Curriculum development processes in Scotland: Who and how?

Over the years, curriculum reforms have formed part of Lesotho’s attempt to address the socio-economic development factor through education policies such as the Lesotho curriculum and assessment policy (CAP) framework, introduced in 2009. This framework is meant to guide curriculum development and design processes. Through content analysis, this article seeks to highlight the representation of the curricular spider-web model’s concepts, which guide effective curriculum development, in the policy framework. Curriculum and assessment policy framework and the guide to continuous assessment document, which is a counteractive document that acts as an amendment of the 2009 policy, were analysed using the guided analysis method. Findings suggest that there are some concepts, which are neglected by the framework. This may have a negative bearing on the curriculum development process. This article draws from the curricular spider-web to recommend a review of the CAP framework towards inclusion and alignment of omitted concepts for the facilitation of an effective curriculum design process.

At a time of complex change in the provision of higher education by Institutes of Technology (IOTs) in Ireland, this qualitative study provides significant insights into the factors which have impact on academic creativity and innovation inside higher education institutions (HEIs). Curriculum development processes were examined in four Irish IOTs and one university, employing a constructivist grounded theory case study methodology. Interviews were conducted to gather experiences of 20 Irish academics. Five rounds of data analysis were processed with QSR NVivo software.A creativity paradox was uncovered: contemporary Higher Education (HE) policies promote cultures of creativity and innovation, yet, in practice, academics feel restricted in New Programme Development and Validation (NPDV) by greater regulatory compliance and sector rationalisation. However, despite increasingly complex HE controls, study findings show the significant impact of leadership within the HEI, and that a climate for academic creativity and innovation can exist, if the organisational climate conditions of effective leadership; trust; transparency; managerial and innovation process support are in place. Where present, these conditions have a positive impact on progress in the development of creative new programmes of learning and on the wider climate for creativity and innovation in the IOT. The in-depth interrogation of curriculum development and validation processes in Irish HEIs is the first of two primary contributions to knowledge of this research.Though state level regulatory compliance legacies represent a significant bureaucratic load on the IOTs, the impetus for HEI regulatory policies in Ireland increasingly originates from European Union (EU) HE agendas. Within the literature, there are criticisms of an EU creativity and innovation agenda for HE which is not sufficiently broad based and is heavily focused on servicing industry interests (Duff, 2011; MacLaren, 2012; Moutsios, 2013). Benefits of this creativity agenda are acknowledged, but a counterbalanced, more holistic approach to creativity development in HE, represented by the Humboldtian higher education ideal is advocated.A synthesis of findings led to the development of the three-level model for organisational creativity and innovation in higher education, the second primary contribution to knowledge of this research. The model illustrates the HEI climate factors, experienced by academics to have impact on creativity and innovation in Irish HEIs. Factors emerged at three levels: individual/team; organisational and meta-organisational. The findings of this study were found to align at individual/team and organisational levels, with Amabile’s (1988) componential model for organisational creativity and innovation.The development of this three-level model is timely, given the change impetus in the IOT sector towards the development of technological universities in Ireland, in addition to the financial, technological and global competitiveness challenges currently facing the institutes. The model will serve as a comprehensive tool, informing HEI senior management and policy developers of the factors which must be addressed, to develop an authentic HE climate conducive to creativity and innovation. To this end, HEI policymakers are encouraged to think creativity first when considering implementation of new HE regulatory policies and practices. The findings in this study will contribute to the ongoing policy discourse about the future of the IOTs during a period of significant change in the sector.

