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1
Ngouajio, M., K. Delate, E. Carey, A. N. Azarenko, J. J. Ferguson, and W. J. Sciarappa. "Curriculum Development for Organic Horticulture: Introduction." HortTechnology 16, no. 3 (January 2006): 413–17. http://dx.doi.org/10.21273/horttech.16.3.0413.
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As organic agriculture continues to grow, pressure from students and the public to develop novel curricula to address specific needs of this sector of agriculture also will increase. More students from the cities and with limited background in production agriculture are enrolling in agricultural programs with special interest in organic production. This new student population is demanding new curricula based on a better understanding of agroecology principles and more experiential training. Several universities throughout the nation have engaged in a profound curriculum transformation to satisfy the emerging need of students in organic production. This workshop was organized to bring together experts that are working on different organic and sustainable agriculture curricula throughout the country to share their experiences and lessons learned. Most of these curricula include a traditional classroom teaching component, a major experiential component, a student farm for hands-on experience and internships, and in some cases a marketing—typically a community supported agriculture (CSA)—component. Others programs are more extension oriented, providing applied training to growers outside of the university teaching curriculum.
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Bauer, Waldemar, and Karin Przygodda. "New Learning Concepts within the German System of Vocational Education and Training." European Educational Research Journal 2, no. 1 (March 2003): 22–40. http://dx.doi.org/10.2304/eerj.2003.2.1.8.
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In 1997, a new curricular framework for vocational education and training (VET) schools — ‘learning fields' — was implemented in Germany. As a result, vocational curricula with their elements and contents had to relate to work and business processes and be described on the basis of competences. Regarding the German tradition of curricula, a paradigm shift can be observed, because earlier curricula were organised according to disciplines. In 1998, a pilot programme was launched which focused on ‘new learning concepts within the dual vocational education and training system’ and involved projects in the construction of learning fields, which were implemented in VET schools. These projects developed concepts for the empirical analysis of work processes or tasks and identified the competences required as a basis for curricula, in order to link qualification research with curriculum development. By analysing the different approaches, it became clear that an integration of the analysis of work and the transformation of the empirical results into curricula was necessary. This work also implies a model of competence development, because the focus of this VET research is ultimately teaching and learning practices in VET schools. Research in these areas has to be domain specific because it deals with the content and expertise in an occupational field and therefore requires an in-depth understanding of knowledge and skills in these fields.
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Fritz, Wilfred, Toni Stringer, and Anthony Staak. "Effective strategies in new curricula development at Higher Education Institutions in South Africa." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 27–34. http://dx.doi.org/10.2478/cplbu-2020-0004.
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AbstractRe-curriculation is currently the most talked about topic in Higher Education in South Africa because of the new Higher Education Qualification Sub-Framework alignment process required by all Higher Education Institutions. However, the lecturer in the classroom, especially new lecturers, are also faced with the task of designing the actual curricula of a subject once the new qualification is to be implemented, in terms of achieving the aims and objectives of the subject area. In other words, ensuring that the outcomes of the subject are achieved by the student. Ideally all lecturers at institutions of higher learning should develop strategies for their “own” curricula. Developing the aforementioned strategies might be challenging to first time lecturers. The methodologies of developing a new qualification and strategies for building curricula is discussed in this paper are different curriculum planning methods and strategies. The aforementioned strategies are focusing on students, mentoring, supportive tools such as software programmes, feedback and assessments. The findings of this paper are proper curricula development to enhance the ability to understand, recall and apply information. The main objective is to use proper curricula development to empower students with a diversity of cultures to understand the material presented by the lecturer. This paper concludes that curricula planning should allow students to be given space to grow and interact and ultimately attain deep life-long learning.
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Dumitru, Daniela Elena. "Reorienting higher education pedagogical and professional development curricula toward sustainability – a Romanian perspective." International Journal of Sustainability in Higher Education 18, no. 6 (September 4, 2017): 894–907. http://dx.doi.org/10.1108/ijshe-03-2016-0046.
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Purpose This paper tries to propose a pedagogical training program starting from the Romanian mandatory curriculum for higher education (HE) teachers, integrating education for sustainable development (ESD) competencies (UNECE, 2012) through infusion as a technique of curricular design dealing with cross-curricular subject integration. The purpose of this paper is to show how new ESD competencies can be implemented and integrated into the existent curricular formulations and how the current state of affairs can be improved and set toward sustainability. Design/methodology/approach A qualitative research design is utilized, using desk research, content analysis, case study and, as validation for the new curriculum, structured interviews with key experts. First, an assessment of the quality of the Romanian HE pedagogical training program will be presented based on teaching quality assessments from international rankings. Second, integration of ESD competencies into the existing pedagogical professional development program, through a curriculum design, will be proposed. Findings The present Romanian teacher training curriculum does not nurture ESD competencies, and it does not have this purpose at all. However, it can be affirmed that this curriculum is in accordance with the newest pedagogical theories. It will be shown (through curriculum design) that it is possible to infuse ESD competencies into the present curriculum without many costs. The present architecture of the teacher training system can be described as a good practice example concerning HE professional development or as an alternative that is worthy to be taken into consideration for other countries with similar educational systems or by countries/universities that believe that pedagogical training addressing ESD should be completed early in one’s teaching career. Research limitations/implications As a general rule, many generalizations cannot be made based on qualitative research. Case studies have their limitations: they provide in-depth research on particular situations, and only some of their findings can be extrapolated. All HE curricula represent a particular vision and are all perfectible and subject to debate. The author hopes to have provided sufficient cause for the proposed curriculum. Practical implications The new curriculum has clear and practical implications, providing the answer to the question “how can we make pedagogical training better?”. Infusing ESD into the present teacher training program constitutes a practical solution, which carries great social impact. Originality/value A new curricular architecture is proposed, a new perspective on the efficiency of pedagogical training, in general, is taken into account and, as a good practical example, the present research is a token of inspiration.
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Lyons, Oscar, Karina McHardy, Warwick Bagg, and Tim Wilkinson. "Leadership development in New Zealand and Australian medical schools: needs analysis." BMJ Leader 3, no. 4 (November 25, 2019): 123–28. http://dx.doi.org/10.1136/leader-2019-000147.
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BackgroundLeadership is a core competency of doctors. However, specific learning outcomes for leadership are often not well defined in medical school curricula. This article uses New Zealand (NZ) and Australian medical school curricula as a case example for conducting a needs analysis of leadership learning outcomes.AimsTo identify which elements of medical leadership development are already met by Australian Medical Council (AMC) Outcomes for Graduates, which elements are missing, and which missing elements might reasonably be included in prequalification curricula in NZ and Australia.MethodsThe Medical Leadership Competency Framework (MLCF) was selected as the reference framework for a general needs analysis of leadership development in the AMC curriculum.To identify curriculum gaps, we first assessed the achievability of MLCF Domains at an undergraduate level. We then considered whether the AMC Outcomes for Graduates would satisfy each MLCF Domain. Where MLCF Domains were judged unachievable at the undergraduate level, we considered whether foundations were sufficiently laid for future development.ResultsFive of eight (63%) undergraduate MLCF Domains and 7 of 12 (58%) postgraduate domains were found to be already satisfied by the AMC Outcomes for Graduates.Some key elements of leadership as described in the MLCF are not yet encapsulated in the AMC Outcomes for Graduates. Two particularly notable absences are audit and quality improvement.ConclusionsLeadership is multidimensional. Some dimensions may be more appropriately learnt after medical school. There are, however, significant gaps in current curricula in Australia and NZ as defined by the AMC. These could be met more effectively using the MLCF.
