Curriculum Development: an overview

S.K.Naskar NITTTR-Kolkata

 The principal goal of education is to create men who are of doing new things, not simply of repeating what others generations have done- men who are creative, inventive, and discovers. The second goal of education is to form minds which can be critical, can verify, and not accept everything they are offered - Jean Piaget

Introduction:
Possession of relevant knowledge, creation of new knowledge, and the capacity for its applications have become the determinants in the strength of a nation. Consequently, technical education has came to the centre stage and is today the most important agent for change and development.

Two views of education:

Education should develop the best minds in the community to the utmost and has the responsibility to undertake research aimed at expanding the frontiers of knowledge. Education should train a nations youth responsible to society and for the management of industry, including the development of new process needed to improve our standard of living.

Curriculum Definitions:
1. A systematic group of courses or a sequence of subjects required for graduation in a major field of study- C V Good 2. Curriculum is the planned interaction of students with instructional content, instructional resources and instructional processes for the attainment of educational objectives- Madhu Raj

Curriculum Vs Syllabus:
Syllabus is more detailed and operational statement of teaching and learning elements which translate the philosophy of the curriculum into a series of planned subjects leading towards more narrowly defined objectives at each level. A single curriculum can be the basis for developing a variety of specific syllabi which are concerned with locally defined audience, particular needs and intermediate objectives.

Curriculum & Instruction:

CURRICULUM

INSTRUCTION

Curriculum as ends and Instruction as means

Different phases in developing curriculum:

Preparation phase: phase: - Student input feedback - Job description performance objectives - Task analysis - Course objectives tryout - Criterion tests Development phase: Improvement - Outline syllabus - Sequence topics - Select content - Examine Compare with

- Compare performance with job - Revise and

- Select learning materials - Complete plans for teaching - Prepare resource materials

Elements of a curricula
A statement of aims and objectives. Selection and organization of content. Manifest certain pattern of teaching-learning & evaluation scheme. Programs of evaluation. Specification table. List of books. List of equipment. List of laboratories.

Factors influencing the curricula:

The teacher The students Teaching methods and organization The purpose of education Evaluation

Suggested Strategy in designing/revising curricula i. Identification of potential areas for gainful employment of Technician Engineers. ii. Identification of activity profile of Technician Engineers in different functional areas. iii. Arriving at competency profile, based on employment opportunities, comprising knowledge, skills and attitudes (KSAs) required by the Technician Engineers to perform various activities. iv. Deriving curriculum areas from competency profile, including such areas which are required to understand specific technology/vocational course.
Contd..

v.

Preparation of detailed contents in the light of competencies to be developed. vi. Preparation of study and evaluation scheme for implementing the programs. vii. Working out resources required (Physical, Human, Information and Financial) according to norms and standards laid down by the AICTE for effective implementation of curricula.

INDUSTRY EXPERTS DRIVE JOB FUNCTION

EXPERIENCE TEACHERS

IDENTIFY COMPETENCIES FOR EACH JOB FUNCTIONS CLASSIFY GENERIC AND TECHNICAL SKILLS

LIST SKILLS WHICH CAN BE DEVELOPED THROUGH THEORY INSTRUCTIONS

LIST SKILLS WHICH CAN BE DEVELOPED THROUGH LABORATORY INSTRUCTIONS

DEVELOP PROGRAMME STRUCTURE DETAIL OUT CONTENTS FOR THEORY DETAIL LABORATORY CONTENTS FOR THE TOTAL PROGRAMME PREPARE APPROPRIATE INSTRUCTIONAL MATERIAL

TRY OUT IMPLEMENTATION FEEDBACK FROM STUDENTS, TEACHERS, INDUSTRY EXPERTS REVISE THE CURRICULUM

Some salient points to undertake curriculum design/review activitiesa) b) c) d) e) f) Data bank of expertise - discipline specific Validation of curriculum documents Interlink Industry-Institute-Interaction Inclusion of computer education Environmental and Entrepreneurship Education Introduction to flexibility (MPECS) as per the demand by the client

To undertake revision workCIPP model (Context, Input, Process and Product) is appropriate to ensure feedback in respect of each component, identifying gaps and take decisions for bringing about modifications.

0 % of Practical Work PRACTICAL (SKILLS)

% of Theoretical Work THEORY (KNOWLEDGE)

100

Craftsman and Skilled Worker

Industrial Technician

Engineering Technician

Manager, Technologist and Engineer

100

ACTIVITIES AND KNOWLEDGE/SKILL MIX OF DIFFERENT OCCUPATIONAL CATEGORIES

Weigtage of different courses in diploma curriculum (as per AICTE norms)

General studies Applied science
Basic Engineering/Technology

5 10 (%) 10 15 (%) 20 30 (%) 40 55 (%)

Applied Engineering/Technology Specialized courses (Electives)

5 10 (%)

Weekly work schedule (as per AICTE norms)

Total institutions hour/week Student contact hours Library studies, guidance, counseling, seminar etc. 40 hrs 33 36 hrs 8 10 hrs

To modify Engineering Curriculum few suggestions from AICTE Greater emphasis on design oriented teaching, teaching of design methodologies, problem solving approach. Greater exposure to industrial and manufacturing process. Exclusion of outmoded technologies and inclusion of new appropriate and emerging technologies. Greater input of management education and professional communication skills.

