62093788 educational planning and curriculum development
TRANSCRIPT
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RajK.Subedi(BPH, MPH)
EducationalPlanningandCurriculumDevelopment
Introductiontocurriculumdevelopment
ThewordcurriculumderivesfromtheLatincurreremeanin!torun".Thisim#$iesthatoneofthefun%tionsofa%urri%u$umisto#rovideatem#$ateor
desinwhi%henab$es$earnintota&e#$a%e.
'%urri%u$umismorethanas$$abus.'syllabusdes%ribesthe%ontentofa
#rorammeand%anbeseenasone#artofa%urri%u$um.
Diferencebetweencurriculumandsyllabus
du%ation
*urri%u$um
S$$abus
*ontent
Typesocurriculum
Theormalcurriculum+whattheinstitution#$ansandoraniestotea%h
Theinormalcurriculum+whatthestudents$earnfromavarietofsour%esandintera%tionswhi$eta&in#artinthe!e-tra%urri%u$ar" a%tivitiesattheinstitution
Thehiddencurriculum+whatthestudents$earnbuttheinstitutiondidnotsetouttotea%h.Mu%hofthisreferstotheas#e%ts$i&e!%auhtnottauht".
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Somedenitions
Albertliver!"#$$%&%urri%u$umis/theedu%ationa$#roramofthes%hoo$0and
dividedintofourbasi%e$ements+1)#roramofstudies, 2)#roramofe-#erien%es,
3)#roramofservi%e, 4)hidden%urri%u$um.
'ell!"#$"%&theo5erinofso%ia$$va$ued&now$ede, s&i$$s, andattitudesmade
avai$ab$etostudentsthrouhavarietofarranementsdurinthetimetheare
ats%hoo$, %o$$ee, oruniversit.
(arnac)!"#*+%&The%urri%u$umembodiesa$$thetea%hin$earnine-#erien%es
uidedanddire%tedbthes%hoo$.
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RajK.Subedi(BPH, MPH)
,alphTyler!"#-$%&The%urri%u$umisa$$ofthe$earninofstudentswhi%his
#$annedbanddire%tedbthes%hoo$toattainitsedu%ationa$oa$s.
David./Armstrong!"#+#%& 6isamaster#$anforse$e%tin%ontentand
oraniin$earnine-#erien%esforthe#ur#oseof%haninanddeve$o#in
$earners7behaviorsandinsihts.6
Bringingallthesepointstogether,thecurriculumisviewedasacompositewholeincludingthelearner,theteacher,teachingandlearningmethodologies,anticipatedandunanticipatedexperiences,outputsandoutcomespossiblewithinalearninginstitution.
Curriculumdenitionsitinto-categories/
1. *urri%u$umasaproduct#roram, do%ument, e$e%troni%media, ormu$timedia2. *urri%u$umasaprogramostudyusua$$%ourseso5ered, %urri%u$um
se8uen%esofstudinstandardsasben%hmar&s, atewas,
3. *urri%u$umasintendedlearningsoa$s, %ontent, %on%e#ts,enera$iations, out%omes4. *urri%u$umase0periencesothelearnera%tivities, #$annedandun#$anned.9. (iddencurriculumwhatstudents$earnthatisn7t#$anned(a$so%a$$edunocialorcounter)
CurriculumasPRODUCT
Advantages Disadvantages
%anbedes%ribedin%on%rete
termsandde:nitewas
#rovidesdire%tionfor#$annin
anddeve$o#mentb#rodu%in
ado%ument
$imits%urri%u$umtos#e%i:%
#roramsand%oursesdes%ribedinthosedo%uments
assumesthata$$#ossib$e
%ourses%anbedes%ribedinsu%hdo%uments
se#arates#ro%essesof$earnin
CurriculumasPROGRAM
Advantages Disadvantages
easi$des%ribedin%on%reteterms
re%onie$earninta&es#$a%einmandi5erentsettinsins%hoo$
viewthata$$students7
$earninis%ontainedin#rorams
#roramsim#$thatwhatisdes%ribed, iswhatstudentswi$$
CurriculumasINTENDEDlearnings
Advantages Disadvantages
%urri%u$umbe%omesa%on%e#t
ratherthana#rodu%t
moremanaeab$efo%usb$imited
s%o#e
;i
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RajK.Subedi(BPH, MPH)
CurriculumasEXPERIENCESofthelearner
Advantages Disadvantages
fo%useson$earninandthe$earner, ratherthantea%hin
in%$udesa$$e-#erien%es
#$annedandun#$anned %ana$$owforbroadere-#erien%es
%anbemoremeaninfu$
$earninifitre$atestostudentinterests, needs, orifstudentshe$#se$e%tmeaninfu$$earnina%tivities,
moreabstra%tand%om#$e-
ma&es %urri%u$um so
%om#rehensive that it %annot be
des%ribed in sim#$e terms orshort#hrases
Elementsocurriculum
The%urri%u$umhasfoure$ementsthatarein%onstant
intera%tion+ #ur#ose(oa$sandobje%tives) %ontentorsubje%tmatter
methodsor$earnin
e-#erien%es eva$uation
Fig:Interactionbetweendifferentelementsofcurriculum
Purpose(=oa$sandobje%tives)
1ethodsorlearninge0periences Content(subje%ttobestudied)
Evaluation(Performan%eMeasurement)
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RajK.Subedi(BPH, MPH)
ConceptofeducationalPlanning
>hateveredu%ationa$#$anninis, itis %ertain$notamira%$edrufor
ai$inedu%ationa$sstems.
du%ationa$#$annin, in itsbroadesteneri%sense, is thea##$i%ationof
rationa$, sstemati% ana$sis to the #ro%ess of edu%ationa$ deve$o#ment
with the aim of ma&in edu%ation more e5e%tive and e
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RajK.Subedi(BPH,MPH)
du%ationa$#$anninmustbeconcernedwiththe3ualitativeaspectsofedu%ationa$deve$o#ment,notmere$with8uantitativee-#ansion
EducationalPlanningspiral
StepsoCurriculumDevelopment
etermineandareetheeducationalorproessionalconte0tinwhi%h
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the#rorammeistobedeve$o#edandde$ivered
e:netheneedsothelearnersin$inewiththere8uirementsof
#rofessiona$bodies eterminetheaimsandbroad$earninout%omes
ofthe#roramme
?dentifideasandconstraints
'reethebroadstructureandramewor)ofthe#roramme,themain
areasoftea%hinand$earnin,these4uenceofthemaintopicsandthe
&eassessments Allocatethedetaileddevelo#mentofea%hto#i%orcourseareainterms
ofdeininobje%tivesand$earninout%omestoindividualsorteams
*hanne$anddirectteamstodevelopcoherentprogrammeswhich
havedefined$earninout%omes,timetab$es,%ontent,a##ro#riate
tea%hing,$earninandassessmentmethodsandwhi%huti$isere$evantand
avai$ab$e$earninresour%es
Implementandreinetheproramme
'reeana##ro#riateandde$iverab$eevaluationstrategy
,eviewandrevisethecourseinlinewitheedbac)Dhasitmetthe
identifiedneedsofthe$earnersandothersta&eho$dersE
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RajK.Subedi(BPH, MPH)
DeterminantsocurriculartrendsTe%hno$ohashadatremendousim#a%tonso%iet.du%ationa$%urri%u$ums
must&ee#u#withthe#a%esothatfutureenerationswi$$bene:tand%ontinue
deve$o#inte%hno$oi%a$innovations.The%on%e#tof&now$edehas%haned
fromhavininformationinthebrain, to6havina%%esstoinformationabouta#arti%u$arto#i%and&nowinhowtouseit6.Hen%e, the%haneintrendsof
%urri%u$umisdeterminedbanumberoffa%torsthat%anbebroad$%$assi:edas
thee-trinsi%andintrinsi%fa%tors.
