Download - Curriculum design process
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GLOBAL INDUSTRY SPECIFIC
ENGINEERING CURRICULUM DESIGN
PROCESS Dr.V.Thanikachalam
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Based on needs analysis of the global industries for each branch of engineering
Objectives are based on global needs (design, and manufacturing tasks) Needs are to be identified based on the global
organizations’ activities (present and near future) and professional competencies to meet performance targets.
Process of Developing Global Industry Specific
Curriculum
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Demand for competent multiskilled technicians and engineers/ technologists Inflation and scarcity of raw materials Global competition Demand for high reliability Value analysis to control cost of production Manufacturing Process changes due to digital technologies Changes in laws, rules, and regulations Demand for newer economic goods/services
Dynamic Global Challenges
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Overall curriculum is to based on the global industry specific competencies
Soft skills are to be incorporated Global manufacturing practices and quality
are to be incorporated in the curriculum Global standards are to be incorporated Case studies are to be from global practices
Goals
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Are to be based on the global practices Should incorporate creative skills Should give importance to key result
competencies To be validated with the multinational
employers To be achieved Need Continuous process updates Should incorporate soft skills
Program Educational Objectives
(PEOs)
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Sequence of content units arranged A judiciously organized subject matter Organized set of processes, procedures,
programs and alike which are applied to learners in order to achieve specified objectives.
Basic, Core, Applied and Advanced & Electives
Courses
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A systematic group of courses required for graduation or certification to meet the global industries challenges and requirements A general overall plan of the content or a specific materials of instruction offered for certification/graduation A body of prescribed educative experience under faculty supervision Designed to provide an individual with the best possible industrial training
Multidisciplinary Curriculum
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Entering behavior of the high school graduates Technological changes and global practices Global norms and legal requirements Increasing number of global industries entering
into the system World class instructional methods Integration of courses of study with global
practices through internship Learning materials, research articles and case
studies Changes in emphasis needed by social system
Factors to be Taken
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Modular based Flexible with built-in electives to suit the career
needs of the learners Basic courses are centered around the application
of concepts in engineering planning and analysis Core courses are providing analytical skills to
solve engineering problems and design Applied courses are providing introduction to field
problems, investigation of properties, loads, induced stresses, properties of materials, analysis, use of computer programs, and design principles.
Multidisciplinary Curriculum
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Will lead to obtain field experiences Will meet the students career plans Will enable the students to get desired jobs
in the global industry Will also enable the students to get jobs in
higher cadres in modern industries
Advanced Courses
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Will meet the career needs of the students Students can earn industry specific skills Internships could be counted for credits Project works done in the industries will also
be considered for calculating the credits There is a need for assessment of the
creativity and achievement
Electives (Multidisciplinary)
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Drafted by a nominated group of faculty Approved by a Academic Council/Board of
Studies Lists the Courses of Study Contents and Time Allocation Reference Books
Syllabus
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Minimum marks required for a pass,and
getting class Minimum attendance required Number of courses required for course
completion Industrial training required,if any.
Rules and Regulations
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Unstated depth of coverage Lack of participation of stake holders Less flexible No credits for industrial training Does not offer required independent
courses Need not be industry specific Limited credit transfer No Global Accreditation
Problems
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System is defined as set of interrelated parts, working independently and jointly, in pursuit of common objectives of the whole, within a complex environment.
Systems Approach
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Inputs (curriculum, courses, class presentations, resource materials, workshop facilities, library books, journals, reports...)
Conversion Process ( Learning activities, testing and certification process)
Output (Graduates) Outcome due to the graduates Internal and External feedback
System
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Outcome based objectives Will be approved by the employers /
industry/ community Quality of expected outcome will determine
the output, process needed for transformation, and the needed input
Reverse system
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Benefits/ results to the industry / society Risk taking skills Soft skills and human resource managerial capacity Contribution to successful cost effective production Contribution to Profits, market share Contribution to quality services Continuous improvement in the industrial process Job satisfaction
Desired Outcome
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Number of technicians / engineers / managers / specialists
Multi-skilled production workers, technicians Design Engineers, Prototype Developers Reliable Professionals Services to the Society Quality Products Patents
Quality Output
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Conversion process (high school students to technicians or higher secondary students to engineers) Learning in the classes, laboratories, fields Training in the industries, workshops, field, and laboratories Mini research project works Action research in the industries Criterion based evaluation of student achievements
Processes of Conversion
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Funds / grants-in-aids Instructional Resources Infrastructure (Laboratory/workshop/field) Faculty Expertise Guidelines / Policies Human Resources ( Competent and motivated
Faculty/ Staff/ Guest lecturers/ Examiners)
Program Input
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Responses to Questionnaires Oral feedback Group Discussion Records Observation Achievements Project output
Feedback -Internal
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Evaluation Committee’s Reports Expressed Public opinion through spoken and
written reports Reports on the programs in Mass media Employer’s feedback during campus
interviews Questions raised in the parliament/ assembly
Feedback- External
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Job and task analysis Job synthesis Performance analysis Potential analysis Duties Competencies Key performance areas
Curriculum Based on the Current Needs Analysis
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A position which is available in an industry/organization which will be employing the graduates
A person is either employed on a job by virtue of his/her qualification and experience
Or s/he is trained by industry to fit into the job position available.
