The document discusses curriculum development in higher education. It defines curriculum and lists its key components. It describes different types of curriculums like discipline-based, competency-based, and integrated curriculums. It also lists the determinants and steps involved in curriculum planning. The document encourages participants to engage in discussions around curriculum evaluation and development to identify gaps and bring innovations, like integrating new content areas or teaching methods.

1. Curriculum Development in
Higher Education
Dr. Z. Zayapragassarazan PhD.,
Associate Professor of Educational Technology
Department of Medical Education
JIPMER
Puducherry-605006.
Mobile: 9894846929
E-mail: zprazan@yahoo.co.in

2. Educational Statistics of India

3. Next few hours…….
1. Define curriculum
2. List curricular components
3. Explain types of curriculum
4. List curricular determinants
5. List steps in curriculum planning
6. Involve participants in deliberations on curriculum
evaluation & curriculum development.

4. The strengths of ideal autonomy
• Innovations
• Experimentation
• Expansion and maximization of potentials
• Quality improvement
• Societal relevance
• Full involvement of teachers in the entire system
• Confidence building between students and teachers
• Transparency in teaching and evaluation
• Increased scope for educational reforms
• Speedy implementation of programmes

5. Curriculum
A plan of educational experiences
offered to a learner under the
guidance of an educational
institution.

6. Curricular Components
1. Learning objectives
2. Selection & organization of content
(syllabus)
3. Pattern of teaching & learning
including time schedule
4. Program of assessment
5. Learning resources

7. Types of Curriculum

8. Discipline Based Curriculum
• Subject centered
• Independent subjects
• Learning fragmented
• Rote learning
• Repetition
• Less relevance & interest

9. Competency-based Curriculum
Activity Based Learning
The focus is on the tasks that a
successful graduate need to do later as a
competent professional
(Competency- Integrated use of Knowledge, Skills &
Attitudes for doing professional tasks)

10. Core Curriculum with Electives
• Common for all students
• Two third of curricular time is allotted
for core components
• Competency based

11. Core Curriculum
Hard core (80 %) (Must Know )
(Must attend must pass)
Soft core (Desirable to Know)
(Must attend may pass)
Electives (Nice to know)
(May attend may pass)

12. Integrated Curriculum
Eg: SPICES Model (Harden, 1984)
Teacher centered Student centered
Information oriented Problem based
Integrated
Community based
Subject based
College based
Uniform Elective driven
Opportunistic Systematic

13. Determinants of Curriculum
1. Demands of society- Developmental
needs of individuals, government,
corporates, industries, etc.
2. Professional needs
•Communication skills
•Management skills
•Socio-political and legal issues
•Ethical issues

14. Determinants of Curriculum
3. Social and industrial advances
4. Educational advances
5. National Employment Generation
Policy & employability
6. MHRD guidelines
7. Resources

15. Curriculum Development
Four Fundamental Questions:
1. The Educational purpose to be attained
– What kind of individual/employee do we need?
2. The educational experience that help in
achieving the purposes defined
– What do they learn?
3. Organization of these educational
experiences
- How do they learn?
4. The assessment process to determine
whether the purposes are attained
– How do we assess the learning outcomes?

16. Problem Identification and Needs Assessment
-Problem
-Current Approach
-Ideal Approach
Needs Assessment for
Targeted Learners
-Learners
-Learning Environment
Goals and Objectives
-Broad Goals
-Specific Measurable Objectives
Educational Strategies
- Content
- Method
- Learning Experiences
Implementation
-Obtaining Political Support
-Securing Resources
-Addressing Barriers
-Introducing the Curriculum
-Administering the Curriculum
Assessment (Feedback)
or Evaluation
-Individual Learners
-Program
Hilda Taba’s Model for Curriculum Development

17. Bringing innovation in Curriculum
• Need an Institute Curriculum Committee
• Identify Areas for revamping the curriculum
• Identify lacunae, exclusions, inclusions, etc
• Objectives – Global, National, Local,
Institutional, Individual.
• Contents, Teaching/ Learning Methods
• Assessment & Evaluation processes
• Curriculum mapping

18. Evaluation of a Curriculum
• Where are our students?
• What are they?
• How do they perform?
• Social accountability
• Job market
• Employability ratio
• Industrial/corporate demand and
supply
• Research & Development

19. ?

20. Curriculum Development Exercise-1
Topic:
Identify one major lacuna (gap) in the existing
curriculum and provide solution for the same.
Method:
Think, Pair, Share

21. Think, Pair & Share
The think, pair, share strategy is a
cooperative learning technique that
encourages individual participation and is
applicable across all levels and class sizes.
Learners think through questions using three
distinct steps:
Think
Pair
Share

22. Think, Pair & Share
Steps:
• Decide on how to organize members
into pairs.
• Pose a discussion topic or pose a
question.
• Give members at least 1-2 minutes to
think on their own. (“think time”).
• Ask members to pair with a partner and
share their thinking.
• Call on a few members to share their
ideas with the rest of the group.

23. Curriculum Development Exercise-2
Identify one innovation in the following
components of curriculum:
Group 1: Diagnose the needs
Group 2: Contents and Organization of Contents
Group 3: Teaching Learning Methods/Experiences
Group 4: Assessment and Evaluation methods
Method: Jig Saw Method

24. Jig saw method

25. Curriculum - Checklist
1. Have the objectives been specified? Are these
relevant and feasible?
2. Has the course content been decided?
3. Has the decision been made on
-Who will teach?
-When will it be taught?
-How long will it be taught?
-What are the course materials, references, required?
-What other T/L aids are required?
-What assessment methods will be used to check
whether the specified objectives are achieved?
5. How will the curriculum be evaluated including a
provision for change, if necessary?

26. Summary
• A curriculum is a plan of educational
experiences with clearly stated
components.
• The type of a curriculum is decided
based on the developmental needs of
society.
• Effectiveness of a curriculum depends
on its determinants.
• Proper steps need to be followed while
developing a curriculum.

27. Thank you