Curriculum has an essential importance in the field of Education. It is the most basic and foremost part of one’s Education and learning. Had there been no concept of curriculum, people would have been confused and misguided as to what to study and learn at what time. There would not have been any sequence of objectives and aims to be fulfilled for students’ learning. For the development of curriculum, there are many people who work together. There is always a special curriculum development committee with their core capabilities in the domain of curriculum designing. Having many different stakeholders for the process of curriculum development, this paper specifically highlights the critical analysis of importance of teachers’ participation in the curriculum development process. Not only in Pakistan, there are different contexts like South Africa, India and Turkey where the issue of applicability of curriculum into the classroom is found out. This paper is based on the critical commentary in which the first part of it discusses the general concept of curriculum and its development. Besides, it also discusses a bit of teachers’ involvement into the process along with mentioning rational and objectives of paper. The 2nd part of the paper critically analyses the previous researches which has talked about significance of teachers’ involvement in curriculum development process. Moreover, it has then touched to specific discussion of teachers’ involvement by moving forward to the encounters that teachers face in curriculum development process. Continuing on the same pace, it has then discussed how can teachers be prepared to put in their contribution in the beginning phase of development since they are not only supposed to work for implementation phase. Other than this, in the next part, the overall discussion has been concluded with author’s own stance regarding the topic. In the last part, some of the recommendations have been given to curriculum development authorities or committees to involve teachers in the process accurately so that the quality of education can be improved. Also, it will add to the improved interaction between the committee of teachers when they will work for the same cause.

Introduction:Disaster Medicine (DM) is currently underrepresented in medical schools’ curricula worldwide, and existing DM courses for medical students are extremely heterogeneous due to the lack of pragmatic and standardized guidelines. Moreover, there is a gap in knowledge regarding the curriculum development methodology used for DM courses. This study aims to identify DM courses for medical students worldwide and to map their curriculum development methodologies by reviewing available literature.Method:The search was conducted on three databases using the terms “Disaster medicine” AND “Education”. Following the PRISMA approach, twenty-five articles that described the content and implementation of DM curricula were included in the analysis.Results:Nine studies thoroughly described the curriculum development process. Expert opinion and literature review were the methodologies mostly used to develop DM curricula. Only four studies followed a multi-method process made up of four different methodologies, including expert opinion, literature review, survey, and Delphi methodology. Most of the courses adopted a face-to-face approach combining different training modalities, including the use of virtual reality simulations and drills.Conclusion:This systematic review provides a compendious analysis of the curricula and curriculum development processes in DM training for medical students. The scarce usage of reproductible, comprehensive curriculum development methodologies and consequently a great heterogenicity of the covered topics and course design were brought forward. Therefore, there is a need for standardization in DM education. Overall, this systematic review highlights the need for evidence-based educational curricula in DM and provides recommendations for developing DM courses following a scientific approach.

