Management of curriculum and instruction

MANAGEMENT OF CURRICULUM AND

INSTRUCTION

Rationale and Process

BACKGROUND

Elements of the Curriculum

Goals

To discuss the standard features and elements

of the curriculum

To establish the criteria for designing degree

programs

To examine the planning and design process

Features of the Curriculum

Breadth

Balance

Relevance

Differentiation

Progression and continuity

Types of Courses

1. Content General

Specialized

“Tool” courses

Electives

Mandated by Law

2. Institutional Format Lecture

Laboratory

Practicum

Seminar

Factors to Consider

Curriculum

(Knowledge)

Discipline

Theory/ Method

Students

Faculty

Credentials

Ability/ Maturity

Specialized Courses

Basic

Sequential

Complementary

Thematic

Synoptic

RATIONALE

Why Create a Program

Establishing Need

Extrinsic factors AND (not or)

Intrinsic factors

Adapted from Diamond (1998).

New Program

Extrinsic Factors Yes No Need Data

1. The country’s and region’s need for this type of specialist are poorly met.

2. Alumni, students, industry, other sectors have shown interest.

New Program

Extrinsic Factors Yes No Need Data

1. The country’s and region’s need for this type of specialist are poorly met.

2. Alumni, students, industry, other sectors have shown interest.

New Program

Intrinsic Factors Yes No Need Data

1. New developments in the field/discipline make the program necessary.

2. There are qualified full-time faculty to teach the program.

New Program

Intrinsic Factors Yes No Need Data

3. Program advances the university’s goals/thrusts without duplicating existing programs.

4. There are enough faculty items.

New Program

Intrinsic Factors Yes No Need Data

5. Library and other facilities (classrooms, computers, labs) are available

6. The unit’s budget can support the new program.

Existing Program

Extrinsic Factors Yes No Need Data

1. Program poorly or no longer meets country’s / region’s needs.

2. Program has been overtaken by new developments.

Existing Program

Extrinsic Factors Yes No Need Data

3. Other universities in the country/region now offer better similar programs.

4. Industry feedback is negative.

Existing Program

Intrinsic Factors Yes No Need Data

1. Program has not been able to fulfill its mandate. It no longer suits the university’s thrust.

2. Enrollment level remains low.

Existing Program

Intrinsic Factors Yes No Need Data

3. Program continues to receive negative student feedback.

4. More students are transferring out of than into the program.

Existing Program

Intrinsic Factors Yes No Need Data

5. Student quality is not improving.

6. Disciplinal competencies are not being met.

7. Program has not been taught in 3 years.

Existing Program

Intrinsic Factors Yes No Need Data

8. Program has not considered new developments in the field

9. Program has not been reviewed in 5 years.

10. Graduates have done badly in licensure examinations.

Balancing Needs What can the unit offer that others do not?

And can it offer a superior program?

Faculty the prime consideration (no substitute

for expertise)

Learning facilities also important

In sum: “Market” not the primordial concern

STAGES OF CURRICULUM DESIGN

Selection, Planning, Implementation

Phases

Implementation

Planning

Selection

(1) Ascertain need

(2) Consider planning inputs

(3) Formulate Curriculum

Planning Inputs

Academic

Institutional

Resource

Societal

Handling Inputs

Identify each individually

Then consider inputs as a whole

Guideposts:

Inputs operate at multiple levels

Inputs are inter-related and thus need to be

weighed vis-à-vis each other.

Formulating Curriculum

Needs:

External

Internal

Planning Inputs:

Academic

Resource

Institutional

Societal

Curricular Factors:

Content

Projections

Source: Diamond

Curricular Proposal

Rationale

Objectives

Academic Requirements

Program of Study

Resources