Developing a Proficiency‐Oriented Curriculum at the Secondary Level

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.

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。

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.

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

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.

Abstract: The Education Commission plays a vital role in the development of the Sunday School curriculum, essential for the spiritual growth and education of children in the Gereja Kemah Injil Indonesia Daerah 1 Sintang, Kalimantan Barat. This study aims to evaluate the contributions and effectiveness of the Education Commission in the curriculum development process. Using qualitative research methods, the study explores the commission's involvement in planning, implementing, and evaluating the Sunday School curriculum. The research underscores the strategic roles of the commission in designing a curriculum aligned with the church's vision and mission. It also examines the challenges faced during development, such as resource limitations, teacher competencies, and parental involvement. The findings indicate that despite these challenges, the curriculum developed by the Education Commission has been effective in enhancing children's understanding of Christian teachings and shaping their character. Nonetheless, continuous improvement is necessary, particularly in making teaching methods more interactive and diversifying teaching materials. This study highlights the importance of collaboration between the Education Commission, teachers, parents, and the broader church community to create a comprehensive and contextually relevant Sunday School curriculum. Addressing the identified challenges and leveraging existing strengths can further improve the quality and impact of Sunday School education in GKII Daerah 1 Sintang. This research contributes to the broader discourse on religious education and curriculum development in faith-based institutions, providing insights that may be applicable to similar contexts. Abstrak: Komisi Pendidikan memiliki peran penting dalam pengembangan kurikulum Sekolah Minggu, yang esensial untuk pertumbuhan spiritual dan pendidikan anak-anak di Gereja Kemah Injil Indonesia Daerah 1 Sintang, Kalimantan Barat. Penelitian ini bertujuan untuk mengevaluasi kontribusi dan efektivitas Komisi Pendidikan dalam proses pengembangan kurikulum. Menggunakan metode penelitian kualitatif, studi ini mengeksplorasi keterlibatan komisi dalam perencanaan, pelaksanaan, dan evaluasi kurikulum Sekolah Minggu. Penelitian ini menyoroti peran strategis komisi dalam merancang kurikulum yang sesuai dengan visi dan misi gereja. Penelitian ini juga mengkaji tantangan yang dihadapi selama pengembangan, seperti keterbatasan sumber daya, kompetensi guru, dan keterlibatan orang tua. Temuan menunjukkan bahwa meskipun ada tantangan-tantangan ini, kurikulum yang dikembangkan oleh Komisi Pendidikan efektif dalam meningkatkan pemahaman anak-anak tentang ajaran Kristen dan membentuk karakter mereka. Namun, perbaikan berkelanjutan diperlukan, terutama dalam membuat metode pengajaran lebih interaktif dan mendiversifikasi materi ajar. Penelitian ini menekankan pentingnya kolaborasi antara Komisi Pendidikan, guru, orang tua, dan komunitas gereja yang lebih luas untuk menciptakan kurikulum Sekolah Minggu yang komprehensif dan relevan dengan konteks lokal. Mengatasi tantangan yang diidentifikasi dan memanfaatkan kekuatan yang ada dapat lebih meningkatkan kualitas dan dampak pendidikan Sekolah Minggu di GKII Daerah 1 Sintang. Penelitian ini berkontribusi pada diskursus yang lebih luas tentang pendidikan agama dan pengembangan kurikulum di lembaga berbasis agama, memberikan wawasan yang dapat diterapkan dalam konteks serupa.

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.

While much of the literature on urban sustainability tends to focus on the importance of protecting natural systems and determining engineering and technical solutions, many of the central challenges to envisioning and delivering appropriate and meaningful sustainability lie within social, cultural, and political structures. This paper draws on the insights related to the development and implementation of the undergraduate program in Environmental and Urban Sustainability (EUS) at Ryerson University (Toronto). The conceptual framework of the program reflects the need for a broad foundation of sustainability education which spans disciplinary boundaries. EUS has blended new and existing teaching configurations, and has embraced both cross-disciplinary and disciplinary content and academic structures in its curriculum development and course offerings. The key to success has been the merging of existing course offerings from fourteen disciplinary areas as part of the core of the EUS program structure. Since the program operates concurrent with existing academic departments and schools (each of which has at least one of its own programs), developing cooperation and collaboration, while vital to program success, has been an enduring challenge. Within this context, the paper discusses the motivations and processes of ongoing program and curriculum development.