行政院國科會科教處為加強科技紮根的工作，在2005年規劃「高中職科學與科技課程研究發展實驗計畫」（簡稱高瞻計畫），強調藉由高中與大學或研究機構建立夥伴關係的方式，改進高中數理及科技課程的教學品質、強化學生的科學素養、並讓學生體驗科學研究工作之樂趣。此計畫積極推動「由下而上」的學校本位課程發展，擺脫傳統「由上往下」的方式，使教師不再僅是課程教材的使用者，而期望教師能自行主導與發展其學校特色的課程，以減少課程理論與教學實務之間的落差。本研究之目的為探討一所執行高瞻計畫之高中教師發展與實施學校本位課程之真實，以深度訪談、觀察與文件分析等方式蒐集S高中（化名）教師在發展與實施「新興科學技術」學校本位課程之歷程，包括課程主題、課程目標、課程內容、教學策略、教學評鑑的訂定與執行等作為與落差，以做為提供課程改進及做為後續創新課程研發的依據。 本研究發現如下： 一、課程主題之擬定 S高中學校本位課程發展原訂的課程主題「綠•手•機」，為期望以統整環保、動手做與科學三要素的課程為主軸，但在實際「新興科學技術｣課程實施時，教師卻只重視科技與動手做的部分。 二、課程目標之訂定 高瞻計畫課程目標的核心理念為以發展創新的學校本位課程，促進學生學習模式的改變，改進教學現況與培養其主動探究的能力與精神，但在這個期望下S高中在實施「新興科學技術｣學校本位課程，忽略引導學生進一步的去發現問題的主動探究能力。 三、課程內容之選擇 國科會高瞻計畫以科學與科技為範疇，期望高中教師能自行發展學校本位課程，因而S高中「新興科學技術」學校本位課程，其內容的選擇上是以目前政府所推廣的計畫、社會著重的科技，以及選定之教科書內鮮少提及的知識為主，例如奈米、平面顯示器、燃料電池等為主。 四、教學策略之規劃 S高中教師認為獲得科學素養的主要途徑為學生主動的參與與動手做，因而在其課程規劃中，特別強調實驗操作部分，這顯示S高中教師雖具備探究教學的基本認知與概念，但卻忽略讓學生能主動發現問題，進行推論、預測與分析的機會。 五、課程評鑑之執行 S高中教師利用教學論壇的發表機會，邀請課程與學科專家，針對四門「新興科學技術｣學校本位課程進行形成性評鑑，此外，教師似乎較重視自我學科專業知識的成長，至於學生學習成效的結果與利用並未被廣泛討論，這與理想的課程發展必須兼具形成性與總結性評鑑的功能，並期望藉由內、外部人員的溝通、對話與批判，使教師自我釐清課程的優缺點，以提升教師專業知能與課程品質，有所落差，顯示S高中教師對於評鑑的功能與認知，是有待進一步釐清的。 本研究提出以下建議： 一、對S高中課程發展與實施之建議 （一）建議S高中應統整各科「新興科技」，以落實「綠•手•機」課程統整的期望。 （二）建議S高中在課程發展與實施過程中，應加強教師有關課程發展以及課程形成性與總結性評鑑的專業知能，方能落實課程發展與實施之理想。 二、對S高中教師發展與實施之建議 （一）課程發展前 1、 建議教師在發展課程時，以全球未來發展的角度思考應該培養學生具備什麼樣的知識與技能，而非以台灣目前本地所著重的科技為目標。 2、 建議教師在進行課程發展前，可以先提供學生「新興科學技術」的先備知識，並且讓家長理解「新興科學技術」學校本位課程發展的目的、進行的方式以及學生預期的獲得，以獲得廣泛的支持。 3、 建議教師透過參與專業成長，透過不同教師的經驗分享，增進課程發展與實施以及評鑑的能力。 （二）課程發展後 1、 建議教師在完成課程發展後，可以利用課程評鑑自我檢核表、教師同儕評鑑表或是透過外部專家評鑑，蒐集更多自我改進的文件與證據，除了可用來自我省思專業知能外，並能作為改善課程發展與實施品質的依據。 2、 建議教師在進行課程發展後，透過參與協同成長團體與工作坊的機會，提供課程發展的結果，除可獲得不同學科或他校教師的建議增進自我課程發展與評鑑的能力外，並可作為修正課程的參考。 （三）課程實施前 1、 建議教師在進行課程實施前，可以先提供學生相關的課程知識，使其具備應有的先備知識，以縮短課程講解的時間。 2、 建議教師在進行課程發展前，讓家長理解「新興科學技術」學校本位課程實施的目的、進行方式與學生預期的獲得，以獲得學生與家長的認同。 （四）課程實施後 1、 建議教師在課程實施後，應透過學生的學習成效評量進行自我反思，以改進教學。 2、 建議教師進行專業發展，特別是有關加強學生推論、預測與分析等科學探究學習的能力，以培養學生真正科學探究的素養與能力。 三、對於未來研究建議 （一）可進一步的探究影響課程發展與實施落差之因素。 （二）可進一步針對參與高瞻計畫之所有學校進行課程發展與實施的跨個案研究。 （三）可進一步針對教師之課堂教學與學生的科學探究學習成效進行研究。

