CURRICULUM DESIGN PROCESS for ARTS and SCIENCE PROGRAMS
Dr.V.Thanikachalam, B.E., M.Tech., Ph.D., M.S., FIE., FIGS., FFIUCEE
Challenges to Indian Economy
Before 1947- Imported goods 1947-1992- Public Sector Companies 2YK- Software Development 1992-2008- Globalization of Economy Started 2008-2020- Global Economy, Design and Quality Production, Export 2020-2030- Global Focus and Export of Indian Made High Quality Products.
Major Disasters
Partition 1947 Chinese War 1963 Union Carbide (Bhopal) Case (1984) Shortage of Quality Products (1947- 1991) Insufficient Foreign Exchange in 1991 Import Ban on Electronic Goods Export of Iron Ore but not finished steel Import of Machines from Japan, Germany, Korea France, Italy, UK, USA, etc.
Traditional Method of Syllabus Preparation
A “Board of Studies” would be constituted by the university. A Chairperson will develop the curriculum with the inputs from about ten specialists who teach such courses. They discuss the changes needed for improving intellectual skills of the learners.
Formal Approval of the Draft Syllabus
The draft would be placed before the Academic Council of the University. Based on the comments, criticisms and suggestions from the members the curriculum would be partly approved. Later it would be placed before the senate for final approval.
Problems in the Traditional Process ď Ž
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Only the expertise of the members would be used for developing or revising the existing curriculum. The changing needs of the learners are not assessed and incorporated. Also the skills and competencies desired for employment are not focused.
Process of Developing Outcome Based Arts and Science Curriculum
Based on the Current Needs of the High End Employers Goals and Objectives are to be based on Skill Needs (Jobs, Tasks) Needs are to be identified based on the Organizations’ Activities ( Present and Near Future) and Personal Competencies to be designed and the Performance Standards fixed by the Employers.
Dynamic Changes
New Indian Companies and MNCs employ many pure arts and science graduates Innovative analyses of raw materials, products and services are to be carried out. Advanced Science based Manufacturing Process demands high quality arts and science graduates.
Industrial Training of NonEngineering Graduates
Arts and Science Graduates will be trained in the industries through the Boards of Apprenticeships of MHRD. Credits would be offered for the training. The Trainees would also be offered stipend. The Arts and Science Curricula have to be revised to meet the industrial needs.
Changes in Higher Education Planning
Academic Staff Colleges were established based on the Educational Policy. Faculty, Curriculum, Institutional Development and Innovation are focused. Implementation of PMMNMMTT Project in a large number of universities and colleges. Quality Assurance through UGC’s NAAC
Many Emerging Technologies ď Ž
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Based on the advances in physics, chemistry, mathematics, botony, climate science, natural materials, etc. The Faculty Members of Arts and Science are to be exposed to the advances in the biotechnology, mathematics, innovations etc. in planning the innovative products.
Evaluation of the Curriculum
Robert Stake’s CIPP Model C: Context Economic Context of the Country Market / Employer Demands New Rules to Minimize Pollution etc. High Quality, Energy Efficient, Pollution Free Products
Inputs
Advanced Analytical Methods. Digital Technology, Internet etc. New Standards of Graduates’ Performance. New Competencies of the Students at Entry. New Faculty Members with Advanced Qualifications. New Instructional Materials.
Inputs…
Computer Assisted Analysis and Design. Smart Classes. Internship for Science and Arts Graduates. Credits for Industrial Training. Case Studies Relevant to the Courses. New Regulations and Examination System. Adjunct Faculty from the R &D Labs and the Industry.
Transformation Process
Online Programs Project Based Learning Interdisciplinary Approach Dual Programs Take Home Tests, Term Papers, and Research Focus on Analytical, Advanced Research, Design Skills
End Products/ Outputs
Graduates with Society Relevant Skills and Competencies Entrepreneurs Researchers Innovative Product Developers Should Meet Global Standards Planning to Join Teaching Profession
Outcomes
New Product Designing Companies New Research and Development Organizations Human Capital Knowledge Capital Exports GDP Etc.