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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.
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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.
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Schneiderhan, Jill, Timothy C. Guetterman, and Margaret L. Dobson. "Curriculum development: a how to primer." Family Medicine and Community Health 7, no. 2 (March 2019): e000046. http://dx.doi.org/10.1136/fmch-2018-000046.
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Curriculum development is a topic everyone in the field of medical education will encounter. Due to the breadth of ages and types of care provided in Family Medicine, family medicine faculty in particular need to be facile in developing effective curricula for medical students, residents, fellows and for faculty development. In the area of medical education, changing and evolving learning environments, as well as changing requirements necessitate new and innovative curricula to address these evolving needs. The process of developing a medical education curriculum can seem daunting but when broken down into smaller components can become very straightforward and easy to accomplish. This paper focuses on the curriculum development process using a six-step approach: performing a needs assessment, determining content, writing goals and objectives, selecting the educational strategies, implementing the curriculum and, finally, evaluating the curriculum. This process may serve as a template for Family Medicine educators, and all medical educators looking to design (or redesign) their own medical education curriculum.
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Whitelaw, Pauline, and John Russell. "Psychiatry Curricula 2022." BJPsych Open 7, S1 (June 2021): S161—S162. http://dx.doi.org/10.1192/bjo.2021.449.
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AimsThe aim of our review was to ensure that:Curricula are aligned to the GMC's GPC and Excellence by Design FrameworksCurricula are capability focusedCurricula promote a flexible and adaptable approach to trainingCurricula are succinct, user friendly, patient-centred and reflective of current training in practiceBackgroundIn response to recommendations outlined in the Shape of Training Review (2013), the GMC developed their new framework for postgraduate medical education Excellence by Design (2015), alongside their Generic Professional Capabilities (GPC) Framework (2015).MethodGovernanceTo manage the review, a Curriculum Revision Working Group (CRWG) was set up to monitor and govern the review process. Members include Specialty Advisory Committee (SAC) chairs, trainee and patient/lay representatives.Curriculum Development & FrameworkThe CRWG, alongside SACs and specialty working groups, have undertaken a “Why, What, How” approach in developing the curriculum framework. Each curriculum is structured as follows:High Level Outcomes (HLOs) – These outline the “Why”, and provide an overarching view on what should be achieved by trainees. Each HLO is mapped directly onto each of the nine GMC GPC domains.Key Capabilities – These outline the “What”, and provide key detail on what trainees need to undertake to fulfil specific aspects of the curriculum.Training illustrations – These outline the “How”, and supplement the Key Capabilities by providing real-world examples of how to achieve each capability.Development of the curricula included:Mapping current Intended Learning Outcomes (ILOs) to the new HLO frameworkRe-writing competencies so that they were capability focusedUndertaking a thematic analysis of the curricula, to develop key themes/groupings for capabilitiesReview and update Workplace Based Assessments (WBPAs) to ensure they align to the new frameworkStakeholder EngagementPart of the review has been to ensure Key Stakeholders are involved at each stage of curriculum development. To ensure that all key stakeholders are provided opportunity for consultation, a stakeholder map was developed.Stakeholder engagement has included:Direct trainee/trainer/patient/lay involvement at curriculum review meetingsConsultation surveys at each development stage, including feedback on the draft curriculum framework and feedback on full draft curriculaAttendance at meetings with key stakeholders, including NHS Employers and Royal College meetingsResultThe review is currently ongoing. In 2020 we were successful in submitting all 10 of our curricula to the GMC for approval. We are continuing to further develop our curriculum framework, which includes: Psychiatry “Silver Guide”Curricula documentsTraining illustrationsARCP Decision AidsSupplementary GuidanceConclusionThe review of RCPsych curricula has provided an excellent opportunity to broaden curriculum capabilities, and ensure that the curricula are achievable and deliverable. Our aim is to ensure that the new curricula promote flexibility and adaptability within training, and are user friendly for both trainees and trainers.
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Viirpalu, Piret, Edgar Krull, and Rain Mikser. "Investigating Estonian Teachers’ Expectations for the General Education Curriculum." Journal of Teacher Education for Sustainability 16, no. 2 (December 1, 2014): 54–70. http://dx.doi.org/10.2478/jtes-2014-0011.
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Abstract Finding a balance between a centralised and decentralised curricular policy for general education and seeing teachers as autonomous agents of curriculum development is a recurrent issue in many countries. Radical reforms bring about the need to investigate whether and to what extent different parties – and first of all, teachers – are ready to accept and internalise the new policies and roles as curriculum leaders to ensure the sustainability of curriculum development. The purpose of this paper is to describe the development of a questionnaire for investigating Estonian teachers’ curricular work and preferences and to introduce the results of its piloting. The main topics covered by the questionnaire are teachers’ experience and autonomy in using and developing curricula, their preparation for curriculum development and preferences and expectations for the best curricular solutions. The developed questionnaire can be used for investigating teachers’ curricular work and preferences in different national contexts, thus enabling comparative studies across countries with different practices regarding curriculum policy.
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Halaszi, Monica, and Mușata Bocoș. "The curricular model of personal development and the multimodal text in the context of new curricula for Romanian language and literature. Diachronic and synchronic perspective." Educatia 21, no. 19 (December 19, 2020): 111–17. http://dx.doi.org/10.24193/ed21.2020.19.14.
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The new pedagogies have forced a rethinking of the educational system, including the curriculum. The curricular model of personal development, dominant in the school curricula applied in the gymnasium, shifts the focus to the student, favors active-participatory methods and favors reflection on oneself, on others and on the world. Although there is more talk now about this curricular model, it is recurrent in visions of education from Aristotle to Dewey, being explicitly found in Bain's vision of “exceptional learning”. The inclusion of the multimodal text in the Romanian language and literature curriculum for the gymnasium, built on the curricular model of personal development, is justified precisely because it stimulates self-knowledge, understanding of the world and creativity. Although the concept of multimodal text is present in the school curriculum, including at the level of competences, textbooks do not pay much attention to it.
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Antofie, Maria-Mihaela, and Camelia Sand Sava. "New Skills in Education for Biodiversity Conservation in Romania." Balkan Region Conference on Engineering and Business Education 1, no. 1 (November 1, 2015): 336–44. http://dx.doi.org/10.1515/cplbu-2015-0038.
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AbstractThe purpose of this article is to analyse political and regulatory frameworks for connecting education and environment authorities in order to reveal opportunities for introducing new activities based on living organisms into the biology curriculum. The article is also proposing a conceptual framework for capacity building based on the analysis of relevant results at the international level, regarding the experiential learning process. Based on the results of this analysis Romania has the capacity to implement new activities under the public curricula for biology in order to support the development of new skills for ensuring biodiversity conservation as a whole. Moreover, at least three native species, domesticated or wild, may become subjects for next activities development under the existing curricula.
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Prendergast, Mark, and Joseph Roche. "Supporting Mathematics Teachers’ Development through Higher Education." International Journal of Higher Education 6, no. 1 (January 13, 2017): 209. http://dx.doi.org/10.5430/ijhe.v6n1p209.