E0trinsic5actors
Political
romde:ninoa$s, inter#retin%urri%u$armateria$stoa##rovin
e-aminationsstems, #o$iti%sa5e%ts%urri%u$umdeve$o#ment.
How#o$iti%sinf$uen%es%urri%u$umdesinanddeve$o#mentstartswithfundin.
Both#rivateand#ub$i%edu%ationa$institutionsre$onfundinforhirin
#ersonne$, bui$dinandmaintaininfa%i$itiesande8ui#ment.
'$$as#e%tsof%urri%u$umde#endon$o%a$, nationa$andinternationa$#o$iti%a$
standards.
Economic
*urri%u$umdeve$o#edforinhousetraininin%or#orationsfo%useson
edu%atinem#$oeesfor#romotionsthatbrinbetterreturnsin#ro:ts.
Fations:nan%inedu%atione-#e%tane%onomi%returnfromedu%ated
students%ontributintothe%ountr7se%onomwith$oba$%om#etition
abi$itiesinte%hni%a$:e$ds.
Technological
The%om#uterte%hno$oofthe21st%enturinGuen%es%urri%u$um
deve$o#mentatever$eve$of$earnin.
Te%hno$oi%a$mu$timediauseinGuen%esedu%ationa$oa$sand$earnin
e-#erien%esamonstudents.
Diersit!"Socio#culturalan$religious%
Re$iion, %u$tureandso%ia$rou#saffe%ts%urri%u$um.
'5e%tedbfor%es$i&e%onf$i%ts, %on%e#tsofjusti%eande8uit, in%$usiveness, ethi%s
et%.
&earningTheories"Philoso'hical%
Both%hi$dandadu$t$earnintheoriesinGuen%e%urri%u$umdeve$o#ment.
Intrinsic5actors
'%%e#tan%eofthe%urri%u$umbtea%hers, studentsandadministrators
ofthea%ademi%institutions
Soundoraniationa$#o$i%, Ge-ibi$it, finan%ia$stabi$it, administrative%a#a%it
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Manaeria$as#e%tsoftheinstitution($eadershi#, %ommuni%ation,
%oordination, motivation, sta
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RajK.Subedi(BPH, MPH)
Advantagesanddisadvantagesocurriculum
AdvantagesMa&es$earnins#e%i:%, hen%eeas
to$earnMa&es$earninsstemi%and
se8uentia$Ma&es$earninmeasurab$e, eva$uativeand%on%rete
Savestimeandresour%esto%ondu%tedu%ationa$a%tivit
He$#sa%hieveoa$sandobje%tivesif#$annedand
im#$emented%orre%t$Fationa$andinternationa$re%onition
DisadvantagesSo%ieta$was%hanin, sodiffi%u$ttoma&e%hanesin%urri%u$um
a%%ordin$fromtimetotime
Feedsintensivewor&todeve$o#aood%urri%u$um.Hen%e,
deve$o#mentofe5e%tive%urri%u$umre8uireshih%ost
Ma&es$earnins#e%i:%, hen%ehih%han%eofmanre$evant%ontentsto
bemissedout.*an"tin%$udea$$$earnintheories
*urri%u$ummadeatonesettinmanotbea##$i%ab$ein
othersettins*urri%u$um%hanere8uiresintense, tedious
#ro%esses
*urri%u$umdeve$o#menthih$inGuen%edb#o$iti%a$fa%tors.Hen%e,
%ha$$enetoma&eitunbiased
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RajK.subedi(BPH,MPH)
Typesocurriculummodels8
approachesThe di ere n t m o de ls o c u rric u lum des i gnsaregiv en be l o w &
*ontent
oriented
Behavioristi%
Pro%essoriented
*om#eten%
based le-ner
mode$
The7SP?*S7mode$of
%urricu$umdesin PR?SMS
mode$
Contentoriented
'n%ientmodelof%urri%u$umdesin
Masterofsubje%tmatteris
%entra$tas) Standardsareset
for
o Subjectmatter%overed
o
Learner"smasteronthe
%ontent 'te-tboo&isthe
#rimarinstru%tiona$too$ Breadthofthesubje%t%entered%urri%u$umisdeterminedbthenumber
ofsubje%tstauht a%hsubje%thasthree%hara%teristi%s+
o *ontent
o
?tsinte$$e%tua$dis%i#$ine
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o
Patternfororaniinthe%ontent
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RajK.subedi(BPH, MPH)
Processorientedcurriculum
Thisdesinfo%usesonpersonalattributesands)illsoftheindividua$$earner.
Thesemain%$udesu%has#e%tsas+
wor&inwe$$with
others, e5e%tive
$eadershi#,
&nowinhowtota&eandfo$$ow
dire%tions, %ommuni%atin
e5e%tive$,
ma&ina%%urate
observations, $earnin
inde#endent$,
ma&inde%isions, ma&inood
judments,
inventin,
fore%astin,
#$annin,
monitorinthee5e%tsofone7sown
a%tivities, ta&in%orre%tiona%tion
whenne%essar,
%reatin, initiatin,
deve$o#inasoundva$uesstem,
havinse$f%onfiden%eandbeinsensitivetoothers
Characterist ic s o P r ocess orie n ted curr i cu l um
Thedeve$o#mentofs&i$$sandtraitsthatwi$$servethe$earnerforalietimeprocesses
Thereisahigherdegreeof%arroverintoeverda$ivine-#erien%es
thaninotherdesignsBetterbalancebetweenaffe%tiveand%onitive
%onsiderations.
The$ibrar%an#rovidemateria$s, resour%esandservi%es#romotin
independentlearningandcreativity/
This%urri%u$umdesinsuffersfromadi:cultyinassessing$earnin
out%omesduetosub;ective;udgments
Parentsmabes)epticalasmorefo%usisonthe#ro%essratherthanthe%ontent
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RajK.subedi(BPH,MPH)
Fig:Processorientedcurriculum
Competencybasedcurriculum
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?isthewordusednorma$$todes%ribeasetofre$ateds&i$ls.
