s%homotor.ore-am#$e+lecturemetho$#grou'$iscussion#$emonstration

5easibility&

The$earnine-#erien%esshou$da$sobeoraniedinsu%hawathatthe%anbe

%arriedoutinse8uen%ewithtime, avai$ab$efa%i$itiesande-#ertiseoftea%hers.

Theare#rioritieda%%ordin$inwhi%hsome$earnine-#erien%esmabe

omittedandsomemabere#eated$usedinse8uen%e.

Comple0ity&

Thesim#$emethodsandmateria$sarese$e%ted:rstwhi%harefo$$owedbmore

andmore%om#$e-methodsandmateria$stoenhan%ese8uentia$$earnin.

-/Evaluationotheoutcomesocurriculum

>henthenewdraft%urri%u$umhasbeenformeddurinthe%urri%u$um%hane

#ro%ess, theeva$uationofout%omesofthe%urri%u$umisne%essarbefore

ma&inita%%e#ted, a%%reditedandstab$e.

Theout%omesof%urri%u$umareeva$uatedbthesummativeeva$uation.

Twolevels+

to&nowif$earnersa%hievedtheobje%tives

whetherthe#roramme#rodu%edthedesiredout%omes.

Some4uestionsthatcanbeusedwhileevaluatingtheoutcomesocurriculum+

1) Havethe%om#eten%iesdeve$o#edinstudentsas#erthesetobje%tivesafter

the%om#$etionofthe#roramofstudE

2) Hasthe%urri%u$umbeena##$i%ab$einrea$$ifesituationsE

3) Hasthe$a%&ofhumanresour%esintheso%ietbeenover%omeE

4) 'rethe#eo#$ebene:ttedbtheiven%urri%u$umETowhate-tentE

9) Hastheiven%urri%u$umbeensu%%essfu$inobeintheso%io%u$tura$normsandva$uesEt%.


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1ethodsoevaluation&

Questionnairesurve

Keinformantinterviews

o%usrou#dis%ussions

Abservations

*asestud

Reviewofre%ordsandre#orts

Processoevaluation&

ormu$atintheobje%tivesofeva$uation

;eterminina##ro#riatete%hni8uesandtoo$s

*o$$e%tindataandinformationusindeterminedte%hni8uesandtoo$s

'na$inandinter#retinthe%o$$e%teddataandinformation

Pre#arineva$uationre#ortandre%ommendto%on%ernedauthoritforne%essara%tion

62093788 educational planning and curriculum development

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