scholarly journals What Type of Curriculum Development Models Do We Follow? An Indonesia’s 2013 Curriculum Case

2018 ◽  
Vol 6 (2) ◽  
pp. 98-105
Author(s):  
Dyah Tri Palupi
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
National Curriculum ◽  
Learning Outcome ◽  
Assessment Process ◽  
Curriculum Policy ◽  
Development Models ◽  
Design For All ◽  
New Type ◽  
Competency Based

This article identifying the Indonesi’s 2013 curriculum policy from several types of curriculum development models such as Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth and Doll. By analyzing carefully the ofcial curriculum policy the author conclude that the 2013 curriculum could be classifed as a “new” type of curriculum which is more eclectic by following the idea curriculum as praxis. The eclectic mode of the curriculum could be trace from its orientation to accommodate lots of idea from various curriculum development models from Tyler to Doll, for instance 2013 curriculum still has a tendency to control the standard of the learning outcome, content and process, but in other hand this curriculum encourages to develop a more contextual curriculum design for all of the schools throughout Indonesia. The 2013 curriculum also makes a compromise between outcome/competency-based and process-based curriculum design in which sometimes make the assessment process become a little bit difcult for the teachers at schools. Abstrak Artikel ini mengkaji Kurikulum 2013 dari berbagai jenis model-model pengembangan kurikulum, seperti model Tyler, Taba, Wheeler, Nicholls & Nicholls, Tanner & Tanner, Stenhause, Cornbleth, dan Doll. Dengan mengkaji secara teliti dokumen-dokumen resmi kebijakan Kurikulum 2013 penulis menyimpulkan bahwa Kurikulum 2013 dapat dikategorisasikan sebagai bertipe “baru” yang lebih bersifat eklektik dengan mengikuti gagasan kurikulum sebagai praksis. Kecenderungan eklektik dari kurikulum ini dapat dilihat dari orientasinya yang mencoba untuk mengakmodasi banyak gagasan dari beberapa model pengembangan kurikulum dari Tyler hingga Doll. Misalnya, Kurikulum 2013 masih menggunakan perspektif standardisasi sebagai mekanisme control terhadap mutu lulusan, muatan kurikulum, dan proses pembelajaran, tapi di sisi lain Kurikulum 2013 juga mengarahkan sekolah-sekolah untuk mengembangkan kurikulum yang sifatnya kontekstual. Kurikulum 2013 juga mengkompromikan antara desain kurikulum berbasis luaran/kompetensi dan berbasis proses yang terkadang justru menyulitkan para guru dalam melakukan penilaian hasil belajar siswa di sekolah. Keywords: Contextual curriculum; curriculum as praxis; curriculum development; eclectic model; the Indonesia’s 2013 national curriculum

scholarly journals Implementation Difficulties of Kuwait National Competency-Based Curriculum

2021 ◽  
Vol 11 (5) ◽  
pp. 151
Author(s):  
Maadi Mahdi Alajmi
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Instructional Strategies ◽  
National Curriculum ◽  
Educational Process ◽  
Assessment Process ◽  
Future Research ◽  
Process Use ◽  
Competency Based ◽  
And Training

The study investigates teachers' understanding and use of competency-based national curriculum in Kuwait's public education schools. A developed questionnaire survey distributed to 317 teachers and 94 supervisors. Findings indicated weaknesses in professional development and training, the assessment process, use of instructional technology, financial supplies, and teacher guides. Recommendations highlight needs of a professional development and training to supervisors and teachers on implementing the national competency-based curriculum, standards-based assessments, instructional technology, instructional strategies, and financial supplies. A future research on effects of the national competency-based curriculum on student learning, teaching performance, and outcomes of educational process is highly recommended.   Received: 26 May 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

From vision to implementation: Building a national undergraduate paediatric curriculum

2021 ◽  
Author(s):  
Susan L Bannister ◽  
Karen L Forbes ◽  
Diane M Moddemann ◽  
Melanie A Lewis
Keyword(s):  
Medical Students ◽  
Curriculum Development ◽  
National Curriculum ◽  
Family Physicians ◽  
Undergraduate Curriculum ◽  
Teachers And Students ◽  
Intrinsic Roles ◽  
Clinical Environments ◽  
Health Advocate ◽  
Competency Based