Theaimofthecompetencybasedcurriculumisto:
o ma&estudentsse$f2motivated,robustand$ife
$on$earnerso strengthenthe$earnin%u$turein
thes%hoo$
o im#roveresu$ts
S i 0 prior ity a r eas or a c o m p e ten cy2ba se d curricu l um i n p u blic hea l th a r e
%u$tura$%om#eten%,
hea$th#romotion
s&i$$s, $eadershi#
deve$o#ment,
#roram
manaement,
dataana$sis,and
%ommunitorganiin
"(ointCouncilofGoernmentalPu)lic*ealthAgencies+,--%
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RajK.subedi(BPH,MPH)
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RajK.subedi(BPH, MPH)
/ Identiycompetencies
addressed
%u$tura$%om#eten%,
hea$th#romotions&i$$s, $eadershi#
deve$o#ment, #rorammanaement,
dataana$sis,
%ommunitoraniin
B/ ritegoalsandob;ectivesintermso
competenciesThegoalsandobectives
helpto:
Provideaninstru%tiona$roadma#
Provide%$aritabouttheedu%ationa$#roramto$earners,
tea%hersande-terna$sta&eho$ders
n%ouraehiherorder$earnin
;eterminetheassessment
method/ Determineteaching
methods
;ida%ti%
%onferen%es,
*$ini%a$e-#osure,
*asebased
tea%hin, Ro$e
mode$in,
Oourna$
*$ub,
Mentorin,
Simu$ation,
?ndividua$orrou#
#roje%ts, Resear%h
#roje%tset%.
-/ Determineassessmentmethods
toeva$uatethestudent"s
#erforman%e Bettertouse
mu$ti#$emethods
*/ Determineprogram
improvementmethods
Studenteva$uationsofthe
stud
a%u$teva$uationsofthestud
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Students" attainmentofthes#e%ifi%oa$sandobje%tivesofedu%ationa$
e-#erien%e
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RajK.subedi(BPH,MPH)
'ehavioristicapproachtocurriculumdesign
Thenatureofa#erson"sthin&in%anbea5e%tedthrouha
varietofrewardsand%onse8uen%es.
Theaimforedu%ationthrouhbehaviorismistodevelop
appropriatebehaviorsintheclassroomsettinthatarecondu%ive
to$earnin.
Behaviorismrefersmoretoconditioningthelearnertobereadto
$earnandnotsomu%hedu%atin.
Ste#bste#%onditioninproramsareusedtoa%hievethedesired
behaviorandrewardsareusedtomotivate/
Learnersre%eivesim#$eformsofmotivationsu%hasverbalpraise
smilesatouchontheshoulderandcandy/
0trinsi%rewardsarefo$$owedbthe
intrinsicrewards Thero$eofthe
teacherasabehavioristisaconditioner.
?fstudents%an%hanethrouhtheirownthin&in,thewi$$beinto
be%omecondentandbelieveinthemselvesmore.
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Fig:0ehavioristicmodelofcurriculumdesign
Sum m a ry o the 'e h avior i stic m odel o c u rric ulum d es ig n
ASPECTs EFPGA=ATI=
Contri)utors Thorndi&e, Pav$ov, >atson, S&inner
1ie2ofthelearning *hane inthe behavior uides$earnin
&ocusoflearning Stimu$iine-terna$environment
Pur'oseine$ucation Produ%e behaviora$%hane indesireddire%tion
E$ucator3srole 'rranesenvironment toe$i%it desiredres#onse, faci$itatesstudent
Manifestations Sustainab$e $earnin, deve$o#ment of#ositive attitude and
s&i$$s, leadershi#deve$o#ment, entre#reneurshi#
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RajK.subedi(BPH, MPH)
SPICESmodelofcurriculumdesignHardeneta$#ub$ishedanarti%$ein14whi%hwasasemina$oneinmedi%a$edu%ation.
?tdes%ribedsi-dimensionsaroundwhi%hamedi%a$%urri%u$um
%ou$dbeoranised. a%hofthedimensions%ou$dbereardedasa
%ontinuum.
Thusamedi%a$%urri%u$um%ou$dbe$o%atedsomewherea$onthe
dimensionsof+o StudentD%entred
o Prob$emD
basedo
Interated
o
CommunitD
basedo
E$e%tives
o
Sstemati%
Trends in 1edica l Education !'eore and ater SPICE S mo del%
5le0ner!"#"H%model!Thiswasthemodelbefore!PIC"!%
Tea%her
%entred
Know$ede
ivin
;is%i#$ine$ed
Hos#ita$oriented
Standard#roramme
A##ortunisti%(a##renti%eshi#)
#ardenetal$%&'()TheSPICESmodel
Student
%entred
Prob$em
based
?nterated
*ommunit
oriented
$e%tives(
%ore)
Sstemati%
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Blighetal!HH"%P,IS1S!Thismodelcameafterthe!PIC"!model%
Pra%ti%ebased$in&edwith#rofessiona$
deve$o#ment Re$evanttostudentsand
%ommunities
?nter#rofessiona$ and
interdis%i#$inar Shorter
%ourses tauht in sma$$er units
Mu$tisite$o%ations
Smbioti%(orani%who$e)
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RajK.subedi(BPH, MPH)
DescriptionoftheSPICES
modelThe pur p oses o theS P ICE S mod e lare&
toreviewane-istin%urri%u$umtoseewhereim#rovements
%anbemade todeve$o#anew%urri%u$umfroms%rat%h tota%&$es#e%i:%8uestionsorissuesre$atintoa%urri%u$um
tohe$#de%ideonwhatsortoftea%hinmethodstouse
ona%ourse de%idewhatformattheassessment
shou$dta&e
StudentCentered
Mostoftheemphasisisonthe
learner ?n%reases$earner
motivation Pre#ares$earnersfor$ife$onseldirectededu%ation
Problembased
He$#sdeve$o##rob$em
so$vins&i$$s '%tive
#arti%i#ationofthe$earner
He$#sdea$withanover%rowded%urri%u$umChih$ihts%on%e#tsratherthan
&now$ede
Integrated
Redu%esframentationof%ourses
Promotessta5%ommuni%ationand%o$$aborationasde#artmentsare
beininterated Ho$isti%a##roa%hto$earnin
Communityoriented
;ire%tcontactwiththe%ommunitthe$earnersarebein
tauhttoserve Seeawidevarietofconditionsata
widevarietofstages
Learners$earnaboutthesocialandeconomicaspectoillness
Electives
'$$ows%urri%u$ar
e0ibility $e%tive
JCore
nab$es$earnerstoe0ploreurtherinterestsinmoredetai$sCmat%hintothe
$earner"sneeds
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Systematic
Tea%hinisstru%turedand
oranied Tea%hinis
se8uentia$
$earner%anbe%ome%om#etentand%on:dentwiththe$eastwasteof
timeandresour%es asfora%%reditationandva$idation
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RajK.Subedi(BPH, MPH)
5actorsinluencingcurriculumdesignleveloevaluation
andcorrectiveactionSevera$fa%torsa5e%ta$$%urri%u$umdeve$o#mentinmeetintheneedsof21st
%entur$earnersinbothorgani7edacademicsettinsandcorporationlearningcenters/
B$ue#rintin%urri%u$umdeve$o#mentre8uiresse$e%tin$earninoa$s,
desinin&now$edede$ivermode$sand%reatinassessmentmethodsfor
#roress.
Po$iti%a$, e%onomi%, te%hno$oi%a$, so%io%u$tura$, re$iious, #hi$oso#hi%a$
($earnintheories)andenvironmenta$fa%torsa5e%t%urri%u$umdesin.
a%torsinGuen%inthe%urri%u$umdesin, eva$uationand%orre%tivea%tion
%anbebetteri$$ustratedbana$inthefa%torsa5e%tinea%h$eve$of%urri%u$umdesin, eva$uationand%orre%tivea%tion
1. ;etermininhea$thneedof
so%iet.2. >or&inh#othesis
3. ;e:needu%ationa$
obje%tive.4. ;eve$o#
tea%hin#roramme.