One of the most important challenges of the higher education sector in Kosovo, in Europe and elsewhere, is the development and updating of the curricula (study programs), which is consistent with the needs of labour market, comparable with the similar universities abroad, along with Bologna Declaration and with recent trends in European higher education. The aim of this study is to analyse system of higher education in Kosovo: legal framework and managerial accountability of the public and private higher education institutions in the process of curriculum development (study programs), and the case study regarding to the curriculum development is conducted at University “Haxhi Zeka” in Peja. The study is developed based on two main research methods: 1) Survey method, and 2) Roundtable discussion. In addition, a great importance is dedicated to the research, analysis, use of national and international strategic documents that consequently, administrate the process of curriculum development, respectively the higher education in Kosovo. The survey results shows that, decision-making process on curricula development undergo through different levels at public higher education institutions comparing with private ones. Further, curriculum of University “Haxhi Zeka” is developed based on market researches and is consistent with the labour market needs. DOI: 10.5901/ajis.2014.v3n2p197

As online education providers gain a foothold in the US public education system nationwide as supplemental and primary providers of curriculum materials, they are replicating some of the same pedagogical mistakes that brick-and-mortar schools have created in the curriculum development process—by not accommodating the struggling learner. Our paper and discussion concerns K-12 online content providers and their curriculum development processes.

Background: Completion of electives abroad is not a new phenomenon for physicians in training. Benefits to the physician and the host country's population have been sufficiently described in the literature; however, many academic residency programs lack an international health curriculum that incorporates both the Accreditation Council for Graduate Medical Education's core and specialty-specific competencies. Description: The goal of this project was to develop a curriculum for emergency medicine residents completing International Emergency Medicine (IEM) rotations. Evaluation: A literature search was conducted to review available international rotation curricula and the curriculum development process. A committee was formed to create an IEM rotation, borrowing philosophical premises from the educational literature, particularly experientialism. Conclusions: The resulting article describes the curriculum development process and provides a curriculum template for medical specialties to utilize when sending residents abroad.

The policies of expansion and internalization of higher education, as well as those of affirmative actions, stimulate the access of individuals and groups representing the cultural diversity that constitutes society to the university, which generates an atmosphere of multiculturality and challenges the traditional epistemological models structuring of most of the curricula that provide the basis for practices, pedagogical procedures and knowledge construction in this educational context. It is recognized that challenges such as these evokes pedagogical innovation in the university and this requires democratic curricular constructions that favor interculturality and social inclusion. This article aims to present a discussion on curricular innovation in the university context based on the analysis of research data on the principles and procedures of the process of construction and curriculum development of the Superior Tremembe Indigenous Magisterium Course - MITS. The research had a qualitative approach, with documentary research, focus group interviews, and participant observation in meetings with the Tremembe community. The process of construction and curriculum development of the MITS showed the protagonism of a specific ethnic, cooperative and collaborative group that challenged the university to recognize new authorship in the perspective of knowledge production. It provoked ruptures with the moorings of the traditional model of university curriculum incorporating the socio-historical dimension of the knowledge, generating possibilities of intercultural dialogues between the academic culture and the Tremembe culture, being finally considered an experience of in pedagogical inovation in the university context.

Developing school based curriculum is one of the important strategies to facilitate teachers involving in education reforms. However, the curriculum development processes, which comprises analysis, design, implementation, and evaluation, are very complexity and difficult. Thus, how to enhance the effectiveness of school based curriculum development is seen as an important research issue. This paper presents a Web-based performance support system that can assist SBCD by providing various tools for three levels of school hierarchy in the development processes.

