This document discusses merging curriculum and skills for productive education. It defines skills as the level of performance on a particular task or the ability to perform a job well. Skill development is the process of improving specific skills to be more effective in the workplace. Skills can be classified as soft skills like communication and teamwork, or hard skills like technical abilities. A componential flexible curriculum is proposed that breaks the curriculum into modular components to allow for personalized learning pathways and connections across disciplines. This approach fosters engagement and relevance while allowing continuous improvement.

1. Prof. (Dr.) Dibyendu Bhattacharyya
Department of Education
University of Kalyani
Email: db.ku@rediffmail.com
Merging Curriculum & Skill for Productive Education
MMTTP forFaculty development programme
1ST HALF

2. “Skill refers to the level of performance of an individual on a
particular task or the capability to perform a job well which can
be divided into technical elements and behavioural elements”
(Noe, Hollenbeck & Gerhart, 2015).
What is Skill

3. How do you define Skill
∑(Competency)n
= Skill
n ∞

4. Components of Skill

5. What is Skill Development
1. Skill development is the process of improving
specific skills to be more efficient and effective
when you perform a tas kin the workplace.
2. Skills development is generally used to refer
to the productive capabilities acquired through
all levels of learning and training, occurring in
formal, non-formal, informal and on-the-job
settings.

6. Classification of Skill
Soft Skill
Hard Skill
Personal Skills Social Skills
Person’s cognitive ability person’s communication ability
 Knowledge Ability
 Thinking Ability
 Reasoning Ability
 Remembering Ability
 Interaction Ability
 Listening Ability
 Teamwork Ability
 Self-control Ability
 Leadership Ability
 Networking Ability
Ref: Collected
 Development of Educational
Curriculum
 An Engineer
 A Physicist
 A Philosopher
Specific Competencies

7. Classification: 21st Century Skills

8. The Componential Flexible Curriculum is an educational model that
breaks down the curriculum into modular components, allowing for
personalized and adaptable learning pathways. It emphasizes
individualized instruction, interdisciplinary connections, and continuous
improvement to meet the diverse needs of students in a dynamic
educational landscape. This approach fosters a more engaging and
relevant learning experience.
What is Componential Flexible curriculum

9. Characteristics of Componential Flexible curriculum
 Modularity: The curriculum is divided into modular components, allowing
educators to rearrange and customize learning pathways based on individual
student needs, interests, and abilities. This modular structure facilitates easy
integration of new content, technologies, and teaching methodologies.
 Personalization: A CFC is designed to accommodate diverse learning styles and
preferences. It allows for personalized learning experiences by enabling students
to progress at their own pace and explore topics aligned with their interests,
fostering a more engaging and student-centered approach.
 Adaptability: The curriculum is adaptable to changes in educational priorities,
emerging trends, and the evolving needs of the workforce. This adaptability
ensures that the curriculum remains relevant and responsive to the dynamic nature
of knowledge and skills required in the modern world.

10. Cont…
 Interdisciplinary Connections: A CFC promotes interdisciplinary connections by
breaking down the traditional subject silos. It encourages the integration of concepts
and content across various disciplines, fostering a more holistic understanding of real-
world issues and enhancing critical thinking skills.
 Continuous Improvement: The CFC emphasizes ongoing evaluation and
improvement. It allows for regular updates based on feedback, assessment data, and
educational research to enhance overall effectiveness. This characteristic ensures that
the curriculum remains current and aligned with best practices in education.
 Technology Integration: The use of technology is inherent in a Componential
Flexible Curriculum. It leverages educational technologies to facilitate personalized
learning, provide interactive resources, and support collaborative and project-based
activities, enhancing the overall learning experience.

11. Cont…
 Competency-Based Learning: The focus is on the development of
competencies rather than simply covering content. Students are assessed on
their mastery of specific skills and knowledge, allowing for a more nuanced
understanding of individual strengths and areas for improvement.
 Inclusivity: The CFC is designed to be inclusive, accommodating diverse
student populations. It considers different learning abilities, cultural
backgrounds, and socio-economic factors, ensuring that education is
accessible and beneficial to all students.

12. Sl. No. Broad Category of Course Minimum Credit Requirement
3-year UG 4-Year UG
1. Major (Core) 60 80
2. Minor Stream 24 32
3. Multidisciplinary 09 09
4. Ability Enhancement Courses (AEC) 08 08
5. Skill Enhancement Courses (SEC) 09 09
6. Value Added Courses common for all UG 06-08 06-08
7. Summer Internship 02-04 02-04
8. Research Project / Dissertation - 12
Total 120 160
Curricular Components & Credits of the
Undergraduate Programme
Ref: UGC Draft Curriculum & Credit Framework for UG Programmes-2022

13. Curricular Components & Credits of the Postgraduate
Programme
Ref: UGC Draft Curriculum & Credit Framework for PG Programmes-2023