9. Abserveandre%ordaboutbehaviorof
trainees.*onitive
'5e%tive
Ps%homotorI. va$uationand
ana$sis
J. *orre%tivea%tionbasedonmani#u$ative
variab$es+Tea%hin
-amination
te%hni8ueBudet
nvironment
studentHea$th
Situation
. Abje%tiverevise.
H#othesisrevise
"/DetermininghealthneedofthesocietyHea$thneedoftheso%ieta5e%ts%urri%u$um
deve$o#mentTheneedassessmentisa$so
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inGuen%edbmanfa%tors.
Somefa%torsarere$atedtotheso%ietandsomearere$atedtothosewho
assesstheneedsThe#o$iti%a$for%esa$soinf$uen%etheneedassessment
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RajK.Subedi(BPH, MPH)
;i5erent he a $th needsN a #
o Fumberofhea$thservi%e
#roviderso MorbiditNdisabi$it
o
Morta$it
o Fumberandt#eofHea$th
institutionso
Qua$itofe-istinhea$thservi%es
o 'de8ua%ofdrusanddianosti%
e8ui#mentso Qua$itofservi%e
#roviders
o Hea$th#rofessiona$s#ra%ti%eand
%ondu%to *ostofhea$thservi%es
o =eora#hi%a$a%%essibi$it
o Peo#$es" #arti%i#ationinHea$thServi%e
Manaemento ?nformationmanaement
sstemet%.
5actorsinuencingneedassessment
Society re la ted act o rs in uencing n e e d assess m ent
o
So%ioe%onomi%statusof#eo#$e(edu%ation,
in%omeet%)o Re$iion
o
Traditiono
Taboos
o 'vai$abi$itofotherbasi%fa%i$ities
o
Trustonhea$thsstem, #aste-#erien%es
o
Po$iti%a$for%eswithinso%iet, forma$
informa$$eaderso
Burdenofdiseases
o Po#u$ationdensitanddistribution
5actors re la ted to tho s e w h o assess the n eeds
o du%ationa$statusofthoseinvo$vedinneed
assessmento *ommuni%ationand%oordination
s&i$$s
o Lanuae
o
inan%ia$%a#a%it
o
;ereeofob$iation,
Motivationo
@o$umeofassinedres#onsibi$ito
*om#$e-it
o
Methodo$oo
Te%hno$o o
Time
o @estedinterestNhiddenaenda
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Poli tical or c es in l uencin g need
assessmento
;onorinterestand
inGuen%e
o Po$iti%a$stabi$itofthe
nationo
Prioritbnation
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RajK.Subedi(BPH, MPH)
o Po$iti%a$ideo$oand
%ommitmento *ountr"s
e%onomi%status
/or)ing(ypothesis'wor&inh#othesisisah#othesisthatis#rovisiona$$a%%e#tedasa
basisforfurtherresear%h.
?tmanotbedire%t$testedbut#rovidesusefu$uidan%eandareeab$edire%tions.
1aynothaveconcretemathemati%a$ands%ientifi%basisbut%an#rovide
ideasinormationaswe$$as4ualitativecontentsre8uiredfor%urri%u$um
desin.
awor&inh#othesisisoftenusedasaconceptualramewor)in8ua$itativeresear%h
?nitia$%oursedesinisusua$$framedaswor&inh#othesiswhi%hwou$dbe
testedin#ra%ti%eandthenremodeleda%%ordintothestudentsresponse/
Settinwor&inh#othesisdiscouragesputtingtheceilingon$earnin
#ro%essandfa%i$itatestheredesininofthe%urri%u$are$ementsas#erthe
eedbac)fromthedi5erentsta&eho$ders.
Characteristicsowor)ing
hypothesiso Ma&es
$earnine0ible
o
He$#sinclusiono4ualitativeas#e%ts
of$earnino Savesresourcesfor
furtherresear%hes
o Complementsscientiicand
8uantitativeassertionso
'%tsasapivotal
eatureinthe#ro%essofin8uiro
Providesprovisionalalertnessorerrorsin
%orre$ationand%ausationo
sefu$durinbudgetary
$imitations
o
Easytomodiyand%hane
5actorsinuencingwor)ing
hypothesiso Learnin
theories
o Technologicaladvan%ement,
globali7ationo Politicalsituation
ofthe%ountro Donors
interesto
,esources
o Feedofthesociety
o Motivation, $eadershi#, %ommuni%ation, %oordinationand
%ommuni%ationo Knowledgeattitudeands)illsof#eo#$e
invo$vedin%urri%u$umdesinet%.
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B/DeneEducationalob;ectivesdu%ationa$obje%tivesarethestatementofwhat$earnersareintendedto(after
thes#e%i:%sessionorNandthe#roramofstud)+
o Know(%onitive)
o Thin&, be$ieve
(affe%tive)o
;o(#s%homotor)
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RajK.Subedi(BPH, MPH)
Two types
o
*ourseorsessioninstru%tiona$obje%tive(afterthes#e%ifi%
sessionor%ourse)o Proram$earninobje%tive(afterthe
%om#$etionofthe#roramofstud)
Courseorsessioninstructionalob;ectives+
o Statementsofwhats#e%ifi%tea%hersorinstru%torsintendfor
studentsto&now, thin&anddoafterthe%om#$etionofthe%ourseor
session
Programlearningob;ectives&
o
Statementsofwhattheentirefa%u$t, %o$$eeortheuniversitbe$ieves
thestudentswi$$beab$eto&now, thin&anddoafter%om#$etionofthe
entire#roramofstud.
o
Thearebroaderthanthe%ourseorsessionobje%tives
hyeducationalob;ectivesLL
Tohe$#%urri%u$um#$annin, ana$sisand
renewa$astoetfeedba%&
n%ouraesoranied
$earnin=ivesmeasurab$e
indi%ators
Standardiationofthe%ourseand#roramofstud
ritingeducationalob;ectives
severbs$i&ere%a$$, i$$ustrate, demonstrate, enerateet%.basedondi5erentdomainsof$earnin#ro%ess
setheformat+4ho54hat)ehaior5.un$er2hat
con$ition5ho22ell666-am#$es
o
'fterthe%om#$etionofthe%ourse(%ondition), thestudents(who)wi$$
beab$etodemonstrate(whatbehavior)thewater#urifi%ationb
SA;?Smethod%orre%t$(howwe$$).
5actorsinuencingtheormationoeducational
ob;ectives?nterestoftea%her, universit, donor
et%.
Te%hno$o
Budet
Se%urit
Time
Re$evan%eto%urrentneedsoftheso%ietand%ountr
Leve$ofthe#roramofstud(e.Basi%, intermediate, advan%ed)
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RajK.Subedi(BPH, MPH)
/DevelopteachingprogramsTherewasatimewhenauniversitwasa$mostso$e$res#onsib$eforthe
%ontentofits%oursesandthe%urri%u$umwas$are$de:nedbas$$abus
thatwas$itt$emorethana$istofthe%ontentto#i%sthatweretobedea$twith
bmeansofthe$e%ture#roramme.
