Curriculum development A brief guide to the construction of relevant curricula

Curriculum development Curriculum development process has linear phases: Analysis of context/ learning need; Formulation of educational goals Development of curriculum Design of instructional plan Evaluation of learning outcome Evaluation of process

Curriculum instruction model Context analysis Educational goals Curriculum Instructional plan Learning outcome Educational results Goal setting Curriculum development Instructional planning Instruction Development Evaluation plan

Setting a direction (1/4) Context analysis Educational goals Curriculum Instructional plan Learning outcome Educational results Goal setting Curriculum development Instructional planning Instruction Development Evaluation plan

Setting a direction (2/4) What is the context? Why is curriculum development needed? (problem) What are the subjects? How does the context influence the subject and vice versa? Who is part of the target group? What knowledge and skills are already available?

Setting the direction 3/4 Making a diagram: Identification of the main problems Analysis of the interrelation between problems and their causes Assess the consequences if the problems are not addressed Assess possible means to address the causes and their consequences Assess the extend these do improve the situation

Setting a direction (4/4) Make a diagram of relations. Objective: Better energy services offered Better skills for management Better skills for maintenance More efficient resources use Better use of services Financial skills Marketing skills Planning skills Action: improve skills improvement consequence causes what should be done?

Develop the rationale (1/2) Context analysis Educational goals Curriculum Instructional plan Learning outcome Educational results Goal setting Curriculum development Instructional planning Instruction Development Evaluation plan

Develop the rationale (2/2) Based on the diagram: Overall objective of course (already given in project document) Educational goal of the course formulated: what does high quality vocational training course for rural electricity operators mean? This means: to learn the target group better to run their companies This means also: description of knowledge and skills the target group minimally should learn Write the rationale Rationale is basis for development process

Elements of the rationale (recap) Description of: The context The problem The target group The educational goal The subject matter Rationale expresses value of elements to problem / target group

Curriculum plan design (1/3) Context analysis Educational goals Curriculum Instructional plan Learning outcome Educational results Goal setting Curriculum development Instructional planning Instruction Development Evaluation plan

Curriculum plan design (2/3) Write down Intended Learning Outcomes (ILOs) What should be known and what should be mastered? Determine the linkages between knowledge and skills? Example of an ILO (must be Specific – Measurable - Achievable – Realistic - Time bound SMART): The supplier of the energy service should be able to determine whether its net can be extended with 5 more connections within a month

Curriculum plan design (3/3) Check and revise all ILOs in terms of theory (knowledge) and practice (skills) Order and group all ILOs: using the dimensions learning-related and utilization- related Prioritize ILOs The result of this phase should be a well- structured list of everything the target group has to learn in well-defined statements

Write instructional plan (1/3) Context analysis Educational goals Curriculum Instructional plan Learning outcome Educational results Goal setting Curriculum development Instructional planning Instruction Development Evaluation plan

Write instructional plan (2/3) Determine number of Units and length within Module Cluster ILOs in Units along the dimensions learning-related and utilization related Organise Units

Write instructional plan (3/3) Structure of the instructional plan (lesson module): Rationale Number of Units Relations between Units Relation between Units and rationale Length of Units Learning objective of Units Contents of Units (ILOs)

Elements of a Module Introduction Activate attention Give purpose of Units Arouse interest and give motivation for learning Give overview of the Unit Body Recall relevant prior knowledge Give new information (and examples) Focus attention on key areas Give learning theories to master the information Practice with the information Evaluate the practice Conclusion Summarize and review Give relations between new and existing knowledge Conclude with final motivation and close Assessment Give assessment on new information Evaluate the assessment and give feedback

Give instruction (1/2) Context analysis Educational goals Curriculum Instructional plan Learning outcome Educational results Goal setting Curriculum development Instructional planning Instruction Development Evaluation plan

Give instruction (2/2) Use relevant teaching methods (teaching basic theory, practice exercises –computer based management model, on-site practical activities-) Evaluate analysis you did in “setting a direction” Ask course participants and teachers for feedback Use feedback to improve the instructional plan

Evaluate educational results (1/3) Context analysis Educational goals Curriculum Instructional plan Learning outcome Educational results Goal setting Curriculum development Instructional planning Instruction Development Evaluation plan

Evaluate educational results (2/3) Determination of examination method (theory and practice) Examination of course participants Certification of course participants Integration certification in main educational system (accreditation)

Evaluate educational results (3/3) Are learning goals met? Were all ILOs relevant? Is educational goal met? Has the process been successful? What can be improved? What is useful in the future?