14. Stage Specific Curriculum for UG with respect to UGC Curriculum
Framework
Ref: UGC Draft Curriculum & Credit Framework for UG Programmes-2022

15. Flexibility
1. Disciplinary Flexibility: (enrolling in online programmes, pursuing two
postgraduate programmes simultaneously, crediting work experience, etc.)
2. Selective Flexibility: (Selective in nature)
3. Explorative Flexibility: (Al-round Development from self to social reality)
4. Alternative Flexibility: ( Postgraduate programmes which are entirely online,
allow students to participate in the Programme along with their current
responsibilities. This makes earning a postgraduate degree while continuing to
work easier and more accessible to individuals)
5. Multiple Flexibility: (Multiple Entry and Exit Point)
Ref: UGC Draft Curriculum & Credit Framework for PG Programmes-2023

16. Componential Model of Curriculum Development
Proportionality of Curriculum
Transactional Flexibility
Evaluative Potential
Componential Flexible Curriculum
Holistic Development

17. Curriculum Development as Reference Background for CFC
1. Behavioural Approach
2. Managerial Approach
3. System Approach
4. Academic Approach
5. Humanistic Approach
6. Post Modern Approach
Approaches of Curriculum Foundations of Curriculum
1. Philosophical Foundations of Curriculum
2. Sociological Foundations of Curriculum
3. Historical Foundations of Curriculum
4. Psychological Foundations of Curriculum

18. Curriculum Approaches as Reference Background
for CFC
1. Behavioural Approach
2. Managerial Approach
3. System Approach
4. Academic Approach
5. Humanistic Approach
6. Post Modern Approach

19. Behavioural Approach (Early 1920s)
 Behavioural Approach
 Logical & Prescriptive
 Step by Step Strategies formulating Curriculum
a. A plan/ blue print/ document
b. Goals and objectives are specified
c. Contents & Activities are sequenced
d. Learning outcomes
e. Selected with the idea of efficiency
f. Ensuring efficiency
Related Skill: Efficiency and outcome.

20. Managerial Approach
 School as a social system
 In which students, teachers, Specialists & administration Interacts
 Curriculum in terms of Programme + Schedules + Space + Resources +
Experiment + personal.
Advocates:
a. Selecting b. Organizing c. Communicating d. Applying
Related Skill: Managerial and Leadership Skill

21. Systems Approach
 Interconnectedness
 Use a system approach known as TQM
 TQM Includes:
 Quality Management: System of Profound Knowledge
 Components: Appreciating a system, Understanding Variation, Psychology,
Epistemology.
 Deming Cycle:
 Plan, Do, Check and Act.
 Related Skills: Profound Knowledge, Systematic Thinking.

22.  Traditional + Knowledge oriented approach
 Attempts to analyze & synthesize major positions, trends & concepts of
Curriculum.
 Understanding how knowledge can be:
a. Constructed
b. Deconstructed
c. Reconstructed
Related Skill: Post Modern Academic Perspective

23. Humanistic Approach
 Present approach
 Technocratic & rigid
 Ignore subject matter’s artistic/ physical & cultural aspects
 Rarely consider the need for self-reflectedness/ self
actualization
 Based on progressive philosophy
 Skill: Life Skills; Cooperative Learning, Independent Learning.

24.  Extends the humanistic approach
 Post modernism is concerned chiefly with change & reform
 Focus on education’s larger ideological issues
 Investigate & influence societies' social, economic & political Institutions
 Interested in theory then practical application
 Curricula’s interactions with political + economic + social + moral + artistic focuses
 School as an extension of society
 Likely to speak in terms of inequality, discrimination & oppression
 Related Skill: Based on Change and reform inviting Skill based Education

25. Exclusive Knowledge Skill
• 1 Profound Knowledge
• 2 Practical Knowledge
• 3 Pedagogical Knowledge
• 4. Perceptual Knowledge

26. Behavioral Skill
1.Personality Pattern
2.Attitude
3.Communicational Skill
4. Interpersonal Skill
5.Others

27. Skill based on Digitalization
1.Computer based Teaching and Learning
2.Virtual Classroom
3.Online Education
4.Digital Transformation
5.Others

28. Social Resource based Skill Education
• 1. Agricultural Education
• 2 Art and Craft Education
• 3 Experiential Education
• 4 Oceanography
• 5Tourism
• 6 Publication
• 7Other Schools based on Social and Local Resources.
• 8 ITI based local Industrial Education
• 9 Work placed based ability

29. Merging Academic Excellence and
Skills
 Publication Unit
 Journal
 Psychological Laboratory
 Guidance and Counseling Cell
 Educational Counseling
 Tools Development
 Financial Autonomy
 Departmental Autonomy
1. Application of
Knowledge.
2. Practical
Knowledge
3. Experiential
Knowledge
Output Based
Education
Academic Excellence
Skill Based Education
and Management

30. THANK YOU