1Management Sciences for Health Principles of Curriculum Development

2Management Sciences for Health Introduction Typical adult learning theories encompass the basic concepts of behavioural change and experience The basic definitions of learning centre around the idea of a change in behaviour(Merriam and Caffarella, 1999)

3Management Sciences for Health Definition There are many “…learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions”(Burns, 1995)

4Management Sciences for Health What is a “curriculum” It is “a plan or design for education/training that addresses the following questions: − Who is to be taught? − What is to be taught and/or learned? − Why is it to be taught and/or learned? − How is it to be taught and/or learned? − Where is it to be taught and/or learned? − When is it to be taught and/or learned…” (Quinn 1997)

5Management Sciences for Health Contents of a Curriculum Document 1. the curriculum model 2. the teaching/learning philosophy 3. the award to be made on successful completion of education/training 4. the teachers qualifications and experience 5. the entry criteria for course participants 6. aims and objectives of the course 7. course content 8. teaching methodology 9. course resources 10. suggested reading 11. examination/assessment strategy 12. course evaluation

6Management Sciences for Health Situational Analysis Curriculum Development Model The philosophy suggests:  curriculum is made up of experiences developed by the teacher and learner together  freedom for teacher and learner is important but within this the teacher defines aims/ objectives etc.  gives teachers freedom and autonomy and encourages them to think critically and creatively

7Management Sciences for Health Situational analysis Goal formation Programme building Interpretation and implementation Monitoring, feedback, assessment, reconstruction

8Management Sciences for Health 2. Teaching/Learning Philosophy A teacher’s concept of the curriculum is shaped by his/ her beliefs and values about education (Quinn, 1997). The curriculum, therefore, will reflect the educational ideology of the teacher.

9Management Sciences for Health 3. The Award to be made The level of the course, certificate, diploma or other, must be clearly stated. The requirements of any professional bodies must be clearly defined.

10Management Sciences for Health 4. Teacher’s Qualification and Experience  The teachers involved in all elements of the course must be qualified to teach, assess and examine the course.

11Management Sciences for Health 5. Entry Criteria If the course results in registration with a professional body, then the entry criteria will usually be determined by that body. If this is not the case, then the institute offering the course must determine the entry criteria.

12Management Sciences for Health 6. Aims and Objectives These will be stated for the course as a whole, for every unit and/ or module and for individual lessons.

13Management Sciences for Health 7. Course Content The course content of every unit and/ or module must be included.

14Management Sciences for Health 8. Teaching Methodology If students are to learn the desired outcomes in a reasonably effective manner, then the teachers fundamental task is to get students to engage in learning activities that are likely to result in their achieving these outcomes." (Shuell 1986). The actual choice of teaching/ learning strategies will depend not only on the content and learning objectives but also the backgrounds of the students, differences in student learning styles and the group size and resources available (Redfern 1998).

15Management Sciences for Health 9. Course Resources Library, computer and audio-visual materials etc. should be identified.

16Management Sciences for Health 10. Suggested Reading Suggested reading for the course and for each unit/ module should be stated

17Management Sciences for Health 11. Assessment Strategy Assessment is about determining to what extent students have achieved the objectives of the programme (Redfern 1998). Students and teachers will have differing views on assessment. Students will learn what they think they are going to be tested on, so the assessment drives their learning whereas the objectives will drive the teachers learning (Biggs 1999). Therefore, it is important that there is alignment within the curriculum so the assessment package is appropriate for both the objectives/learning outcomes and the Teaching and Learning strategies.

18Management Sciences for Health Teachers and Students’ Perspectives on Assessment Teaching activities Learning activities Objectives Assessment Outcomes Teacher perspective: Student perspective:

19Management Sciences for Health 12. Course Evaluation Evaluation is a means of understanding the effects of our teaching on students’ learning and implies collecting information about our work, interpreting the information gained and deciding on any necessary actions to improve practice (Ramsden 1999). It requires the collection of evidence from several sources. Arrangements to evaluate individual lessons, units/ modules need to be stated.

20Management Sciences for Health Stages of Curriculum Development 1.Exploratory Stage 2. Design Stage 3. Implementation Stage 4. Monitoring and Review Stage

21Management Sciences for Health

22Management Sciences for Health Questions or comments? Asante!