Needs Assessment
Questionnaires to get feedback from the alumni, employers, students, parents, experts from National Labs. Based on the Program Educational Objectives (PEO)/ Program Goals Consolidate the needs and validate with the alumni, employers and faculty Course Outcomes are to be designed to meet the employers’ requirements
In-plant Training -
Modes of Training of the Students in the Industry. Raw Material Analysis Composite Materials New Product Design and Prototype Development Testing and Field Trail and Refinement Manufacturing (Mass Production)
Courses of Study
Sequence of Content Units Arranged A Judiciously Organized Subject Matter Organized set of Transformation Processes, Procedures, Programs and alike which are Applied to Learners in order to Achieve Specified Objectives.
Science Curriculum
A Systematic Group of Courses required for Degree to get society and industry specific jobs. A General Overall Plan of the Content or a Set of Specific Materials of Instruction offered for Degree. A Body of Prescribed Educative Experience under Faculty Supervision. Designed to Provide an Individual with the Best Possible Training.
Factors to be Taken
Entering Behavior of the Learners Advancement in Sciences, Social and Technological Changes Legal Changes Increasing Number of Students Entering into the System Advanced Instructional Methods Integration of Courses of Study Interdisciplinary Skills Changes in Emphasis Needed by Social System
Syllabus
Drafted by a Nominated Group of Senior Faculty Approved by a Academic Council/Board of Studies Lists the Courses of Study Contents and Time Allocation Reference Books
Rules and Regulations
Minimum Marks Required for a Pass Attendance Required Number of Courses/Credits Required Training Required
Problems of Syllabus
Shallow Coverage and no focus on the growing issues No Participation of Stake Holders (Faculty Members, Representatives of the Employers) Less Flexible Less Focus on the Real Life Works
Systems Approach ď Ž
System is defined as set of interrelated parts, working independently and jointly, in pursuit of common objectives of the whole, within a complex environment.
System
Inputs from the colleges & government Conversion / Transformation Process Outputs/Products/ Graduates with Competencies Outcome / Job Skills and Competencies Internal Feedback (Faculty and Students) External Feedback (Employers & Alumni)
Outcomes
Benefits/ Results to the Society at large High Productivity, Quality & Economy Successful Quality Production Profits, Poverty Alleviation, Increased GDP New Science Based Services Continuous Improvement of Quality and Productivity
Output/ Skilled Graduates
Lab Testers /Teachers/Specialists Skilled Workers Economists Professionals Service Providers to the Society Innovative Products Intelectual Properties and Patents
Transformation Processes
Conversion Process (Performance, Analysis, Planning, Design, Prototype Development, Testing, Improving, Costing, Maintenance & Recycling) Teaching Problems for Investigation, Case Studies, Research Studies Evaluating the Existing Processes Development Processes
Input
Funds, Grants-in –Aids, Fees, Stipends Learning Resources Infrastructure Faculty Expertise Guidelines /Policies Human Resources
Feedback -Internal
Responses to Questionnaires Oral Feedback Discussion Records Observation Achievements
Feedback- External
Evaluation Committee’s Reports Public Opinion Expressed Reports in Mass Media Employer’s Feedback Questions Raised in the Parliament
Curriculum Based on the Needs Analysis
Job Analysis of Scientists and Arts Graduates in the Modern Manufacturing process Performance Analysis & Potential Analysis Duties & Task Analysis Skills and Competencies Key Performance Areas to Create Innovative Products
Job
A position which is available in an industry/organization/Government to be employed. A person is either employed on a job by virtue of his/her qualification and experience Or is trained by industry to fit into the job position available.
Duty ď Ž
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A person employed in an industry to a specific job specification is expected to do several duties as requirement of the job. These are identifiable discrete activities done by the employee.
Job Analysis
Process of examining a job Job consists of a large number of duties Results in a set of tasks to be performed
Task Analysis
A set of tasks involved in each job. A task involves a set of steps through which performance is completed. Performance objectives describe the standards of achieving the task
Learning Task Analysis
Internal Sequence of Progress Learning Required Information/data Discrimination Concepts/ Concrete Concepts/ Defined Rules
Higher Order Rules
Product Planning / Design Principles Design Standards Design Practices Testing Methods
Cognitive Strategies
Innovative Solutions High Quality Products Energy Saving Products Maintenance Free Products Economical Solutions Value Improved Products Compact Products
Performance Evaluation of Science based Employees
Evaluation of Performance of an Employee Based on the Detailed Instruments Prepared The HR/IR Departments prepare the Instruments in Consultation with Line Management Standards of Performance are specified by the Organization Standards are from the Industry or In- House Best Practices The Deficiencies will be reviewed for Curriculum Improvements
Performance Appraisal
Evaluation of the Employee’s Performance Achievements Based on Records Observation Self Report Innovative Practices Adopted Appraisal is done at Periodical Intervals Discussed with the Employee.