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Mathematics education, both nationally and internationally, is facing a number of challenges with significant on-going shifts in the structure, content, and core principles of mathematics curricula in countries around the world. For example, in Ireland there was an ambitious reform of the post-primary mathematics curricula in 2010 with further changes proposed in 2018. In light of these changes and concerns regarding ineffective teaching and a lack of continuous professional development, the National Council for Curriculum and Assessment (NCCA) has recommended that structures be put in place to facilitate practicing mathematics teachers to achieve postgraduate qualifications, ideally at Masters Level. To facilitate this recommendation, a new Mathematics Education strand of the Master in Education programme in Trinity College Dublin has been developed. This paper outlines the rationale for the new strand, as well as detailing its structure and content.
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Lafrarchi, Naïma. "Assessing Islamic Religious Education Curriculum in Flemish Public Secondary Schools." Religions 11, no. 3 (March 2, 2020): 110. http://dx.doi.org/10.3390/rel11030110.
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Islamic tradition promotes a holistic approach of personality development in which, we argue, three educational concepts take the centre stage: tarbiyah, ta’leem and ta’deeb. Looking through the lens of these concepts, we analyse two Islamic religious education (IRE) curricula: the 2001 and 2012 curricula for Flemish public secondary education provided by the Representative Body for IRE. We conduct a systematic thematic document analysis of the 2001 and 2012 curricula to map curricula elements that potentially contribute to Islamic personality development through IRE classes. Crucially, this article seeks to investigate whether the 2001 and 2012 curricula for Flemish public secondary education are in line with these central IRE concepts. We observe that the 2012 curriculum does contain relevant anchor points to work on tarbiyah, ta’leem and ta’deeb and to strengthen an Islamic personality in Muslim pupils. Hence, we argue that there is an urgent need for a new, adequate and sufficiently comprehensive IRE curriculum for Flemish public secondary education, developed by an expert committee—which should include Belgian-educated educational experts—in order to meet the expectations of all the stakeholders. Since in our view, this is the first step for a qualitative update of Flemish IRE. Further reflections on both curricula and recommendations for a new IRE curriculum are outlined in the discussion and conclusion sections.
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Parr, Damian M., and Mark Van Horn. "Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory." HortTechnology 16, no. 3 (January 2006): 426–31. http://dx.doi.org/10.21273/horttech.16.3.0426.
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In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.
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Weber, Anthony, Celeste Lawson, and Brett Williams. "Frameworks that guide curriculum development in Australian higher education." Journal of Paramedic Practice 13, no. 3 (March 2, 2021): 105–12. http://dx.doi.org/10.12968/jpar.2021.13.3.105.
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Background: In Australia, accrediting body competencies reflect paramedic professional practice rather than informing curriculum development for higher education institutions. Purpose: This article will investigate frameworks that can be used to design curriculum development. Method: An initial focused discourse analysis of the grey literature was undertaken followed by a systematic review. Findings: Three of the 18 institutions in Australia and New Zealand that offer paramedic education identified some form of framework. Two theories were identified as applicable in supporting the development of curricula that are focused on the expanded scope of practice of paramedicine. Discussion: The current and future scope in paramedicine will define the development of curricula, especially in relation to a more primary-focused healthcare model. Conclusion: Further research is required to establish a consensus on what constitutes the essential core knowledge and skills required by graduate paramedics so that they are able to deliver patient care proficiently.
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Shek, Daniel T. L., Hing Keung Ma, and Rachel C. F. Sun. "Development of a New Curriculum in a Positive Youth Development Program: The Project P.A.T.H.S. in Hong Kong." Scientific World JOURNAL 11 (2011): 2207–18. http://dx.doi.org/10.1100/2011/289589.
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The design of a new curriculum in a positive youth development program (Project P.A.T.H.S.) in Hong Kong is outlined. The Tier 1 Program of the original phase of the Project P.A.T.H.S. is a universal positive youth development program for students in Secondary 1 to Secondary 3 with the curricula developed by a research team comprising scholars in different disciplines (e.g., social work, psychology, and education). The 120 teaching units are designed with reference to 15 positive youth development constructs identified in the successful positive youth development programs. In the extension phase of the project, a new curriculum with 60 teaching units is developed in accordance with these 15 constructs with specific reference to five major adolescent developmental issues. These issues include substance abuse, sexuality issue, Internet addiction, bullying, and money and success issues. The principles underlying the program development and implementation strategies are outlined.
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Renzulli, Joseph S. "New Directions for the Schoolwide Enrichment Model." Gifted Education International 10, no. 1 (September 1994): 33–36. http://dx.doi.org/10.1177/026142949401000108.
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This article not only proposes new directions for the Schoolwide Enrichment model, it also analyses the processes of real and effective curriculum change. The very act of learning is perceived to be at the centre of the change process. Developing modifications of existing curricula should also provide appropriate content and skills development which allows all students to develop their full potential. The article is based on Dr Renzulli's recent book, Schools for Talent Development: a Practical Plan for Total School Improvement, published in 1994 by Creative Learning Press.
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Läänemets, Urve, and Katrin Kalamees-Ruubel. "Content, Identity Building and National Curricula." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 114. http://dx.doi.org/10.17770/sie2015vol2.444.
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<h1>Theoretical research on curriculum development and implementation has been a rich and highly diverse field of study in the second half of the 20th century and the first decade of the 21st , including Estonia, but the selection of educational content for general comprehensive schools has not been a priority. Some reasons for difficulties with regard to making informed decisions about the selection of the content can be found in the constantly growing amount of new knowledge, global developments and in cultural differences within and between societies. The acknowledged political goal for organising general education for the majority of countries in Europe (and all over the world) has been the development of a cohesive and sustainable society, which can be built on acknowledged and accepted common values. Research on the potential of school subjects can contribute to that and open new vistas for development of national curricula.</h1>
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Halbrooks, Mary C. "DACUM as a Model for Horticulture Curriculum Development and Revision: A Case Study." HortTechnology 13, no. 3 (January 2003): 569–76. http://dx.doi.org/10.21273/horttech.13.3.0569.
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DACUM (develop a curriculum) was implemented at Kent State University (KSU) to develop and revise curricular content of an associate degree program in horticulture technology. Initially, at KSU-Salem in 1990, a committee followed a typical DACUM process to develop a skills profile for the horticulture technology worker. The skills profile consisted of terminal and intermediate learning objectives that served as the content of basic data sheets for thirteen new courses in horticulture technology. This associate degree program was initiated at Salem in 1991 and offers three concentration areas: landscape management, turfgrass management, and arboriculture. Later, when a proposed new program offering was considered at KSU-Geauga, a modified DACUM process was implemented to develop a new skills profile that refl ected both general knowledge areas of horticultural and business practices and industry-spe- cific competency areas. Comparison of the two curricula revealed similarities between the two skills profiles. This led to the recommendation that the original curriculum also be offered at KSU-Geauga campus with two differences: 1) omit the arboricul- ture concentration, and 2) consider a new concentration in greenhouse and nursery operations in the future. The associate degree program in horticulture technology at the KSU-Geauga campus began in 1999. The DACUM process, by involving members of the horticultural industry in the curricular development process, provided several long-term benefits and a high level of cooperation between industry leaders and KSU-Geauga.
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Qu, Zejing, Wen Huang, and Zhengjun Zhou. "Applying sustainability into engineering curriculum under the background of “new engineering education” (NEE)." International Journal of Sustainability in Higher Education 21, no. 6 (August 12, 2020): 1169–87. http://dx.doi.org/10.1108/ijshe-11-2019-0342.