Abstract Objective There are many challenges in ensuring medical students learn paediatrics. Medical educators must develop and maintain curricula that meet learners’ needs and accreditation requirements. Paediatricians and family physicians, practicing and teaching in busy clinical environments, require Canadian-relevant curricular guidance and resources to teach and assess learners. Students struggle with curricular cohesion, clear expectations, and resources. Recognizing these challenges and acknowledging the need to address them, the Paediatric Undergraduate Program Directors of Canada (PUPDOC) created canuc-paeds, a comprehensive competency-based undergraduate curriculum that teachers and students would actually use. Methods Curriculum development included the following: utilization of best practices in curriculum development, an environmental scan, development of guiding principles, Delphi surveys, in-person meetings, and quality improvement. All Canadian paediatric undergraduate educator leaders and other stakeholders were invited to participate. Results The curriculum, based on the RCPSC CanMEDS Framework, includes 29 clinical presentations, each with key conditions, foundational knowledge objectives, and learning resources. Essential paediatric-specific physical examination and procedural skills that graduating medical students are expected to perform are identified. Objectives specific to Intrinsic Roles of Collaborator, Communicator, Professional, Leader, Health Advocate and Scholar that can be assessed in the field of paediatrics at the undergraduate level are articulated. The national curriculum has been implemented widely at Canadian medical schools. Online, open-access clinical resources have been developed and are being used world-wide. Conclusion This curriculum provides overarching Canadian-specific curricular guidance and resources for students and for the paediatricians and family physicians who are responsible for teaching and assessing undergraduate learners.

scholarly journals KKNI DALAM KURIKULUM BERBASIS LEARNING OUTCOMES

2015 ◽  
Vol 12 (1) ◽  
pp. 1-22 ◽  
Author(s):  
Imroatus Solikhah
Keyword(s):  
Curriculum Development ◽  
Learning Outcomes ◽  
Curriculum Design ◽  
Core Competency ◽  
Wide Range ◽  
Competency Based ◽  
Qualification Framework

This article, for all intents and purposes, is to describe the Competency-Based Curriculum in respons to the advent of National Qualification Framework (KKNI) that sets Outcomes-Based Curriculum in a wide range of education practices.  The objectives of the article are to persuit the nature of competency and the learning outcomes delineated in the KKNI clarifying some terms that are still confius. Concepts of curriculum design pertaining to development of needs analyis are briefly discussed.  In addition, a substantial discussion on the learning outcomes, core competency, competency, and objectices from where curriculum development is based upon is outlined.  In the perspective of Indonesian policy, Competency-Based Curriculum will be no longer implemented as the advent of KKNI would give great impact on the Outcomes-Based Curriculum.  

scholarly journals University–industry collaboration in curriculum design and delivery: A model and its application in manufacturing engineering courses

2021 ◽  
pp. 095042222110642
Author(s):  
MA Valiente Bermejo ◽  
M Eynian ◽  
L Malmsköld ◽  
A Scotti
Keyword(s):  
Curriculum Development ◽  
Engineering Education ◽  
Curriculum Design ◽  
Master's Program ◽  
Development Models ◽  
Model Based ◽  
Industry Collaboration ◽  
Manufacturing Engineering ◽  
Industrial Needs ◽  
University Industry

The advantages and importance of university–industry collaboration, particularly in curriculum design and delivery, are well-known. However, although curriculum development models are available in the literature, very few are sufficiently concrete to be applicable in practice or are generalizable beyond their discipline of origin. In this paper, a co-operative model based on the Plan–Do–Study–Act cycle is presented and described. An example of its application in the curriculum design of two courses in welding within a Manufacturing Engineering Master’s program is detailed. The model was found successful based on the evaluation of the courses by students, teachers, and the industrial representatives involved. Therefore, it proved to be an effective tool for bridging the gap between industrial needs and academia in the field of Manufacturing Engineering education. At the same time, the methodology is generalizable and is applicable to any field of education.

scholarly journals DESAIN KURIKULUM SEKOLAH ISLAM TERPADU (Studi Kasus di SMPIT Insan Kamil Sidoarjo)

2019 ◽  
Vol 3 (2) ◽  
pp. 49-60
Author(s):  
Muhammad Rojii ◽  
Istikomah Istikomah ◽  
Choirun Nisak Aulina ◽  
Imam Fauji
Keyword(s):  
Religious Education ◽  
Curriculum Design ◽  
National Curriculum ◽  
Assessment Process ◽  
Ministry Of Education ◽  
Islamic School ◽  
Islamic Schools ◽  
School Activities ◽  
Moral Perfection ◽  
Islamic Values