The inclusion of First Nations health curricula in programs is critical for the development of culturally safe graduates, however, less is known about how to embed content into curriculum in ways that reflect best practice and pedagogy. The aim of this scoping review was to describe methods and processes of First Nations health curriculum development in nursing, medical, dentistry, and allied health entry-level programs in international peer-reviewed journals. Systematic searches of databases were completed including CINAHL, Proquest, Medline, and Informit; with additional searches in Google Scholar and First Nations-led journals. A total of 104 articles met inclusion criteria; the majority relating to medicine ( n = 38) and nursing/midwifery ( n = 17) student cohorts. Methods and processes for embedding First Nations health content are described, including First Nations-led development and co-leadership, resulting in a suggested model for curriculum development. Evidence-informed curriculum development is critical to ensure effective methods and processes are adopted and cultural safety learning outcomes are achieved.

The article is planned to investigate curriculum implementation and feedback mechanism at secondary school level in Punjab Pakistan. Data was collected from randomly selected 23 curriculum experts from Ministry of Education, curriculum wing Punjab and Punjab Textbook Board. Data was statistically treated using percentage and mea score. Finally keeping in view the major findings of data, conclusions and recommendations were formulated. The study conclude proper implementation and monitoring mechanism need to be reconsider in curriculum development process.

Medical training has traditionally focused on the proximate determinants of disease, with little focus on how social conditions influence health. The authors conducted a scoping review of existing curricula to understand the current programs designed to teach primary care residents about the social determinants of health (SDH). In January and March 2017, the authors searched seven databases. Eligible articles focused on primary care residents, described a curriculum related to SDH, were published between January 2007 and January 2017, and were based in the United States. Of the initial 5,523 articles identified, 43 met study eligibility criteria. Most programs (29; 67%) were in internal medicine. Sixteen studies (37%) described the curriculum development process. Overall, 20 programs (47%) were short or one-time sessions, and 15 (35%) were longitudinal programs lasting at least 6 months. Thirty-two programs (74%) reported teaching SDH content using didactics, 22 (51%) incorporated experiential learning, and many programs (n = 38; 88%) employed both. Most studies reported satisfaction and/or self-perceived changes in knowledge or attitudes. The authors identified wide variation in curriculum development, implementation, and evaluation. They highlight curricula that considered community and resident needs, used conceptual frameworks or engaged multiple stakeholders to select content, used multiple delivery methods, and focused evaluation on changes in skills or behaviors. This review highlights the need not only for systematic, standardized approaches to developing and delivering SDH curricula but also for developing rigorous evaluation of the curricula, particularly effects on resident behavior.

Background. The Catholic University of Health and Allied Health Sciences, Kilimanjaro Christian Medical University College and Muhimbili University of Health and Allied Sciences teamed up to address gaps in the training curricula for medical doctors and nurses with the aim of developing harmonised curricular templates that would be comprehensive and suit national objectives. Objectives. To share experiences and lessons learned in engaging stakeholders using social media as an additional method to collect information on curricular gaps and ideas to develop harmonised medical and nursing curricula. Methods. Pictures, newsprint extracts, and videos of face-to-face events in the curriculum development process and project and a curriculum advert were posted on Facebook, Twitter and YouTube and used to engage stakeholders, including regulatory bodies, health professional councils, graduates, students, practitioners, health training institutions, private and public employers, internship supervisors, faculty and the public. Reactions, comments and post insights from stakeholder postings, in both Swahili and English, were analysed manually and categorised into four types of messages: congratulatory, comments on the process and expected outcomes, curricular gaps, and faculty development needs to implement new curricula. Results. A total of 69 290 stakeholders were engaged via Facebook and 229 via Twitter. A total of 13 553 (19.6%) Facebook and 179 (78.2%) Twitter comments were directly related to gaps in current curricula and graduate competencies. Other inputs received through social media were on faculty development needs to implement harmonised curricula and the project in general. Conclusion. This was the first attempt to engage curriculum stakeholders using social media for the development of harmonised curricula in Tanzania. The impact of social media in providing relevant inputs for curriculum development was significant. Use of social media, with multiple language options, is an economical and efficient way to reach a large number of stakeholders for curriculum quality improvement.

Medical students’ education in disaster medicine: A systematic literature review of existing curricula