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Purpose The purpose of this study is to evaluate the effectiveness of applying sustainability to the engineering curriculum at a university in China. Design/methodology/approach A new curriculum, “ethics, involvement and sustainability,” was designed and presented to engineering students from an undergraduate major in quality management engineering. This curriculum incorporated knowledge acquisition and skills training into sustainability via various teaching approaches in a mandatory curriculum at Tongling University, China. Pre- and post-questionnaire surveys, as well as a fuzzy comprehensive evaluation model, were adopted to evaluate the changes in knowledge, attitudes and behaviors of respondents before and after curriculum implementation. Findings Significant changes in knowledge and attitudes were observed following the implementation of the curriculum. In terms of the development of new behaviors, the changes tended to be moderate. Generally, respondents were satisfied with the effectiveness of the new interdisciplinary curriculum post-implementation. Practical implications Positive results were observed for the pilot and practice of the new engineering education (NEE) strategy at the cooperating university in China. Specifically, the integration of sustainability into curriculum design, implementation and evaluation inspired greater social responsibility in engineering students’ decision-making processes. Additionally, it shed light on how to integrate the concept of sustainability into curricula. One limitation of this study was the absence of a comparison group that did not experience the new curriculum. Originality/value Scant attention has been paid to local universities in the context of the newly-launched NEE strategy. This study provides new insight regarding the implementation of sustainability into engineering curricula and practice via formal, but diversified, teaching approaches.
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Gilchrist, Pamela O., Alonzo B. Alexander, Adrian J. Green, Frieda E. Sanders, Ashley Q. Hooker, and David M. Reif. "Development of a Pandemic Awareness STEM Outreach Curriculum: Utilizing a Computational Thinking Taxonomy Framework." Education Sciences 11, no. 3 (March 9, 2021): 109. http://dx.doi.org/10.3390/educsci11030109.
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Computational thinking is an essential skill in the modern global workforce. The current public health crisis has highlighted the need for students and educators to have a deeper understanding of epidemiology. While existing STEM curricula has addressed these topics in the past, current events present an opportunity for new curricula that can be designed to present epidemiology, the science of public health, as a modern topic for students that embeds the problem-solving and mathematics skills of computational thinking practices authentically. Using the Computational Thinking Taxonomy within the informal education setting of a STEM outreach program, a curriculum was developed to introduce middle school students to epidemiological concepts while developing their problem-solving skills, a subset of their computational thinking and mathematical thinking practices, in a contextually rich environment. The informal education setting at a Research I Institution provides avenues to connect diverse learners to visually engaging computational thinking and data science curricula to understand emerging teaching and learning approaches. This paper documents the theory and design approach used by researchers and practitioners to create a Pandemic Awareness STEM Curriculum and future implications for teaching and learning computational thinking practices through engaging with data science.
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Maddalena, Victor, Amanda Pendergast, and Gerona McGrath. "Quality improvement in curriculum development." Leadership in Health Services 31, no. 4 (October 1, 2018): 409–12. http://dx.doi.org/10.1108/lhs-09-2017-0053.
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Purpose There is a growing emphasis on teaching patient safety principles and quality improvement (QI) processes in medical education curricula. This paper aims to present how the Faculty of Medicine at Memorial University of Newfoundland engaged medical students in quality improvement during their recent curriculum renewal process. Design/methodology/approach In the 2013-2014 academic year, the Faculty of Medicine at Memorial University of Newfoundland launched an undergraduate medical education curriculum renewal process. This presented a unique opportunity to teach quality improvement by involving students in the ongoing development and continuous improvement of their undergraduate curriculum through the implementation of quality circles and other related QI activities. Findings The authors’ experience shows that implementing QI processes is beneficial in the medical education environment, particularly during times of curriculum redesign or implementation of new initiatives. Originality/value Student engagement and participation in the QI process is an excellent way to teach basic QI concepts and improve curriculum program outcomes.
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Bakopoulou, A., A. Antonarakou, S. Lozios, and A. Zambetakis - Lekkas. "Holistic approach of the curriculum of Greek junior high school on lithosphere and the implementation of the GeoCause – PaP – CoRe baseline approach on geoscience curriculum development." Bulletin of the Geological Society of Greece 49 (January 11, 2017): 29. http://dx.doi.org/10.12681/bgsg.11048.
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This paper examines the effectiveness and the thoroughness of the Greek curriculum on lithosphere of 1st class of junior high school. It discusses the curriculum and textbook ambiguities that lead to conceptual and cognitional gap. We list the criteria (new, revised, existing) for the development of geoscience curriculum. We propose a revised lithosphere curriculum mainly based on a new approach named GeoCause – PaP – CoRe, which considers Earth as a giant geosystem and emphasizes on the cause, parameters, processes and result of the phenomenon. During the pilot implementation of the experimental lithosphere curriculum, we used the GCI tool in order to enhance and revise it. The preliminary results of the research showed that students constructed a robust cognitive framework which consequently led to conceptual change. This approach can become the baseline for the construction of all geoscience curricula and the teaching and learning techniques. The GCI tool can offer continuous feedback and revise of geoscience curricula in general.
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Perera, Chamila Roshani, and Chandana Rathnasiri Hewege. "Integrating sustainability education into international marketing curricula." International Journal of Sustainability in Higher Education 17, no. 1 (January 4, 2016): 123–48. http://dx.doi.org/10.1108/ijshe-03-2014-0041.
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Purpose – The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula. Design/methodology/approach – Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices. Findings – The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula. Research limitations/implications – The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators’ perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines. Practical implications – Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented. Originality/value – Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students’ learning gaps in sustainability education. To this end, this study examined undergraduates’ learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.
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Ray, Moira K., Sherril B. Gelmon, Matthew DiVeronica, and Kimberly Lepin. "Faculty Development in Improvement Science: Building Capacity and Expanding Curricula Across an Academic Health Center." Journal of Graduate Medical Education 11, no. 6 (December 1, 2019): 678–84. http://dx.doi.org/10.4300/jgme-d-19-00287.1.
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ABSTRACT Background The ability of health professions faculty to design, teach, evaluate, and improve relevant curricula is vital for teaching improvement science (IS) skills to trainees. Objective We launched a Foundational Improvement Science Curriculum (FISC) to build faculty competence in IS teaching and scholarship, and to develop, expand, and standardize IS curricula across one institution. Methods FISC consisted of 9 full or half-day sessions over 10 months in 2015–2016 and 2016–2017 academic years. Each session required pre-work, including readings, Institute for Healthcare Improvement Open School modules, and personal improvement projects. Sessions included brief didactics, group activities, planning, and feedback on curriculum development. An evaluation strategy was employed, including pre- and post-program self-assessment, competency mapping, evaluations of didactics and overall program, and participant satisfaction. Results Forty individuals from 23 academic programs voluntarily completed FISC, representing 20% of graduate medical education (GME) programs and 50% of primary GME programs in addition to undergraduate medical education (UME) and nursing programs. Median self-assessed competency scores (mid versus final score; scale 1–9, 9 high; P < .05 for all comparisons) improved over the course for all competencies for knowledge (3 versus 7), application (2 versus 7), curriculum design (2 versus 7), and scholarship (2 versus 5). Eighteen new or revised IS curricula were developed across GME, UME, and nursing programs. Conclusions FISC offers a feasible model to enhance and support faculty development in IS and IS curriculum design.
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Scholte, Paul. "Curriculum development at the African Regional Wildlife Colleges, with special reference to the Ecole de Faune, Cameroon." Environmental Conservation 30, no. 3 (September 2003): 249–58. http://dx.doi.org/10.1017/s0376892903000249.