Integrated Islamic School is a school whose curriculum integrates Islamic values, skills and national curriculum. The purpose of this research is to describe curriculum design in integrated Islamic schools by taking a research site at SMPIT Insan Kamil Sidoarjo. This research uses a qualitative approach with case study. The research data obtained from interviews, observations, and documentation, then analyzed by reducing data, presenting data, and making conclusions. The results showed that the curriculum design in SMPIT Insan Kamil Sidoarjo emphasized the internalization of Islamic values in every national curriculum content, without overriding the national curriculum set by the Ministry of Education. The assessment process is the main objective created in the learning environment and the content of teaching materials that are loaded with Islamic values. While the purpose of the curriculum design is, so that students have a strong foundation of religious education, which boils down to the strength of aqeedah and moral perfection. Internalization of Islamic values in integrated Islamic schools is not only done through the subjects taught, but through the design of school activities programs that support the inculcation of Islamic values in students.

Competency-Determined Curriculum as an Instructional Technology

1978 ◽  
Vol 6 (3) ◽  
pp. 187-200 ◽  
Author(s):  
Thomas E. Cyrs
Keyword(s):  
Instructional Technology ◽  
Curriculum Development ◽  
Professional Practice ◽  
Curriculum Design ◽  
Student Assessment ◽  
Health Sciences ◽  
Primary Curriculum ◽  
Valid Assessment ◽  
Competency Based ◽  
Development Assessment

Competency-based approaches to curriculum design are beginning to have an impact on the health sciences where competence is requisite and mandatory to professional practice and which is purportedly assured through licensure. However, “competent” practice has never really been described in terms that are capable of valid assessment. Competency-based approaches that have been reported in the general literature view the approach as primary curriculum development. Assessment of student competence is seldom given significant consideration. The approach presented in this paper views student assessment as the locus of competency-based approaches from which curriculum development will follow.

scholarly journals School-based curriculum development in Scotland: curriculum policy and enactment

2013 ◽  
Vol 22 (2) ◽  
pp. 189-211 ◽  
Author(s):  
Mark Priestley ◽  
Sarah Minty ◽  
Michelle Eager
Keyword(s):  
Curriculum Development ◽  
Curriculum Policy ◽  
School Based

scholarly journals Implementation of a Competency-Based, Interdisciplinary Pediatric Palliative Care Curriculum Using Content and Format Preferred by Pediatric Residents

Children ◽  
2018 ◽  
Vol 5 (12) ◽  
pp. 156
Author(s):  
Meaghann Weaver ◽  
Christopher Wichman
Keyword(s):  
Palliative Care ◽  
Curriculum Design ◽  
Cognitive Theory ◽  
Curriculum Implementation ◽  
Self Assessment ◽  
Training Environment ◽  
Pediatric Residents ◽  
Code Status ◽  
Personal Attitude ◽  
Competency Based

Palliative care competencies at the pediatric resident training level expand learned knowledge into behavior. The objective of this study was to investigate mode of palliative care education delivery preferred by pediatric residents and to report on participatory approach to resident palliative care curriculum design. A one-hour monthly palliative care curriculum was designed and implemented in a participatory manner with 20 pediatric residents at a free-standing Midwestern children’s hospital. Outcome measures included pediatric residents’ personal attitude and perceived training environment receptivity before and after implementation of a palliative care competency-based curriculum. An 18-item survey utilizing Social Cognitive Theory Constructs was administered at baseline and after palliative care curriculum implementation (2017–2018 curricular year). Pediatric residents prioritized real case discussions in group format (16/20) over other learning formats. Topics of highest interest at baseline were: discussing prognosis and delivering bad news (weighted average 12.9), pain control (12.3), goals of care to include code status (11.1), and integrative therapies (10.7). Summary of ordinal responses revealed improvement in self-assessment of personal attitude toward palliative care and training environment receptivity to palliative care domains after year-long curriculum implementation. Curricular approach which is attentive to pediatric residents’ preferred learning format and self-assessment of their behaviors within their care setting environment may be beneficial in competency-based primary palliative training.

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