Fowadasthee-#$osionin&now$ede, %ou#$edwiththedemandsofvarioussta&eho$ders, #$a%estremendous#ressuresonde%isionsabout
the%ontentofthe%urri%u$um.
Thereareverrea$tensionsbetweenthewishesofthetea%herswhode$iverthe
%urri%u$umto#reserveandevenin%reasethesubje%t%ontentoftheir%ourse
andtheman!e-terna$" sta&eho$derswhowants#a%eforthedeve$o#mentof
enera$s&i$$sthathaveastronvo%ationa$re$evan%e.
Thereare#ressuresfrom#rofessiona$Nvo%ationa$bodiessuestin
im#ortant!%ore" areasof&now$ede(%ontent)thatshou$dbein%$udedin
t#i%a$%oursesofstudinthesubje%t.
hatisteachingprogramLLL
The tea%hin #r o ram whi%h is a b$e nd o f
%urri%u$um
%ontent,
Methodo$o
#hi$oso#hi%a$foundation
andResour%es
=ood te a %hin #ro r am s h ou $ d fo $$ow t he &e #rin% i #$es o f
sabi$iteasibi$it
5actors afe c ting deve l o p ment o tea c hing prog r am
Severa$%urri%u$um#$aersa5e%tthedeve$o#mentoftea%hin#roram
=overnment(;e#artmentof
du%ation)Te-tbooub$ishers
Professiona$bodies(Re%ruitin
aen%ies)S%hoo$, %o$$eeand
universitTea%hers
Students
;onors
Besidesthe%urri%u$um#$aers, theotherorcesaffe%tinthedeve$o#mentofthetea%hin#roramare+
*urrentneedsoftheso%ietand%ountr
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*hanein%on%e#tsof$earnin($earnin
theories)=$oba$iation
inan%ia$
%a#a%itTime
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RajK.Subedi(BPH, MPH)
Resear%hes
*om#eten%eof%urri%u$um
deve$o#ersLeve$of#roramof
stud
-/bserveand,ecordaboutthebehavioroftraineesbservingandrecordingthebehaviorotrainees&
Measurehowwe$$thestudentsmasteronthe%ontentsofthe
tea%hin#roramHowthestudentsfee$, be$ieveandva$ueabout
thetea%hin#roram
Hows&i$$edthestudentshavebe%omeona%8uirinthetea%hin#roram
6seulnessoobservingandrecordingthebehavior
otrainees//indin%urrenta#sintea%hin
#roram
va$uationandana$sisof#erforman%e
Providinfeedba%&tothe%urri%u$um
deve$o#ersurther#$anninand
redesininthe%urri%u$um
Gevelsoobservingandrecordingthebehavior
otrainees*onitive(&now$ede)
'5e%tive(attitude)
Ps%homotor(motors&i$$s)
5actorsafectingtheobservingandrecordingthe
behaviorotraineesTime
*om#eten%ofthetea%her
Tea%hin$earnin
environmentBudet
T#eand$eve$ofthe%ourseor#roramofstudet%.
'loom?sTa0onomyolearning
domainsKnow$edeisnot#owerun$essitisa%tedu#on.
The%on%e#tof$earninhas%hanedfrommere$&nowinto&nowin,
deve$o#inattitudeanda##$inin$ife#ro%esses.
'%ommitteeof%o$$ees, $edbBenjaminB$oom(19I), identi:edthree
domainsofedu%ationa$a%tivities+
o
Cognitive+Menta$s&i$$s$*nowledge)
o
Afective+rowthinfee$insoremotiona$
areas(+ttitude)o Psychomotor+manua$or
#hsi%a$s&i$$s(!,ills)
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Cognitivedomain
Iturtherincludessi0domainsli)e&now$ede, %om#rehension,
a##$i%ation, ana$sis, snthesisand,eva$uation
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RajK.Subedi(BPH, MPH)
o Knowledge
o ,ecallingspeciicandgeneralitemsoinormationand
alsoinormationaboutmethodsprocessesandpatterns
o Keyords&defines, des%ribes, identi:es, &nows, $abe$s, $ists,
mat%hes, names, out$ines, re%a$$s, re%onies, re#rodu%es, se$e%ts,
states.o Comprehension
o ,ecognitionoitemsoinormationsettingssimilartobut
diferentromthoseinwhichtheywereirstencountered/
o Key ords& %om#rehends, %onverts, defends, distinuishes,
estimates, e-#$ains, e-tends, enera$ies, ives an e-am#$e,
infers, inter#rets, #ara#hrases, #redi%ts, rewrites, summaries,
trans$ates.
o Application
o E0plainingpreviouslyunseendataoreventsbyapplying
)nowledgeromothersituationso Keyords&a##$ies, %hanes, %om#utes, %onstru%ts, demonstrates,
dis%overs, mani#u$ates, modi:es, o#erates, #redi%ts, #re#ares,
#rodu%es, re$ates, shows, so$ves, uses.
o Analysis
o 'rea)ingdownbloc)soinormationintoelementsorthe
purposeoclarication/o
Keyords&ana$es, brea&sdown,
%om#ares, %ontrasts, diarams, de%onstru%ts,
di5erentiates, dis%riminates, distinuishes, identi:es, i$$ustrates, infers,
out$ines, re$ates, se$e%ts, se#arates.
o Synthesis
o
Combiningelementstoormcoherentunitsoinormation/
o
Keyords&%ateories, %ombines, %om#i$es, %om#oses, %reates,
devises, desins, e-#$ains, enerates, modifies, oranies, #$ans,
rearranes, re%onstru%ts, re$ates, reoranies, revises, rewrites,
summaries, te$$s, writes.
o
Evaluation
o
1a)ing;udgmentaboutthevalueoinormationmaterials
ormethodsorgivenpurposes
o Keyords&a##raises, %om#ares, %on%$udes, %ontrasts, %riti%ies,
%riti8ues, defends, des%ribes, dis%riminates, eva$uates, e-#$ains,
inter#rets,justi:es, re$ates, summaries, su##orts.
Afectivedomain
Theafectivedomainincludesthemannerinwhichwedealwiththingsemotionallysuchas
o fee$ins, va$ues, a##re%iation, enthusiasms, motivations, andattitudes.
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RajK.Subedi(BPH, MPH)
Afectivedomainsareurtherdividedintovelevels&
,eceiving&
o
Sensitivitto%ertainstimu$iandawi$$innesstore%eiveorattendtothem.
o
Keyords&as&s, %hooses, des%ribes, fo$$ows, ives, ho$ds, identi:es,
$o%ates, names, #ointsto, se$e%ts, sits, ere%ts, re#$ies, uses.
,esponding&
o
?nvo$vementinasubje%tora%tivitoreventtothee-tentofsee&initout,
wor&inwithitorenaininit.
o Keyords+answers, assists, aids, %om#$ies, %onforms, dis%usses, reets,
he$#s, $abe$s, #erforms, #ra%ti%es, #resents, reads, re%ites, re#orts, se$e%ts,
te$$s, writes.