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Regional colleges in Tanzania, Cameroon and, recently, South Africa have trained some 4000 wildlife managers. Training need assessments called for major curriculum reforms, which were developed and implemented in the late 1990s. This is an analysis of the factors that influenced this curriculum reform in the colleges' endeavour to respond to new developments in African wildlife management. Since 1979, the curriculum of Garoua Wildlife College, Cameroon, has changed only gradually, whereas work placement subjects, selected by students and their employers, have quickly responded to developments in wildlife management, with an increase in the number of people-oriented subjects amongst other things. In the new curriculum, Garoua's mid-career students appreciated biology and inventory disciplines for their relevance, as well as courses in other disciplines tailored to conservation practice. The curriculum reforms implemented at Garoua depended on the presence of interested lecturers with an appropriate background, often obtained by additional training. The curricula of the regional wildlife colleges at Garoua (Cameroon) Mweka (Tanzania) and SAWC (South Africa) showed important differences, as a result of regional differences and differing visions of the wildlife management profession. All three colleges have struggled to establish a feedback system for continuous curriculum review. Increasing the exchanges between the colleges could further develop the curricula. While pursuing necessary changes in curriculum and institutions, care should be taken to avoid reducing the colleges' sustainability.
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Cameron, Ian, and Greg Birkett. "Journey Making: Applying PSE Principles to Complex Curriculum Designs." Processes 8, no. 3 (March 23, 2020): 373. http://dx.doi.org/10.3390/pr8030373.
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Since the 1950s, Process Systems Engineering (PSE) concepts have traditionally been applied to the process industries, with great effect and with significant benefit. However, the same general approaches and principles in designing complex process designs can be applied to the design of higher education (HE) curricula. Curricula represent intended learning journeys, these being similar to the design of process flowsheets. In this paper, we set out the formal framework and concepts that underlie the challenges in design of curricula. The approaches use generic and fundamental concepts that can be applied by any discipline to curriculum design. We show how integration of discipline-specific concepts, across time and space, can be combined through design choices, to create learning journeys for students. These concepts are captured within a web-based design tool that permits wide choices for designers to build innovative curricula. The importance of visualization of curricula is discussed and illustrated, using a range of tools that permit insight into the nature of the designs. The framework and tool presented in this paper have been widely used across many disciplines, such as science, engineering, nursing, philosophy and pharmacy. As a special issue in memory of Professor Roger W.H. Sargent; we show these new developments in curriculum design are similar to the development of process flowsheets. Professor Sargent was not only an eminent research leader and pioneer, but an influential educator who gave rise to a new area in Chemical Engineering, influencing its many directions for more than 50 years.
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Lazarou, Elisabeth, Natalya Zerkina, and Yulia Savinova. "EXTEND Project: Systematic Approach to Curricula Development." Balkan Region Conference on Engineering and Business Education 1, no. 1 (October 1, 2019): 282–89. http://dx.doi.org/10.2478/cplbu-2020-0033.
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AbstractEXTEND project is aimed at modernizing approaches to teaching engineering disciplines in Russia and Tajikistan, increasing quality of education and possibilities of employment for young engineers, students’ motivation and making engineering education attractive. Modern universities carry out not only professional training of students, but also prepare competitively capable personnel who can survive and thrive in modern free market relations, accompanied by a variety of forms of ownership and competition. International educational projects are relevant as they supply universities with international experience and job possibilities. Therefore, foreign languages competence is of key importance for engineers of future generation, and is a means of forming professional, communicative, linguistic and cultural competences. Success of teaching foreign languages depends not only on teachers’ skills, but on carefully selected and elaborated didactic materials as well. EXTEND project team exchange ideas and experience that result in fruitful discussion of issues concerning elaborating new courses to improve engineering education. International teams, which include EXTEND project participants from European, Russian and Tajik higher educational institutions will carry out the task. Project EXTEND is an open kind of consortium, which implies that members from partner countries subordinate to its leader and share joint responsibility for commitments of the consortium.
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Krastins, Valdis, and Vairis Laudams. "DIVERSITY OF SECONDARY EDUCATIONAL CURRICULA IN ESTABLISHMENTS OF GENERAL SECONDARY EDUCATION IN LATVIA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 1 (March 5, 2010): 42–49. http://dx.doi.org/10.48127/spvk-epmq/10.2.42.
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Within recent years significant changes have taken place in educational management as regards the development of democracy, decentralization of its management accentuating the importance of professional as well as effective management of schools. Aim of the Study. The aim of the research is to analyse several theories and the former practice of creation of educational curricula in general secondary education in Latvia. Materials and methods. The authors’ of the article analyse the legal and educational management aspects in developing a general education curriculum in accordance with the Normative Guidelines and Acts of the Ministry of Education and Science to accentuate educators’ as well as educational establishments’ autonomy to develop education curricula, licensing as well as their implementation in practice. The analysis of the structure of the curricula at general education establishments is based on the comparative approach; also, the interpretation of the obtained results is carried out. Results. Development of educational curricula requires a specific outlook of regularities which focuses on the development of pupils’ personality and community needs for a qualitative as well as appropriate knowledge. Scientists of educational management such as D.Pratt, J. Eglitis, G. Haydon in their research work deal with scientific grounds of the essence , development and innovation in the creative process of education curricula that are vitally important in the current circumstances in Latvia when schools balance each pupil, their parents’,municipalities and the State order for education promoting each youngsters’ career development in order to continue studies on a higher level of educating, foster their effective penetration into the labour market enhanced by availability of appropriate schools’ technical as well as financial resources. The authors explore school experience in developing general secondary education curricula as well as analyse their correlation with the sample education curricula. The research reveals that schools develop general secondary education curricula creatively, highly evaluating professionalism, the significance of further educational development, pupils’ requirements for a larger amount of lessons in certain subjects as well as the demands of the State Education Standard. Educational establishments carry out independently a vitally important job of planning; moreover, they add/supplement the offered samples of educational curricula by Ministry of Education and Science with new study subjects as well as suggest certain changes in the number of lessons in several study subjects. Key words: educational management, general education, educational curriculum, school autonomy.
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Ruus, Viive-Riina, and Inge Timoštšuk. "SEARCHING FOR CONSTANT INNOVATION IN TEACHER EDUCATION CURRICULA: THE CASE OF ESTONIA." Problems of Education in the 21st Century 62, no. 1 (December 15, 2014): 97–108. http://dx.doi.org/10.33225/pec/14.62.97.
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The study addresses the tensions between the aims and objectives of global, national and local curricula and suggests solutions for mitigating these conflicts using the experience of Estonia as an example. In spite of the success of recent reforms and the good results of students in international comparisons, there are serious deficiencies: an Estonian teacher’s readiness to use professional freedom is modest, personal efficiency, job satisfaction, and students’ motivation to learn is low: there are few outstanding performers. The aim of the study is to propose and analyse a teacher education curriculum innovation model for overcoming the problem. Adaptive model for curriculum design is presented where the predominant outcome-oriented approach was replaced and focus on teaching and learning processes was highlighted, the logic of design in curriculum development was implemented. A model for the practice component of teacher education, based on Wenger`s situated learning model and Engeström’s expansive learning model, is in the focus. It is found that implementing this approach could encourage a development of standards and transform the attitudes of both students and teachers towards increased creativity and professional development. The implementation of the described curriculum innovation model enhances new type of learning and can generate new modules in teacher education curricula. Key words: adaptive competence, curriculum design, Estonian education, practice in teacher education.
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Osbeck, Christina, and Olof Franck. "Funded Research in Relation to Curriculum Development—Tendencies in Religious Education in Sweden 2001–2019." Religions 11, no. 10 (October 12, 2020): 521. http://dx.doi.org/10.3390/rel11100521.