Design Oriented Teaching

Design distinguish an engineer from scientist. Design content in the in the curriculum must be substantiated. Teaching design methodologies and problem-solving approaches are essential features of Technical Education /Engineering Education.

Exposure to practical field

Curriculum must aim to provide to the student greater exposure of actual industrial process.

Management Education and Professional Communication skills

The engineering curriculum needs to include courses on communication skills along with economics, finance and marketing group discussion, seminars, etc. should also be or part of the curriculum.

Emerging Technologies

Production of manpower for the organized industrial sectors alone is not the purpose of Technical Educations system. It must also cater for the needs of the infrastructure and service sectors as well as the unorganized and rural sectors.

Soft skills / Composite skills/ Interdisciplinary skills Problem solving skills. Innovative and creative abilities. Technical background and understanding of mathematics and basic sciences. Proficiency in analysis, synthesis, modeling & simulation. Communication skills. Capacity to learn and keep learning (learning to learn capabilities). Ability for technological assessment, adaptation up gradation and transfer. Capacity to work in inter disciplining areas.

Employability & the curricula

In taking into account of employability, curriculum designers need to recognize that for many, if not the majority of learners, the motivation to learn a given discipline is not chiefly intrinsic, but is for a purpose that is to enhance their opportunities to gain employment and /or improve their quality of life.

Employability

a set of achievements-skills, understandings and personal attributes that individuals more likely to gains employment and be successful in their chosen occupations.

Few conceptual changes :

Annual system to semester system Traditional approach to competency based approach Introduction of flexibility (MPECS) Thinking Curriculum

Thinking Curriculum: (some aspects)

Creative and critical thinking are vital skills for young people if they are to be become a problem solver and good decision maker. Thinking validates existing knowledge and enables individuals to create new knowledge and to build ideas and connections between them. In traditional curriculum, 50% of the information taught will obsolete before passing out of a student. Thinking skills considered as an integral part of developing curricula which necessitate corresponding changes in the instructional process. In thinking curricula-teaching emphasize - how to learn - learn from the mistakes - asking questions and solve problems quickly and efficiently

Competency Based Curriculum: (some aspects)

Focus on outcomes: In CBE the major emphasis is on the specification of outcomes of competencies, and the assessment is also based on acquisition of competency. Thus, with respect to traditional education system in CBE the outcomes are specified so precisely as relevance to employment. Determination of competencies are to be determined through a job analysis. Workplace relevance: In CBE courses are based on the ability to apply knowledge to perform practical tasks and to satisfy workplace requirement than to emphasizing theoretical knowledge.

Competency Based Curriculum: (some aspects)

Outcomes as observable and measurable competencies: In competency based approaches the outcomes are expressed explicitly and observable and measurable performances related to work places. Assessment as judgment of competency: Competency-based approaches have influenced the ways the assessing employment related skills for competencies. (satisfying
level of mastery under specified conditions)

Improved skills recognition: Competency based approaches have potential to influence in which employment related skills are recognized.

Competency Based Curriculum: (some aspects)

Definitions of Competency: Competency is defined as an observable, measurable pattern of skills, knowledge, abilities, behavior and others characteristics that an individual needs to perform work roles for occupational function successfully. A competency is a cluster of skills, knowledge and attitudes required of a person to perform his/her job proficiently. Competency is defined as the desired ability conforming to the cluster of associated knowledge, skill and attitudes, appropriately integrated together to complete a given job with assured quality and standards.

Disadvantages of Annual System:

Teacher thinks that there is sufficient time to cover the course and goes slowly in the beginning. However, in the end when he realizes that time is running short, he moves with jet speed while students are not able to cope up with his speed. Students think that there is sufficient time to study and do not concentrate fully on study. The same reasons are applicable to practical classes. Lacks proper co-ordination on the part of teachers and students.

Advantages of Semester System:

The whole curriculum is well defined, compact and topics to be studies and completed in a semester are clear. This helps the students in full understanding and relieved students. In the semester system progressive assessment is expected. This will keep the students always motivated and provide a pace of continuous learning. Importance of end examination are reduced, hence continuous learning takes place without fear of phobia of end examination.

Competency Based Curriculum: (some aspects)

Example of competencyCourse: Engineering Drawing Goal: to draft the drawing / sketch/ object Competency: To draft, to the scale, froma given freehand drawing / sketch / object.

Scheme of studies
Course Study Scheme Contact Hour/Week Theory Evaluation Scheme Practical Total Marks

End Exam Internal Assessment End Exam Class Test Assignme nt

Internal Assessment Sessional Viva

Total

Specification table
Chapter Chapter Name Hour Knowledge Marks Comprehension Application Total

Characteristics of a good curriculum A good curriculum should be unified Flexible Furnishes a continuous stream of learning experiences Utilization of all available LRs Provide for the effective realization of in breadth and depth

Evaluation of curriculum: EvaluationProgramme evaluation and Material evaluation Best model for curriculum evaluation-(R.W.Tyler model) C- Context I- Input P- Product and P- Process

Job opportunities: (Diploma prog. In Medical Electronics)

Laboratory Technicians in hospitals, Public health deptts., Medical clinics, Industrial Medical laboratories, Diagnostic centers, Equipment testing technicians, Repair, maintenance and service technicians, Junior manager in technical marketing etc. Besides, there is enough opportunities for setting up diagnostic laboratories as a means of self employment.