Utility of Performance Appraisal
Identification of Causes for Discrepancies/Poor Performance Additional Training Required Planning for Conducive Environment Development of Job-aids Development and Orientation to Operation and Maintenance Manuals Improvements in Workplace Ergonomics
Rewards based on the Performance
Financial Rewards Job Enrichments Job Enlargements Letters of Appreciation Publication in the In-House Journal
Potential Appraisal To Identify the Additional Competencies To match new jobs available Post to Appropriate Units/ Branches/ Centers To Utilize the Extra Talents
Curriculum Based on National Policies
Finance : Funds, Grants, Loans, Donations, Fees. Years of Education Minimum Credits required Teacher / Student Ratio Regulations of National Councils Industrial/Societal Demands Courses of Study based on the Laws/ Rules/ Regulations
Flexible Curriculum
Courses : Core/ Applied/ Advanced/ Electives Maximum Duration Dual Degree Integrated Programs Credit Transfer Individual Studies
Curriculum Development Process
Professional Department/Center/Cell Professional Staff Resources Delegation Infrastructure Participation of Stake Holders
Problems
Changes in Government Policy Unavailability /Shortage of Professional Staff Resource Crunch Shortage of Infrastructure Rapid Changes in the Human Resource Requirement
Changes in the Government Policy
Funds Distribution New Restrictions in the Payments of GrantsIn-Aid Changes in the Priority Sectors of Education Changes in the Emphasize in the Programs (Certificate/Degree/Postgraduate/ Doctorate)
Critical Factors
Rapid Changes in Job Potential Job-shifts Government Private Entrepreneurship Overseas Jobs
Critical Factors-contd.
Rapid Changes in the Competencies Ultimate Objectives Scientific Developments in Contents Modernization of Delivery System Shortage of Faculty
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Part-1
CURRICULUM DEVELOPMENT CENTERS for Arts and Science Programs Part-2
State/National Curriculum Development Centers
A Dedicated Curriculum Development Center For a Sector of Education A part of National Council of that Sector Networked with all other Institutions, Organizations, Stake holders Infrastructure for Developing Projects Resources and Resource Persons
Goals
Targets for various Sectors Programs Participation of Stakeholders Identification of Competencies Well Defined Program Objectives (PEOs) Programs Confirming to National / International Norms
Program Planning
Outcome Based Approach Needs Analysis Involvement of Stake Holders Complete Exploration of Job Potential Identification of Competencies for Various Spectrum of Employees
Budgeting
Funds Estimation Resource Persons’ Expenditure Conduct of meeting Printing , Telephone, Post, Fax, etc. Value Analysis Draft Curriculum
Formative Evaluation Evaluating the Draft Curriculum
Views of the Experts Comments from the Employers Feedback from the Teachers Commitment of the Administrators Evaluation of the Infrastructure Evaluation of the Resources Evaluation of the Faculty
Resource Mobilization
Capital Expenditure for Facilities Recurring Expenditure for Teachers Salary Books, Journals, Equipment, Consumables Development of Learning Resources Maintenance of Tools, Instruments, and Equipment
Orientation to New Curriculum
Public Opinion Teachers Development Educational Administrators Marketing of the Programs Brochures Mass Media
Staff/Faculty Development
Content Updating Industrial/Field Training Instructional Methods Measure and Evaluation Systems
Development of Instructional Resources
Learning Packages Textbooks Workshop Manuals Laboratory Manuals Production Manuals Item Banks
Piloting
Implementation in one or two institutions Monitoring the implementation Feedback Revision Improvement in the curriculum Improvement in the learning packages Mass production
Implementation
State / Province National Level Periodic Evaluation Revision / Modernization
End of Part 2 ď Ž
Thank you