Maluing&
o
*ommitmenttoor%onvi%tionin%ertainoa$s, ideasorbe$iefs
o Keyords+%om#$etes, demonstrates, di5erentiates, e-#$ains, fo$$ows,
forms, initiates, invites,joins,justifies, #ro#oses, reads, re#orts, se$e%ts,
shares, studies, wor&s.
rganisation&
o Aranisationofva$uesintoasstem, awarenessofre$evan%eofand
re$ationsbetweena##ro#riateva$uesandtheestab$ishmentof
dominant#ersona$va$ues.
o
Keyords+adheres, a$ters, arranes, %ombines, %om#ares, %om#$etes,defends, e-#$ains, formu$ates, enera$ies, identi:es, interates, modifies,
orders, oranies, #re#ares, re$ates, snthesies.
CharacterisationbyaMalueComple0&
o
?nterationofbe$iefs, ideasandattitudesintoatota$#hi$oso#hofwor$dview.
o
Keyords+a%ts, dis%riminates, dis#$as, inGuen%es, $istens, modifies,
#erforms, #ra%ti%es, #ro#oses, 8ua$ifies, 8uestions, revises, serves,
so$ves, veri:es.
Psychomotordomaino The#s%homotordomainin%$udes#hsi%a$movement, %oordination, anduse
ofthemotors&i$$areas.
o
;eve$o#mentoftheses&i$$sre8uires#ra%ti%e
o
measuredintermsofs#eed, #re%ision, distan%e, #ro%edures, or
te%hni8uesine-e%ution. o
?tta$&saboutthethird$eve$of#erforman%ewith
thehe$#of#hsi%a$movementwhenthe
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%onitiveanda5e%tive$eve$shavea$readmet.
o ?toesbeondthe%$assroomsettinandfo%usesonabi$ittoa##$the$earnt
thinsin#ra%ti%a$$ife.
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RajK.Subedi(BPH, MPH)
o The$earnerhasrea%hedthe$eve$to#erforminfrontofothernovi%e$earners.
o Hen%e, thestudenthasrea%hedthe$eve$inwhi%hheismenta$$#re#aredtoa%t
#hsi%a$$.
o
Hen%e, the$earnerisab$etousesensor%ues(sina$s)touidemotor
a%tivitwhi%hradua$$e-tendsu#tothe$eve$inwhi%hhe%an:na$$
be%omeusedtoitandfurther%andeve$o#newmovement#atterns.
Detailothedomain
Thedifferent%ateoriesofthe#s%homotordomainfromsim#$eto%om#$e-$eve$areivenbe$ow+
1. Perception+Theabi$ittousesensor%uestouidemotora%tivit.'$so
%a$$edthese$e%tionste#a. Keyords+%hooses, des%ribes, dete%ts,
differentiates, distinuishes, identi:es, iso$ates,
re$ates, se$e%ts.
2. Set+Readinesstoa%t.?tin%$udesmenta$, #hsi%a$, andemotiona$sets.
a. Keyords+beins, dis#$as, e-#$ains, moves, #ro%eeds,rea%ts, shows, states, vo$unteers.
3. .uided,esponse+Theear$staesin$earnina%om#$e-s&i$$that
in%$udesimitationandtria$anderror.'de8ua%of#erforman%eisa%hieved
b#ra%ti%in.
a. Keyords+%o#ies, tra%es, fo$$ows, rea%t, re#rodu%e, res#onds
4. 1echanism+Thisistheintermediatestaein$earnina%om#$e-s&i$$.
Learnedres#onseshavebe%omehabitua$andthemovements%anbe
#erformedwithsome%on:den%eand#ro:%ien%.
a. Keyords+assemb$es, %a$ibrates, %onstru%ts, dismant$es, dis#$as,
fastens, :-es, rinds, heats, mani#u$ates, measures, mends, mi-es,
oranies, s&et%hes.
9. Comple0vert,esponse+
a. Thes&i$$fu$#erforman%eofmotora%tsthatinvo$ve%om#$e-
movement#atterns.b. Pro:%ien%isindi%atedba8ui%&, a%%urate,
andhih$%oordinated#erforman%e,
re8uirinaminimumofener.
%. This%ateorin%$udes#erforminwithouthesitation, andautomati%
#erforman%e.d. TheKe>ordsarethesameasMe%hanism, butwi$$
haveadverbsoradje%tivesthat
indi%atethatthe#erforman%eis8ui%&er, better, morea%%urate, et%.
I. Adaptation+S&i$$sarewe$$deve$o#edandtheindividua$%anmodifmovement#atternstofits#e%ia$re8uirements.
a. Keyords+ada#ts, a$ters, %hanes, rearranes, reoranies, revises,varies.
J. rigination+*reatinnewmovement#atternsto:ta#arti%u$arsituation
ors#e%i:%#rob$em.Learninout%omesem#hasie%reativitbasedu#on
hih$deve$o#eds&i$$s.
a. Keyords+arranes, bui$ds, %ombines, %om#oses, %onstru%ts,
%reates, desins, initiate, ma&es, oriinates.
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RajK.Subedi(BPH, MPH)
*/AnalysisandEvaluationva$uationisasstemati%waof$earninfrome-#erien%eandusinthe$esson
$earnttoim#rove%urrenta%tivitiesand#romotebetter#$anninb%arefu$
se$e%tionofa$ternativesforfuturea%tion
>HA
o
'na$sisisa#artofeva$uation.
o ?ntheabovede:nitionofeva$uationivenb>HA, ana$sisisthe
sstemati%waof$earninfrome-#erien%es.
o
Thusana$sishe$#sidentifthe%urrenta#sintea%hin#roramme
whereaseva$uationisana$siswhat%anbedonetoover%omethe
%urrenta#sa##ro#riate$forfuturea%tion
o
Thusevaluationistheprocesso
o
;etermininthea##ro#riatenessof#roram#$annin(dianosti%),
o 'ssessinthedereeofeffe%tivenessand#roressof#roramme
im#$ementation(formative),o
Measurinthe:na$a%hievementofthe#roram
(summative), andnallysuggestingappropriate
measuresorcorrectiveaction
*/"/Gevelsoevaluation
o ;ianosti%
eva$uation o
ormative eva$uation
o Summative
eva$uation
7.,.,.Diagnosticealuation
;oneatbeinninof
#roram. '$so%a$$ed
in#uteva$uation
;oneto&nowif#ro#erste#sare
fo$$owedino
needassessment,
o wor&in
h#othesis, o
settinobje%tives,
o
Se$e%tin
%ontent
o se$e%tinthea##ro#riatemethodsandresour%es
7.,.8. 9ormatieealuation
o ;oneinthemidd$eof
eva$uationo '$so%a$$ed
#roresseva$uation
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RajK.Subedi(BPH, MPH)
7.,.:.Summatieealuation
o ;one at the end of the
#roramme o '$so %a$$ed
a%hievement eva$uation o
;onetoana$e+
o
Su%%essofthe#rorammeasawho$e...;eve$o#mentin&now$ede, attitudeands&i$$sofstudentsafterovera$$#roramme,
*haneinthemorbiditandmorta$itrate, ?m#rovementof
so%ioe%onomi%statusof#eo#$e
o Providesa##ro#riatefeedba%&forredesininthe%urri%u$um
Criteriaorevaluation!asrecommended
by(%o
'de8ua%
o Re$evan%(as#erthe
needs)o
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RajK.Subedi(BPH, MPH)
$/Correctiveactionbasedonmanipulativevariables
1anipulativevariables
o
Mani#u$ativemeanss&i$$fu$atinGuen%insborfor%insbtodowhatou
want, ofteninanunfairwa, beditin, redesininet%.
o
Somani#u$ativevariab$esareatris&ofbeinusedinanunfairwathatmahinderthee5e%tivenessoftea%hin#roramme
o Hen%e%orre%tivea%tionneedstobedonebasedonmani#u$ativevariab$esfor
e5e%tivetea%hin$earnina%tivities.
