Populism and Higher Education Curriculum Development: Problem Based Learning as a Mitigating Response

2020 ◽  
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Problem Based Learning ◽  
Education Curriculum ◽  
Higher Education Curriculum ◽  
Development Problem

scholarly journals Rethinking Quality Assurance in Curriculum Development and Implementation for Higher Education in Africa

2020 ◽  
Vol 1 (3) ◽  
pp. 20-31
Author(s):  
Innocent Mutale Mulenga
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Curriculum Development ◽  
21St Century ◽  
Rapid Expansion ◽  
Sub Saharan Africa ◽  
Bench Mark ◽  
Education Curriculum ◽  
Stepping Stones ◽  
Higher Education Curriculum

Far-reaching advances and change in technology, climate and global economic integration are transforming the way we live today in ways that we do not yet fully understand. In sub-Saharan Africa, these uncertainties make a dramatic increase in population and a rapid expansion and demand in higher education. This creates challenges especially where higher education curriculum development and quality assurance are concerned since higher education has to provide the much needed appropriate work force. In this paper, the author explores the opportunities that quality assurance in higher education curriculum development can ride on using the thinking behind 21st century competencies. The chronicle of this discussion combines clear academic definitions of curriculum, curriculum development and then an analysis of how 21st century competencies may bench mark quality assurance in curriculum development for higher education. The final section of the paper brings together some challenges that are real threats and impediments to quality assurance in curriculum development in most African tertiary institutions. In the conclusion, the author feels that there are no reasons why African countries cannot transform challenges into stepping stones through quality assurance and improvement of their higher education sector so as to make it vibrant and productive. This will require a mind-set transformation.

scholarly journals Curriculum Development in Higher Education - from Theory to Practice at University of Education - Hanoi National University in the Context of University Autonomy Implementation

2019 ◽  
Author(s):  
Duong Thi Hoang Yen ◽  
Nguyen Phuong Huyen ◽  
Nguyen Thi Thanh Ly ◽  
Nghiem Thi Duong
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Undergraduate Curriculum ◽  
Education Curriculum ◽  
University Autonomy ◽  
Higher Education Curriculum ◽  
Theory To Practice ◽  
National University ◽  
The University

In the trend of innovation and autonomy in higher education, curriculum development plays an important role for each university to affirm its quality and position. This paper argues that a new meaning for undergraduate Curriculum must be developed to reflect the University's autonomy, and ensure efficiency. This will require renewed discussion about many aspects of curriculum in higher education, from theory to practice. With that meaning, this paper also reflects the result of a study on the curriculum development of the University of Education (UED) - one of the member unit of Hanoi National University (VNU), in order to assess the degree of autonomy and effectiveness of the curriculum and  proposing solutions to ensure the quality of training, realize the vision and mission of the University.

scholarly journals PENGEMBANGAN KURIKULUM PENDIDIKAN AGAMA ISLAM PADA PENDIDIKAN TINGGI

2017 ◽  
Vol 13 (2) ◽  
pp. 223-252
Author(s):  
Suwadi Suwadi
Keyword(s):  
Higher Education ◽  
Curriculum Development ◽  
Learning Outcomes ◽  
Professional Competence ◽  
Field Studies ◽  
National Standards ◽  
Islamic Education ◽  
Scientific Development ◽  
Education Curriculum ◽  
Higher Education Curriculum

This study aims at finding the development of Islamic education curriculum in higher education. Curriculum development conceived as an effort to develop a curriculum that refers to the Indonesian Qualifications Framework (KKNI), National Standards for Higher Education (SNPT), and Paradigm Integration-Interconnection Studies as the orientation of scientific development at UIN Sunan Kalijaga. This study was conducted by means of naturalistic qualitative approach. The location of this study was at the Department of Islamic Religious Educatioan of Faculty of Islamic Education and Teaching UIN Sunan Kalijaga Yogyakarta. The subjects consisted of cases which are selected by purposive sampling techniques. The study procedure of collecting data consisted of four steps: observation, in-depth interviews, and document study. The data were analyzed using inductive models, while the validity of the result met the criteria of credibility, transferability, dependability and conformability. The research findings are as follows: first, the emphasis on curriculum development (a) clarity profile of graduates with a description of its operation. (b) The learning outcomes as an indicator graduate profile that refers to KKNI and SNPT. (c) Field studies as a strategic issue which combined with the development of the course learning outcomes, (d) Half the weight of the unit credits obtained by multiplying the depth and breadth of study material; Second, the development of the curriculum to accommodate all the requirements of a professional teacher with four competencies; pedagogical, personality, social and professional competence, plus the competence of the leadership. Third, curriculum development in PAIDepartment also stressed on the aspect of PAI consisting of Al-Qur’an Hadith, Aqidah Akhlak, Fiqh, Sejarah Kebudayaan Islam to improve the professional competence of future teachers.

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