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In 2001, the Swedish Research Council (VR) set up a new section to expand educational research. The section has now existed for almost 20 years without receiving much attention within research. During the same period, the demands on teachers to base their teaching on research have increased, e.g., through the revised Education Act, which can be understood as presupposing available relevant research and a research-based curriculum. In this article, the focus of funded research projects relevant to religious education (RE) during these years is explored. The resulting patterns are discussed against the background of published RE research and put in relation to a study of curriculum changes in Sweden during the same period. The overall aim of this paper is to discuss the relationship between RE research and RE curricula in Sweden. The study is conducted through content analyses of project applications and reports to VR, and of curricula. The research interest of the projects concerning ‘religion’ and ‘ethics’ are presented, and their possible contribution to curriculum development is also outlined. The absence of obvious research influence on current curriculum development suggests further research on this topic is required, since the legitimacy of the curriculum can be understood to be dependent on its being based on research.
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Zafoschnig, Axel. "The Development of the new ING.PAED.IGIP Curriculum into an Umbrella for Modularised National and Regional Engineering Education Curricula." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 32. http://dx.doi.org/10.3991/ijep.v4i1.3244.
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Abstract �?? IGIP has been the sole provider of an internationally renowned and acknowledged curriculum for engineering education and pedagogy over the past 40 years. More than 2000 engineering educators and technical teachers at different institutional levels in many countries have successfully received their pedagogical and didactic training through this curriculum Today new legal requirements and IGIP�??s awareness-raising campaign in many states have led to the implementation of a lot of compulsory teacher training programmes in this field. IGIP has, however, always been able to stay on top of these developments and has now come up with its new 2013 Berlin version of the ING-PAED IGIP curriculum. The results and findings of the international curriculum task force are now available and have been finalised and approved by the Executive Committee. How the task force has worked and which models of modularised engineering education curricula they have also analysed and compared in this process will be shown in this paper.
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YAMIN, Muhammad Mudassar, and Basel KATT. "Cyber Security Skill Set Analysis for Common Curricula Development." International Journal of Information Security and Cybercrime 8, no. 1 (June 28, 2019): 59–64. http://dx.doi.org/10.19107/ijisc.2019.01.08.
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The field of cyber security is getting diversified day by day, with new specialist responsibilities and roles at different levels of competence being required by the industry. The competencies can be mapped with required skills set in multiple cyber security certification programs. However, different certification programs use different curricula and terminology, which makes the offerings overlap in some aspect and be distinct in others. This makes it hard for new institutes and cyber ranges to decide upon their training offerings. The aim of this study is to identify commonalities in skill set requirement for multiple cyber security roles like penetration tester, security operation center analysts, digital forensic and incident responders and information security managers. The identified commonalities will be used for development of a standard common curricula to set skill set requirement for the achievement of specific competence levels in a specific cyber security field.
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Bothe, Klaus, Zoran Budimac, Rebeca Cortazar, Mirjana Ivanovic, and Hussein Zedan. "Development of a modern curriculum in software engineering at master level across countries." Computer Science and Information Systems 6, no. 1 (2009): 1–21. http://dx.doi.org/10.2298/csis0901001b.
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A strong need for new approaches and new curricula in different disciplines in European education area still exists. It is especially the case in the field of software engineering which has traditionally been underdeveloped in some areas. The curriculum presented in this paper is oriented towards undergraduate students of informatics and engineering. The proposed approach takes into account integration trends in European educational area and requirements of the labour market. The aim of this paper is to discuss the body of knowledge that should be provided by a modern curriculum in software engineering at a master level. Also the techniques used in development and implementation of such curriculum at different universities will be described. The presented ideas are based on the experience gained in the 3 year TEMPUS1 project 'Joint MSc Curriculum in Software Engineering', which established joint master studies in software engineering. Over a three-year interval, the project managed to define a new and joint curriculum, create teaching materials and deliver the curriculum in two institutions.
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Andjelkovic, Sladjana. "Teaching jestastvenica in primary schools in Serbia: From 1844 until the end of the XIX century." Zbornik Matice srpske za drustvene nauke, no. 157-158 (2016): 561–75. http://dx.doi.org/10.2298/zmsdn1658561a.
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This paper deals with the development of teaching jestastvenica through the analysis of curricula in primary schools in Serbia, in the period from 1844, when the first science content appeared in primary school curriculum, until the end of the XIX century. The analysis and critical review were based on the following sources: laws, curricula, guidelines for teaching jestastvenica, jestastvenica textbooks, and reports from school supervisors. Attempts have been made to examine the development of teaching jestastvenica and explain the changes that this development induced on teaching this subject. Our study showed the constant presence of jestastvenica in curricula under different names and with changes in the annual and weekly number of teaching hours that did not follow the increase in the volume of teaching material. Also, the analysis demonstrated that the program of jestastvenica changed with the increase in the volume of teaching materials, introduction of new topics, structuring of content and methodological structuring. The study of jestastvenica curricula represents only one segment of the research of the history of this teaching, with the aim of a comprehensive and critical appraisal of its significance and contribution to the development of teaching practices and education in Serbia in the XIX century.
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MacNamara, Marina, April Wilhelm, Geolani Dy, Sarah Andiman, Carol Landau, Michael Poshkus, and Edward Feller. "Promoting Quality Care for Recently Resettled Populations: Curriculum Development for Internal Medicine Residents." Journal of Graduate Medical Education 6, no. 2 (June 1, 2014): 310–14. http://dx.doi.org/10.4300/jgme-d-13-00170.1.
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Abstract Background Residents report they lack preparation for caring for an increasingly diverse US population. In response, a variety of curricula have been developed to integrate cultural competency into medical training programs. To date, none of these curricula has specifically addressed members of recently resettled populations. Methods A preliminary assessment was conducted among internal medicine (IM) residents at 1 program (N = 147). Based on 2 conceptual frameworks and the survey results, a pilot curriculum was developed and integrated into the interns' ambulatory block education within the general IM track (n = 9). It included (1) online information made available to all hospital staff; (2) 4 interactive didactic sessions; and (3) increased exposure to newly arrived patients. The curriculum was qualitatively evaluated through 2 focus groups. Results The preliminary assessment was completed by 101 of 147 residents (69%), with 61% of respondents indicating they felt that they received less than adequate education in this area. Eight of the 9 interns exposed to the new curriculum participated in the focus groups. Overall, respondents reported they thought patient care had improved for recently resettled populations and across their patient panels after exposure to the curriculum. Conclusions This study demonstrated that an intervention that included didactics and enhanced exposure to a diverse population improved IM interns' perceptions of care for all patients, including recently settled individuals.
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McInerney, Dennis M. "Teacher Attitudes to Multicultural Curriculum Development." Australian Journal of Education 31, no. 2 (August 1987): 129–44. http://dx.doi.org/10.1177/000494418703100202.
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This study reports teacher attitudes towards multicultural curricula developments in a sample of New South Wales state primary schools and the assimilation orientation of the respondents prior to the publication and dissemination of the state Multicultural Education Policy document. In general, teachers were favourably disposed to non-English-speaking minority children maintaining their ethnic identity, particularly through the use of their ethnic language. However they were negatively disposed to schools being actively involved in teaching ethnic languages, and to schools extending multicultural curricula. Teachers of English as a second language were more favourably disposed to the propositions than either of the other two groups (administration and class teachers). Class teachers were less favourably inclined to community language teaching and to the development of multicultural curricula. The second part of the study measured the assimilation orientation of teachers on a three-point scale: angloconformism, interactionism and pluralism. The most popular alternative was interactionism, with pluralism being an unpopular choice. The argument is presented that little attitudinal change has occurred since the implementation of the Multicultural Education Policy.