Somemani'ulatie
aria)les
Tea%hin
-aminationte%hni8ue
Budet
nvironmentDstudent(settin)
Hea$th(dereeof%on%ern)
Situation(situationof%o$$ee(HR), universit(%on%ern), so%iet
(needs, #ressure),jobo##ortunities(:$terin), #o$iti%a$situation, trend
a%rossuniversities)
5actorsafectingthecorrectiveactionbasedon
manipulativevariables& ?nterest, $eve$of#arti%i#ation,
#ressureandfeedba%&fromthestudents
*onitive, a5e%tiveand#s%homotor$eve$ofthestudents
Resear%hesre$atedtoHRissues, s%hoo$hea$thet%.
Pressurefrom#arents, so%iet, universit
*om#etition
+/b;ective,evise1. Abje%tivesarethestatementofwhat$earnersareintendedto(afterthe
s#e%ifi%sessionorNandthe#roramofstud)+
Know(%onitive)
Thin&, be$ieve
(a5e%tive);o
(#s%homotor)
2. Twot#es
*ourseorsessioninstru%tiona$obje%tive(afterthes#e%ifi%
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sessionor%ourse)Proram$earninobje%tive(afterthe
%om#$etionofthe#roramofstud)
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RajK.Subedi(BPH, MPH)
3. Abje%tiveRevisionishen%etheRevisionofthestatementsofwhatthe
$earnersaree-#e%tedtodoafter%om#$etionofthesession, %ourseorthe
overa$$#roram
4. Abje%tiverevisionisoneoftheste#sin%orre%tivea%tionin%urri%u$um
desininwhi%h%haneormodi:%ationisdoneas#erthe+
'na$sisandeva$uation#ro%esses.*orre%tivea%tionbasedonmani#u$ative
variab$es*haneinthe%on%e#tsand
theoriesof$earnin
9. Su##ose, the%orre%tivea%tionisdoneinthee-aminationte%hni8ueasfo$$ows+..$etus
su##osethat,
Previous$itwassubje%tive8uestionsinwhi%hstudentshadtoe-#$ain
aboutdomainsof$earninandnow, itismu$ti#$e%hoi%e8uestionsin
whi%hstudentshavetoidentifwhi%hbehaviorfa$$sunderwhat
domainof$earnin.
Hen%ethe#reviousobje%tiveandrevisedobje%tivewi$$havedi5erent
e-#e%tationsfromthestudents
#/!or)ing%(ypothesis,evise ?nitia$%oursedesinisusua$$framedaswor&inh#othesiswhi%hwou$dbe
testedin#ra%ti%eandthenremodeleda%%ordintothestudentsresponse/
Hen%erevisionofwor&inh#othesis%anbedoneastheareGe-ib$eand
werejustthedrafth#othesis#revious$whenthewereinitia$$desined.
hyrevisionohypothesisLL
Toavoiderrorsandfu$:$$a#sinthe%urrent
h#othesisToma&e%urri%u$ummorestab$e
andfun%tiona$
Tofa%i$itatethe$earnin#ro%ess,
torevisethe%ontentsas#erthe%haneintheneedsofthestudents,
so%ietand%ountrToobethedianosti%, formativeandsummative
eva$uation#ro%edures
5actorsafectingrevisionowor)ing
hypothesis*haneintheneeds
*hanein$earnin
theoriesResear%hes
Resour%es
indinsfromtheeva$uation#ro%esses
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RajK.Subedi(BPH, MPH)
Curriculum
change Thedeve$o#mentinthe:e$dofedu%ationis#ossib$ebtheradua$
im#rovementandadvan%ementi.e.%hane
*urri%u$uma$soneedsto%haneover%ertain#eriodoftimeto%om#$thetrendinthe:e$dofedu%ationsoastomeetthere8uirementofstudents,
%o$$ees, universit, re%ruitinaen%iesandtheso%iet
*urri%u$um%haneishen%eessentia$ande8ua$$%ha$$eninthatre8uires
%arefu$#ro%eduresstartinfromreviewinandrevisintheedu%ationa$
obje%tivestotheeva$uationoftheout%omesofedu%ation.
Stepsofcurriculumchange
1. Abje%tivesofedu%ation
2. ;ianosisindeve$o#ed%urri%u$um
'%hievement(e-amination#erforman%e, #ro:%ien%in%om#eten%toserveso%iet)
Studentas$earner(interview, meetinsanddis%ussions)
*urri%u$um#rob$em(inappropriatedepthandbreadth,lessadaptable,
lesssigni-cantandlessapplicableetc.)
3. Se$e%tionof%urri%u$um%ontentande-#erien%e(,eepingfollowingthingsinconsideration)
Rationa$se$e%tion
Prob$emestab$ishin%riteria(i.e.#rob$emsett$in%riteria)
Sinifi%an%e
;e#thandbreadth
'da#tabi$it
'##ro#riateneedandinterestoftrainees
4. Araniationof%urri%u$ume-#erien%esand$earnin
9. va$uationoftheout%omesof%urri%u$um
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RajK.Subedi(BPH, MPH)
/"/achievementThedianosis%anbedoneindi5erentwas.'%hievementisoneofthem.The
'%ademi%#erforman%eofthestudentsaswe$$astheir#ra%ti%a$s&i$$s%anbe
eva$uatedinordertoma&enew%urri%u$ume-#erien%ewiththeaimofdeve$o#in
%urri%u$ume-#erien%etoim#rove#erforman%e
The d i agnos i s in the achiev ement is done to eva lu ate the oll owin g &
Thee0aminationperormanceothestudents$rittenand
verbalexaminations) Prociencyincompetenciestoservethe
society
"valuationofperformanceintheprofessionalorgani/ations
bymeasuringcompetencies$directmeasurement)
Feedbac,fromtherecruitingagencies,community
peopleetc$indirectmeasurement)
// StudentaslearnerThestudents%ana$sobeas&edwhetherornotthehavee-#erien%edthe#ositive$earnin.
Thedianosisof/studentas$earner0isdonebe%auseofthefo$$owinreasons+
Theremabeneative$earnine-#erien%es$i&e$essfee$inofoodto
se$fandothers, me%hani%a$res#onseswithout%om#$ete
understandin, abuseandunne%essar#ressure, $esssu##ortfromthe
%urri%u$umim#$ementerset%.
Toassessthemotivation$eve$ofstudentsandtheirinvo$vement
in%urri%u$ume-#erien%e.
Thedifferentte%hni8uestodianose$earnine-#erien%ebstudents%anbedoneb+
Reviewmeetin
?nterview
;is%ussions
Seminarset%.