Technician Job Titles: (Diploma prog. In Medical Electronics)

Bench Technician Calibration/ Lab. Technician Customer Service Representatives Field Technicians Field Service Technician Instrumentation Calibration Technician Instrumentation Technician Research Development Technician Testing Technician etc.

Core Competencies: (Diploma prog. In Medical Electronics)

Scientific: the students shall be able to: Demonstrate an understanding of the physics, engineering and life sciences relevant to a particular discipline. Demonstrate basic skills to be able to identify problems, formulate hypothesis and develop experimental plan to resolve problems; Search the literature effectively and critically etc.

Core Competencies (Diploma prog. In Medical Electronics)

Clinical: Demonstrate an understanding of normal physiology and anatomy and the pathology and mechanism of diseases. Demonstrate an understanding of disease processes in areas relevant to the particular discipline. Demonstrate an understanding of medical ethics.

Core Competencies (Diploma prog. In Medical Electronics)

Management: Demonstrate an awareness of the functional structure of the organization in which he/she is employed and his/her place in it. Organize his/her time effectively Demonstrate the ability to collect, collect and pass on information effectively.

Core Competencies (Diploma prog. In Medical Electronics)

Communication Skills: Communicate effectively with clinical and professional challenges understanding and practicing the principles of confidentiality. Present material effectively through reports, presentation and seminars. Discuss appropriately with patients, procedures is being undertaken. Demonstrate an ability to work within a teams.

Core Competencies (Diploma prog. In Medical Electronics)

Quality and Safety: Demonstrate an understanding of and apply to principles and practice of health and safety at work to his/her own activities Demonstrate an understanding of an apply the principles of quality assurance to his/her own work.

Information Management & Technology

(Diploma prog. In Medical Electronics)

Be proficient in the use of word processing, spreadsheet and database packages. Manage filling systems. Demonstrate and understanding of the implication and requirements of the data protection act etc.

Suggested Curriculum Framework:

In technical and management education learners need to be exposed to practical training as an integral curricular component during the course of study, following are the suggested mechanism to incorporate it:

Offering Sandwich type curriculum. Integrating practical training in selected industries in semester / summer vacation for two weeks every year. Some technical colleges practices this though it is not a requirement as per the regulations. For management subjects Case Study method is desirable. They need to analyze case studies and make presentations.

Curriculum framework Model-

Classroom Exposure Content Enrichment

Laboratory Experiences Observation& Verification

Industrial Exposure Confidence & skills

Competent Professional

Subject centered curriculum Vs Students centered curriculums (experience curriculum )

Subject centered Centered in subjects Emphasis on teaching subject matter Students centered Centered in learners Emphasis on promoting all-round growth of learners

Teaching facts, knowledge, information for Aims for improving life the sake of possible future use Emphasis on teaching specific skills, habits Emphasis on building habits and skills as as separate or isolated aspects of learning integral parts of larger experience One time process Uniformity of learning and learning results Continuous process of growth Variety of learning exposure and variety of learning results

Systematic approach in Developing Curriculum: (suggested by Hilda Taba)

Diagnosis of needs Formulation of objectives Selection of content Organization of content Selection of learning experiences Organization of learning experiences Determination of what to evaluate and on the ways and means of doing it

Models of Developing Curriculum:

Linear Model: Tylers Model Olivas Model Tabas Model Circular Model: Wheelers Model

Tylers Model of Curriculum Development:

Student

Society Tentative General Objectives

Subject

Philosophy of Education

Philosophy of Learning

Precise Instructional Objectives Selection of Learning Experiences Organization of Learning Experiences Direction of Learning Experiences Evaluation of Learning Experiences

Olivas Model of Curriculum Development:

Statement of Philosophy

Statement of Goals

Statement of Objectives

Design of Plan

Implementation

Evaluation

Wheelers Model of curriculum:

Aims, Goals & Objectives Evaluation Selection of Learning Experience

Organization & Integration of Learning Experience and Content

Selection of Content

Strategy for effective implementation of curricula

1. 2. 3. 4. 5. 6. Procurement of equipment and setting up laboratories and workshops. Organize need-based short term training programs for upgrading knowledge and skills of teacher and support staff. Preparation of instructional resources (Print and non Print) in the areas of need. Organize awareness programmes to discuss strategies for effective implementation of curricula. Obtain feedback from teachers and students regarding the problems faced by them, during curriculum implementation. Provide guidance to state directorate of technical education and institutions to solve bottlenecks.

Conclusion:
Finally, a curriculum no matter how good it is, will not translate into academic excellence for the institute if the persons implementing it lack a passion for excellence and the infrastructure available is substandard.

Thank you