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Beasley, Jennifer G., Christine Briggs, and Leighann Pennington. "Bridging the Gap 10 Years Later." Gifted Child Today 40, no. 1 (January 2017): 48–58. http://dx.doi.org/10.1177/1076217516675902.
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The need for a shared vision concerning exemplary curricula for academically advanced learners must be a priority in the field of education. With the advent of the Common Core State Standards adoption in many states, a new conversation has been ignited over meeting the needs of students with gifts and talents for whom the “standard” curriculum is not a good fit. The purpose for this article is to highlight the current need for high-quality curriculum, discuss how the National Association for Gifted Children (NAGC) Curriculum Awards rubric has been updated to reflect the research in the field, and look at additional ways to use the NAGC Curriculum rubric as a tool to support the development of quality curriculum and to select and award exemplary curricula for addressing advanced academic needs of students with gifts and talents.
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Sepp, Anu, Urve Läänemets, Katrin Kalamees-Ruubel, and Kristi Kiilu. "ART SUBJECTS IN NATIONAL CURRICULA – IDEAS FOR FUTURE DEVELOPMENTS IN GENERAL EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 197. http://dx.doi.org/10.17770/sie2017vol2.2441.
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International trends of globalisation, changing learning environments as well as particular socio-cultural contexts and educational policy making are constantly shaping selection of the content for national curricula (NC) of general comprehensive schools. Art subjects (music, literature and art education) have been compulsory elements in Estonian NC for a century already making a significant contribution to identity and personality development of all population. Traditionally, learning art subjects has been well supported by extra-curricular activities or hidden curriculum so far. Today, primarily due to changing cultures and new values, learning motivation and decline of reading and expressive skills of students have become an issue. A pilot research (students’ essays, n=367) was carried out in Estonian general comprehensive basic schools (level 3, students aged 13–16) in 2016 with the aim to specify how students perceive the role and meaning of art subjects in their life. The students’ interesting ideas and presented opinions deserve attention when designing syllabi in NCs as well as supportive learning environments for both formal and informal learning activities. Accordingly, an increasing role of art subjects in future curricula should be considered as integrative, balancing and enriching tools for socialization of each individual. Awareness of arts has the potential to contribute to cultural sensitivity and understanding – the meta-skills for future lifelong learning and sustainable developments.
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Acosta Castellanos, Pedro Mauricio, Araceli Queiruga-Dios, Ascensión Hernández Encinas, and Libia Cristina Acosta. "Environmental Education in Environmental Engineering: Analysis of the Situation in Colombia and Latin America." Sustainability 12, no. 18 (September 4, 2020): 7239. http://dx.doi.org/10.3390/su12187239.
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Environmental education (EE) has become the only tool for environmental sustainability in training processes in Colombia, for basic cycles in primary and secondary, as well as university education. EE tends to transform human actions in nature, based on multidisciplinary knowledge that supports decision-making. Its goal is to generate a change in social behavior in order to achieve the recovery, conservation, and preservation of the environment. In Colombia, education for sustainable development (ESD) is embedded in EE. These educational models (EE and ESD) seek to achieve sustainable development goals (SDGs), which generally seek the economic and social well-being of nations, both for current and future generations. Environmental engineering is a relatively new degree course in Colombia and Latin America since it appeared in the mid-nineties, and it must involve EE within its curriculum. Students are trained in this trend. This research intends to demonstrate, through a curricular review of the environmental engineering curricula and also surveying students from this degree, the level of inclusion of EE in Latin America. Strengths are identified in the curricula, such as the strong presence of EE in disciplinary subjects and opportunities for improvement based on the needs of the students. The situation in South America is also included in this study.
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Antofie, Maria Mihaela, Luciana Tița, and Camelia Sand Sava. "Experiential learning with living ants." Balkan Region Conference on Engineering and Business Education 2, no. 1 (December 20, 2017): 215–22. http://dx.doi.org/10.1515/cplbu-2017-0029.
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Abstract Experiential learning implying living animals is a powerful tool for accessing positive emotions such as curiosity as well as for changing attitudes or acquiring new values for the further development of the pupils or students. However, formal curricula in schools is legally binding document for ensuring its contribution to agreed competencies, skills, attitudes and values. Therefore, the classical manuals are more cheap and easy to be implemented in the class. However, curricula are not excluding the development of activities in the class in the same curricula in Romania as in many other countries. The purpose of this article is to evaluate knowledge generation based on experiential learning. As a methodology specific lessons and methods have been implemented in curricular and extracurricular activities implying living ants during the biology class of VI grade under the curricula lesson entitled Insects. Our results proved that implementing activities with living animals is positively correlated with an increased curiosity, selfreflection, responsibility and prejudice phasing out. Moreover, tested pupils passed all evaluation tests even they mist, some of activities compared to control group that was learn by classic methods. Parents tests results proved that these emotions and attitudes are also observed during their home activities.
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Holsgrove, Gareth, Amit Malik, and Dinesh Bhugra. "The postgraduate curriculum and assessment programme in psychiatry: the underlying principles." Advances in Psychiatric Treatment 15, no. 2 (March 2009): 114–22. http://dx.doi.org/10.1192/apt.bp.107.005207.
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SummaryAssessment is key to the educational process and plays a significant role in looking at the progress trainees make as a result of training and personal development. Recent developments in curricula have led to substantial changes in assessing progress and attainment throughout postgraduate medical education in the UK. This article outlines the framework used to develop the postgraduate curriculum in psychiatry and describes the nature and purpose of the assessment programme that forms part of this new curriculum. The article considers the principles of medical education that are essential for the success of assessments, not only centrally in the development of the assessment system, but also locally in the delivery of these assessments. The overall context of developments in medical education, as well as the relationship between workplace-based assessments (WPBAs) and formal examinations, are described with specific references to developments in psychiatric training, its curriculum and assessments.
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Edwards, Suzy. "New Directions: Charting the Paths for the Role of Sociocultural Theory in Early Childhood Education and Curriculum." Contemporary Issues in Early Childhood 4, no. 3 (September 2003): 251–66. http://dx.doi.org/10.2304/ciec.2003.4.3.3.
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This article identifies the growing role of sociocultural theory as an informant to the early childhood curriculum. Beginning with a brief description of the more traditional Piagetian interpretation regarding development and its use in early childhood education and curricula such as DAP (Developmentally Appropriate Practice), the article identifies key theoretical arguments made against this view on the basis of ontological, methodological and/or epistemological precepts. The growing literature regarding the use of curriculum approaches to early childhood education based on the sociocultural explanations for development proposed by Vygotsky and Rogoff are identified. The article argues that the manner in which sociocultural theory is being utilised in early childhood education may be considered in terms of three main ‘pathways’, including the transformative, assimilated positivist and social-constructivist paths.
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Raimi, Lukman, and Isaac O. Ajiboshin. "The Tertiary Institutions and Entrepreneurship Development." International Journal of Sustainable Entrepreneurship and Corporate Social Responsibility 3, no. 1 (January 2018): 17–34. http://dx.doi.org/10.4018/ijsecsr.2018010102.