Job
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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.
Duty
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Process of examining a prospective job in an organization
Job consists of a large number of duties Results in a set of tasks to be performed
Job Analysis
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A set of tasks involved in each duty. A task involves a set of steps through which
performance is completed. Performance objectives describe the
standards of achieving the task
Task Analysis
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A future job which may arise due to the new technology or new production processes
It may be due to merger of two existing companies
It may be due to social innovation
Job Synthesis
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Internal sequence of progress Learning required Information, technical terms, definition Discrimination Concepts/ concrete Concepts/ defined Rules/ empirical/ derived from mathematical
analysis
Learning Task Analysis
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Design principles Design standards Construction standards Advanced design practices Economic designs based on value analysis
Higher Order Rules
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Innovative solutions due to advances Maintenance free products Economical solutions Value improved products Compact products Breakthroughs
Cognitive Strategies
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Evaluation of performance of employees 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
Data from Performance Evaluation
of Employees
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Evaluation of the employee’s performance Based on records Observation Achievement Innovative practices adopted Appraisal is done at periodical intervals Discussed with the employees.
Data from Performance Appraisal Reports
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Identification of causes for discrepancies/poor performance
Additional training programs designed Planning for conducive environment Development of job-aids Development of orientation, operation and
maintenance manuals Improvements in workplace ergonomics
Utility of Performance Appraisal Reports
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Financial rewards Job enrichments Job enlargements Job rotations Letters of appreciation Publication in the in-house journal/ e-news
letters
Rewards Based on the Performance
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To identify the existing untapped competencies
To match new jobs created Post the potential employees to appropriate
units/branches/centers To utilize the creative talents/ abilities/ skills/
competencies
Potential Appraisal
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Finance : funds, grants, loans, donations, fees. Years of education (11+1+4 / 10+2+4/ 12+4/
12+5…) Minimum credits required Teacher / Student Ratio Regulations of National Councils Industrial / Societal Demands Courses of Study based on the Rules/ Regulations
Curriculum Based on National Policies
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Courses: Core /Applied /Advanced / Electives Maximum Duration to get degree Dual degree Integrated programs (Bachelor and Master) Credit transfer Individual studies
Flexible Curriculum
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Professional department / center / cell Professional staff Resources Delegation Infrastructure Participation of stake holders
Multidisciplinary Curriculum Development
Center
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Frequent Changes in Government Policy Unavailability/ Shortage of Professional Staff
and Faculty Resource crunch Shortage of Infrastructure Rapid Changes in the Human Resource
Requirement due to information technology
Problems
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Funds distribution New restrictions in the payment of grants-in-
aid Changes in the priority sectors of education Changes in the Emphasize in the Programs
(Certificate / Degree /Post-graduate / Doctorate)
Changes in the Government Policy
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Rapid changes in job potential Job-shifts Government Sector Private Sector MNCs Entrepreneurship Overseas jobs
Critical Factors
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Rapid changes in the Expected Competencies
Ultimate objectives Scientific Developments in Contents Modernization of Delivery System Shortage of Competent Faculty
Critical Factors . . .
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CURRICULUM DEVELOPMENT
CENTERSFOR INSTITUTE PLANNED CURRICULUM
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A dedicated Multidisciplinary Center For a Sector of Education A part of National Council of that Sector Networked with many other Institutions,
Organizations, Stakeholders Adequate Infrastructure for Developing
Projects Resources and Resource Persons
Curriculum Development Centers
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Targets for various sectors Programs Participation of stakeholders Identification of competencies Well defined objectives Programs confirming to National /
International norms
Goals
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Systems approach Needs analysis Involvement of stakeholders Complete exploration of job potential Identification of competencies for various
spectrum of employees
Program Planning
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Funds estimation Resource persons’ expenditure Conduct of meeting Printing ,telephone,post,fax Value analysis Draft curriculum
Budgeting
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Views of experts Comments from employers Feedback from the teachers Commitment of the administrators Evaluation of the infrastructure Evaluation of resources Evaluation of faculty
Formative Evaluation
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Capital expenditure for facilities Recurring expenditure for teachers salary Books,journals,equipment,consumables Development of learning resources Maintenance of tools, instruments, and
equipment
Resource Mobilization
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Public opinion Teachers development Educational administrators Marketing of the programs Brochures Mass media
Orientation to New Curriculum
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Content updating Industrial/field training Instructional methods Measure and Evaluation systems
Staff/faculty Development
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Learning packages Text books Workshop manuals Laboratory manuals Drawing manuals Item banks
Development of Instructional Resources
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Implementation in one or two institutions Monitoring the implementation Feedback Revision Improvement in the curriculum Improvement in the learning packages Mass production
Piloting
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State / province National level Periodic evaluation Revision /modernization
Implementation
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Any questions, please
Thank you very much
End, Start planning your new
curriculum