ABSTRACTScience education can build a bridge between research carried out by scientists and relevant learning opportunities for students. The Broader Impact requirements for scientists by funding agencies facilitate this connection. We propose and test a model curriculum development process in which scientists, curriculum developers, and classroom educators work together to scaffold the use of authentic, unprocessed scientific data for high school students. We outline a three-module curriculum structure that facilitates these goals. This curriculum engages students in the collection, description, visualization, and interpretation of data; develops understanding of the nature of science; includes prompts to develop higher-order thinking skills; builds knowledge of regional relevance of climate change in students; uses active learning techniques; and can be easily integrated with the Next Generation Science Standards. The curriculum was reviewed and tested in the classroom. To shed further light on the curriculum development process, we gathered reflection data from the scientists, curriculum developers, and educators. Scientists appreciated the collaborative process in which they contributed their expertise without requiring a large time commitment or strong expertise in science education. The curriculum developers viewed the modular structure as helpful in breaking complicated scientific concepts into teachable steps. Classroom educators appreciated the detailed description and step-by-step instructions to navigate data analysis tools like Excel or Google Earth. Initial classroom implementation of the curriculum by 11 teachers with over 1,100 students showed high levels of interest in the topic and engagement. Further work is needed to assess efficacy of the curriculum through classroom observations and measures of student learning.

In 1997, faculty at the University of Texas Health Science Center at San Antonio School of Nursing embarked on the development of a community-based care model within the existing curriculum to serve the culturally diverse populations in rural and urban areas of South Texas. A grant awarded by the Helene Fuld Health Trust in 2000 enabled faculty to develop the requisite knowledge and skills relating to community-based care and develop strategies for the delivery of community-based care in a variety of settings. This article provides an overview of the process of curriculum development and its impact on faculty, students, and a diverse community service area.

SUMMARY This case study deals with the introduction of electronic mail (e‐mail) discussion into a ‘conventional’ postgraduate, distance learning Training and Development programme. It introduces the course and the thinking behind linking learners through e‐mail. While most learners made little use of e‐mail in the first phase of implementation, a few clearly did value it, and e‐mail definitely facilitated discussion between tutors. This paper describes the authors’ reflections and perspectives both on the process of curriculum development and on the diverse communication cultures at play. It goes on to describe a second phase of implementation based on the lessons learned. The final part of the paper outlines the authors’ motivations for their continuing engagement with e‐mail; summarizes what has been learned to date; and speculates on future plans and developments.

This paper reports on a research study conducted with a group of practising primary school teachers (n = 24) in North East Scotland during 2011–2012. The teachers were all participants in a newly developed Masters course that had been designed with the aim of promoting the development of mathematical thinking in the primary classroom as part of project supported by the Scottish Government. The paper presents the background for this initiative within the context of the Scottish Curriculum for Excellence reform. Particular attention is given to the epistemological positioning of the researchers as this influenced both the curriculum design process and also the theoretical framing of the research study which are both described. The project was set up within a design research framework, which aimed to promote classroom-based action research on the part of participants through the course and also research by the university researchers into the process of curriculum development. The research questions focused on the teachers’ confidence, competence, attitudes and beliefs in relation to mathematics and their expectations and experiences of the impact on pupil learning arising from this course. Empirical data were drawn from pre- and post-course surveys, interviews and observations of the discussion forums in the online environment. Findings from this study highlight the way the course had a transformational and emancipatory impact on these teachers. They also highlight ways in which the ‘framing’ of particular aspects of the curriculum had an oppressive impact on learners in the ways that suppressed creativity and limited the exercise of learner autonomy. Furthermore, they highlight the ways in which a number of these teachers had experienced mathematics as a school subject in very negative ways, involving high levels of ‘symbolic violence’ and of being ‘labelled’.

Curriculum design (CD) deals with the overall structure and organization of the curriculum, whereas, the process of curriculum development is divided into planning, implementation, and evaluation stages. CD through Artificial Intelligence (AI) is one of the excellent procedures that allows personalized, effective, and authentic teaching and learning experiences. AI program works around the clock, does not sleep or take rest. Similarly, AI can adapt the curriculum on continuous basis and adjust as per learners' requirements. AI can fulfill detail-oriented tasks more effectively and accurately than humans and make adjustments in the curriculum repetitively. AI integration in curriculum, however, has both diversity and innovation. Different AI tools have been developed across the world and different educational institutions and publishers have joined hands to experiment with its potential outcome in regards to a variety of subjects.