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The entrepreneurship development programme (EDP) was introduced into the curricula of tertiary institutions for the purpose of nurturing a new set of undergraduate students with practical skills for self-employment. This article investigates the students' viewpoints on the outcomes of EDP on entrepreneurial mindset (EM), entrepreneurial intention (EI) and entrepreneurial capacities (EC) after undergoing entrepreneurship education courses. The method of investigation is the quantitative research approach leveraging on the survey as the strategy for data collection. From a population of 458 students in a school, a sample of 200 undergraduate students was randomly administered structured questionnaires. Using descriptive and inferential statistics, this article found that EDP has a significant influence on students' EM, EI, and EC. The article recommends interventions such as adequate funding, capacity-building for entrepreneurship lecturers, improved curriculum development and Town-Gown collaboration for the synergy of practice and theory.
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Safdieh, Joseph E., Raghav Govindarajan, Douglas J. Gelb, Yazmin Odia, and Madhu Soni. "Core curriculum guidelines for a required clinical neurology experience." Neurology 92, no. 13 (February 22, 2019): 619–26. http://dx.doi.org/10.1212/wnl.0000000000007187.
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Physicians in most specialties frequently encounter patients with neurologic conditions. For most non-neurologists, postgraduate neurologic education is variable and often limited, so every medical school's curriculum must include clinical learning experiences to ensure that all graduating medical students have the basic knowledge and skills required to care for patients with common neurologic symptoms and neurologic emergencies. In the nearly 20 years that have elapsed since the development of the initial American Academy of Neurology (AAN)–endorsed core curriculum for neurology clerkships, many medical school curricula have evolved to include self-directed learning, shortened foundational coursework, earlier clinical experiences, and increased utilization of longitudinal clerkships. A workgroup of both the Undergraduate Education Subcommittee and Consortium of Neurology Clerkship Directors of the AAN was formed to update the prior curriculum to ensure that the content is current and the format is consistent with evolving medical school curricula. The updated curriculum document replaces the term clerkship with experience, to allow for its use in nontraditional curricular structures. Other changes include a more streamlined list of symptom complexes, provision of a list of recommended clinical encounters, and incorporation of midrotation feedback. The hope is that these additions will provide a helpful resource to curriculum leaders in meeting national accreditation standards. The curriculum also includes new learning objectives related to cognitive bias, diagnostic errors, implicit bias, care for a diverse patient population, public health impact of neurologic disorders, and the impact of socioeconomic and regulatory factors on access to diagnostic and therapeutic resources.
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Fodor, Szabina, Ildikó Szabó, and Katalin Ternai. "Competence-Oriented, Data-Driven Approach for Sustainable Development in University-Level Education." Sustainability 13, no. 17 (September 6, 2021): 9977. http://dx.doi.org/10.3390/su13179977.
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Higher education has a number of key roles to play in accelerating progress toward sustainability goals. It has a responsibility to provide and teach curricula that are tailored to labor market needs, to help change people’s attitudes and motivation toward sustainability, and to reduce inequalities between different students. Course leaders and developers of curricula should monitor and assess these needs in order to improve their curricula from time to time. In the present work, we describe a data-driven approach based on text-mining techniques to identify the competences required for a given position based on job advertisements. To demonstrate the usefulness of our suggested method, the supply chain management occupation was selected as the supply chain is a constantly changing domain that is highly affected by green activities and initiatives, and the COVID-19 pandemic strongly influenced this sector, as well. This data-driven process allowed the identification of required soft and hard skills contained in job descriptions. However, it was found that some important concepts of green supply chain management, such as repair and refurbishment, were only marginally mentioned in the job advertisements. Therefore, in addition to labor market expectations, a business process model from relevant green supply chain management literature was developed to complement the required competences. The given new techniques can support the paradigm shift toward sustainable development and help curriculum developers and decision makers assess labor market needs in the area of sustainability skills and competences. The given result can serve as an input of outcome-based training development to design learning objective-based teaching materials.
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Grassick, Laura. "Supporting the development of primary in-service teacher educators." ELT Journal 73, no. 4 (September 17, 2019): 428–37. http://dx.doi.org/10.1093/elt/ccz036.
Full textAbstract:
Abstract English language as a compulsory component of primary state school curricula is a growing phenomenon around the world. One of the challenges of this lies in training the vast numbers of teachers required. To date there has been little consideration of how those tasked with facilitating the professional development of primary English language teachers might be supported and the kind of knowledge, skills, and understanding they might need. This paper explores the experiences of primary teachers and university lecturers learning to become in-service teacher educators in the context of primary ELT curriculum change in Vietnam. The findings provide insights into the participants’ understanding of primary English language teaching and learning and the new curriculum, their awareness of the classroom contexts in which primary teachers work, and their ability to support teachers in implementing the innovation. The implications of this beyond the context of the study are highlighted.
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Pellegrini, Marta, Cynthia Lake, Amanda Neitzel, and Robert E. Slavin. "Effective Programs in Elementary Mathematics: A Meta-Analysis." AERA Open 7 (January 2021): 233285842098621. http://dx.doi.org/10.1177/2332858420986211.
Full textAbstract:
This article reviews research on the achievement outcomes of elementary mathematics programs; 87 rigorous experimental studies evaluated 66 programs in grades K–5. Programs were organized in six categories. Particularly positive outcomes were found for tutoring programs (effect size [ES] = +0.20, k = 22). Positive outcomes were also seen in studies focused on professional development for classroom organization and management (e.g., cooperative learning; ES = +0.19, k = 7). Professional development approaches focused on helping teachers gain in understanding of mathematics content and pedagogy had little impact on student achievement. Professional development intended to help in the adoption of new curricula had a small but significant impact for traditional (nondigital) curricula (ES = +0.12, k = 7), but not for digital curricula. Traditional and digital curricula with limited professional development, as well as benchmark assessment programs, found few positive effects.
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Madani, Rehaf A., and Sufian Forawi. "Teacher Perceptions of the New Mathematics and Science Curriculum: A Step Toward STEM Implementation in Saudi Arabia." Journal of Education and Learning 8, no. 3 (May 27, 2019): 202. http://dx.doi.org/10.5539/jel.v8n3p202.
Full textAbstract:
STEM education has become one of the most rapidly growing sectors in educational reform globally. Whilst the program was successfully implemented in most countries, unfortunately the introduction in Saudi Arabia was not as successful due to a lack of clarity in the description of its meaning, purpose and framework of application. Although STEM is commonly recognized as a way of strengthening mathematics and science curricula, its exact implications are still unclear for any intervention or modification in any of the subjects related to science, mathematics, engineering and Technology, (STEM) implementation. In 2009, the Ministry of Education (MOE) introduced a new mathematics and science curriculum in a joint effort with Obeikan Research Development Company, as an adapted series of science and mathematics textbooks. The new adapted curricula attempt to make meaningful connection between student’s lives and their educational experiences through the implementation of new teaching practices which include student centred investigation strategies and problem-based learning.
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Gervai, Pál, and László Trautmann. "Teaching economics in Hungary after the crisis." Society and Economy 37, no. 3 (September 2015): 357–78. http://dx.doi.org/10.1556/204.2015.37.3.3.
Full textAbstract:
In the wake of the economic crisis, a question arises increasingly often: what is the role of economic culture in overcoming the crisis? Since the mid-2000s, leaders of developed countries have kept pointing out that fostering political and economic education is a driver of growth and development. Curricula are being overhauled; new modules are appearing in the study programmes of secondary schools, colleges, and university-level undergraduate courses; significant curriculum developments have been launched at the world’s leading universities in the last few years. Hungarian higher education cannot exclude itself from this process.