/B/Curriculumproblem Inappropriatedepthandbreadth
The%ontentsareana$edhowdee#the%ontentshaveoneintoand
howwidehavetherea%hed.
;e#thisdianosedtoana$ethe%ontentade8ua%orsu
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RajK.Subedi(BPH, MPH)
Gessadaptable
The %ontents and tea%hin methodo$oies are dianosed to eva$uate
whetherornot the%urri%u$ume-#erien%es%anbe interna$$a%%e#ted
bthestudentstoma&e itanintera$#artoftheir $ifeandwhetheror
notthestudents%anada#tthe%urri%u$ume-#erien%es.
'$sota&esintoa%%ounttheada#tabi$itintermsofso%io%u$tura$
determinants, $ea$#rovisions, %hoi%eandinterestet%
Gesssignicant
>hetherornotthe%urri%u$ume-#erien%esareas#ertheneedofthestudents, so%iet
>hetherornotthe%ontentsareva$idandre$iab$e
Gessapplicable
>hetherornotthe$earnine-#erien%esare#ossib$einrea$$ife
situationsi.e.vo$umeand%om#$e-it
>hetherornotthe$earntthins%anrea$$betrans$atedintobehaviorsi.e.feasibi$it
B/Selectionocurriculumcontentande0perience>hi$e%ontentisthe/meat0ofthe%urri%u$um#$an, we%an%onsider
$earnine-#erien%es#$annedforthestudentsasthe/heart0ofthe#$an
(ArnsteinandHun&ins, 1).
The$earnine-#erien%esarethemeanstowardsa%hievintheoa$sand
obje%tivesofthe%urri%u$um.
*urri%u$ume-#erien%eisa$so%a$$edthe$earnine-#erien%e
T$erusedtheterm/$earnine-#erien%e0inhismode$of%urri%u$umdesin
?tistheinstru%tiona$%om#onentofthe%urri%u$uminwhi%hthestudents,
tea%hersand%ontentintera%tamonea%hother
(encecurriculume0perienceincludestheollowing&
1ethods(the$e%turemethod, sma$$rou#dis%ussion, ro$e#$ain, :e$dwor&)
learningactivities(answerin8uestions, so$vin#rob$ems,journa$
writin, viewinvideos, doine-#eriments, #$ainames)
6seoresources(whiteboards, mar&ers, %harts, L*;, AHPet%.)
The%urri%u$ume-#erien%eisse$e%tedinsu%hawathatitmeetsthe
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new$re:nedanddesinedobje%tivesofedu%ation(Rationa$se$e%tion)
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RajK.Subedi(BPH, MPH)
Rationa$se$e%tionisdoneforboth%ontentsaswe$$ase-#erien%es
Therationa$se$e%tionof%ontentsisdoneonthebasisofproblemestablishingcriteriali)e&
Sinifi%an%e
;e#thandbreadth
'da#tabi$it
'##ro#riateneedandinterestoftrainees
,ationalselectionocurriculume0periencesisdoneby&
Pro#erse$e%tionoftea%hinmethodo$oas#er
the%ontent Pro#erse$e%tionofa%tivitiesas#er
themethodo$o
Pro#erse$e%tionoftheresour%esfor%arrinouta%tivities
Rationa$se$e%tionhe$#sformutua$intera%tionbetweenthetea%her, studentand%ontent
Theselectionisinuencedby+budet, time, %om#eten%touse
resour%es, te%hno$oi%a$advan%ementet%.
/rgani7ingcurriculume0periencesandlearning'fterhavinde%idedonthe%ontentand%urri%u$ume-#erien%es, thene-tste#istooranisetheminaformthatwi$$fa%i$itate$earnin.
PrinciplesofContentrganisationThefo$$owin#rin%i#$eshavebeen#ro#osedwhende%idinon%ontent
oranisation(Sowe$$, 2CArnsteinHun&ins, 1)+
Scope
>hende%idinaboutthes%o#eofa%urri%u$um, thefo$$owinuide$inesmabeusefu$+
Theusefu$nessofthe%ontentse$e%ted.
whetherthe%ontent%aterstodiversestudentabi$ities
ifthe amountof%ontentse$e%ted%anbe%overedinthes#e%i:ed#eriodoftime
if there is a ba$an%e in the %ontent se$e%ted between %onitive,#s%homotor and a5e%tivedomains.
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su%%eedinears.*ontinuitensurestherea##earan%eof%ertainmajorideasat
di5erentrade$eve$satin%reasedde#thand%om#$e-itoverthe$enthofthe
%urri%u$um.
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RajK.Subedi(BPH, MPH)
Criteriafororgani7inglearning
e0periences&Domainsolearning+
Methodsandmateria$sshou$dbeoraniedinsu%hawathatitmeetsthe
obje%tivesindifferent$eve$sinse8uen%ei.e.from%onitive, a5e%tiveto
#s%homotor.ore-am#$e+lecturemetho$#grou'$iscussion#$emonstration
5easibility&
The$earnine-#erien%esshou$da$sobeoraniedinsu%hawathatthe%anbe
%arriedoutinse8uen%ewithtime, avai$ab$efa%i$itiesande-#ertiseoftea%hers.
Theare#rioritieda%%ordin$inwhi%hsome$earnine-#erien%esmabe
omittedandsomemabere#eated$usedinse8uen%e.
Comple0ity&
Thesim#$emethodsandmateria$sarese$e%ted:rstwhi%harefo$$owedbmore
andmore%om#$e-methodsandmateria$stoenhan%ese8uentia$$earnin.
-/Evaluationotheoutcomesocurriculum
>henthenewdraft%urri%u$umhasbeenformeddurinthe%urri%u$um%hane
#ro%ess, theeva$uationofout%omesofthe%urri%u$umisne%essarbefore
ma&inita%%e#ted, a%%reditedandstab$e.
Theout%omesof%urri%u$umareeva$uatedbthesummativeeva$uation.
Twolevels+
to&nowif$earnersa%hievedtheobje%tives
whetherthe#roramme#rodu%edthedesiredout%omes.
Some4uestionsthatcanbeusedwhileevaluatingtheoutcomesocurriculum+
1) Havethe%om#eten%iesdeve$o#edinstudentsas#erthesetobje%tivesafter
the%om#$etionofthe#roramofstudE
2) Hasthe%urri%u$umbeena##$i%ab$einrea$$ifesituationsE
3) Hasthe$a%&ofhumanresour%esintheso%ietbeenover%omeE
4) 'rethe#eo#$ebene:ttedbtheiven%urri%u$umETowhate-tentE
9) Hastheiven%urri%u$umbeensu%%essfu$inobeintheso%io%u$tura$normsandva$uesEt%.
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RajK.Subedi(BPH, MPH)
1ethodsoevaluation&
Questionnairesurve
Keinformantinterviews
o%usrou#dis%ussions
Abservations
*asestud
Reviewofre%ordsandre#orts
Processoevaluation&
ormu$atintheobje%tivesofeva$uation
;eterminina##ro#riatete%hni8uesandtoo$s
*o$$e%tindataandinformationusindeterminedte%hni8uesandtoo$s
'na$inandinter#retinthe%o$$e%teddataandinformation
Pre#arineva$uationre#ortandre%ommendto%on%ernedauthoritforne%essara%tion