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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
