Relevant bibliographies by topics / Curricula

Academic literature on the topic 'Curricula'

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Published: 4 June 2021
Last updated: 31 July 2024

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Journal articles on the topic "Curricula"

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Levine, Arthur. "Curriculi-Curricula." Change: The Magazine of Higher Learning 22, no. 2 (April 1990): 46–51. http://dx.doi.org/10.1080/00091383.1990.9939194.

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Kranjc Horvat, Anja, Jeff Wiener, Sascha Marc Schmeling, and Andreas Borowski. "What Does the Curriculum Say? Review of the Particle Physics Content in 27 High-School Physics Curricula." Physics 4, no. 4 (October 20, 2022): 1278–98. http://dx.doi.org/10.3390/physics4040082.

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This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics education. Two types of curricula were reviewed, namely curricula with a dedicated particle physics chapter and curricula without a dedicated particle physics chapter. The results of the curricular review show that particle physics concepts are explicitly or implicitly present in all reviewed curricula. However, the number of particle physics concepts that are featured in a curriculum varies greatly across the reviewed curricula. We identified core particle physics concepts that can be found in most curricula. Here, elementary particles, fundamental interactions, and charges were identified as explicit particle physics concepts that are featured in more than half of the reviewed curricula either as content or context. Indeed, theoretical particle physics concepts are more prominent in high-school physics curricula than experimental particle physics concepts. Overall, this international curricular review provides the basis for future curricular development with respect to particle physics and suggests an increased inclusion of experimental particle physics concepts in high-school physics curricula.
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Sato, Irving S. "The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination." Journal for the Education of the Gifted 11, no. 2 (January 1988): 92–115. http://dx.doi.org/10.1177/016235328801100208.

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Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) course descriptions, and (5) skeletal unit plans.
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Mloka, D., E. Tarimo, N. Sirili, A. Kulanga, O. Nyongole, H. Mtui, A. Mteta, et al. "Engagement of stakeholders in the development of generic medical and nursing curricula in Tanzania through media outlets and social media." African Journal of Health Professions Education 16, no. 1 (April 16, 2024): e828. http://dx.doi.org/10.7196/ajhpe.2024.v16i1.828.

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Background. The Catholic University of Health and Allied Health Sciences, Kilimanjaro Christian Medical University College and Muhimbili University of Health and Allied Sciences teamed up to address gaps in the training curricula for medical doctors and nurses with the aim of developing harmonised curricular templates that would be comprehensive and suit national objectives. Objectives. To share experiences and lessons learned in engaging stakeholders using social media as an additional method to collect information on curricular gaps and ideas to develop harmonised medical and nursing curricula. Methods. Pictures, newsprint extracts, and videos of face-to-face events in the curriculum development process and project and a curriculum advert were posted on Facebook, Twitter and YouTube and used to engage stakeholders, including regulatory bodies, health professional councils, graduates, students, practitioners, health training institutions, private and public employers, internship supervisors, faculty and the public. Reactions, comments and post insights from stakeholder postings, in both Swahili and English, were analysed manually and categorised into four types of messages: congratulatory, comments on the process and expected outcomes, curricular gaps, and faculty development needs to implement new curricula. Results. A total of 69 290 stakeholders were engaged via Facebook and 229 via Twitter. A total of 13 553 (19.6%) Facebook and 179 (78.2%) Twitter comments were directly related to gaps in current curricula and graduate competencies. Other inputs received through social media were on faculty development needs to implement harmonised curricula and the project in general. Conclusion. This was the first attempt to engage curriculum stakeholders using social media for the development of harmonised curricula in Tanzania. The impact of social media in providing relevant inputs for curriculum development was significant. Use of social media, with multiple language options, is an economical and efficient way to reach a large number of stakeholders for curriculum quality improvement.
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Kinzie, Mable B., Jessica Vick Whittaker, Pat Mcguire, Youngju Lee, and Carolyn Kilday. "Research on Curricular Development for Pre-Kindergarten Mathematics and Science." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–40. http://dx.doi.org/10.1177/016146811511700705.

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Background/Context As increasing attention is paid to preparing students to succeed in school, the development and adoption of research-based curricula have become progressively more important. However, many curricular designs lack a basis in scientific evidence; research and curricular design are frequently treated as two separate enterprises. Purpose/Objective In this paper, we present the Research on Curriculum Design (RCD) model, first advanced by Clements in 2007, with results from its application to the design and iterative development of pre-kindergarten mathematics and science curricula. Research Design RCD is an example of design-based research, with the additional specific goals of the production of an effective curriculum and the evolution of theoretical guidelines to inform future curricular designs. Our implementation spanned two years and involved iterative development and testing of two, year-long curricula. Findings/Results Application of RCD methods informed our understandings of the target population, the knowledge and skills to be developed, and the theoretical and research-based models that guided the designs. Subsequent iterative development and evaluation in five pre-K classrooms enabled refinement of the curricular design, as well as the evolution of design guidelines useful for informing future curriculum development efforts. A culminating test of the resulting curricula in eight pre-K classrooms suggests the success of the RCD approach, yielding high-quality, high-fidelity teacher implementation, with teacher fidelity and curricular dosage predicting students’ mathematics learning gains across the year. Conclusions/Recommendations Results support the value of the RCD model for achieving research-based curricula that have the potential to effectively support teachers in their practice and positively impact children's early learning.
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Nguyen, Viet-Hai, Ping-Han Cheng, Yu-Hsuan Chien, and Chun-Yen Chang. "The scientist’s ways in national science curricula: A comparative study between Taiwan and Vietnam." Eurasia Journal of Mathematics, Science and Technology Education 19, no. 11 (November 1, 2023): em2355. http://dx.doi.org/10.29333/ejmste/13753.

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Recent science education reforms center at having students learn the practices of scientists. In this study, we aim at exploring how science curricular documents reflect the latest updates from the “practice turn” reform. To do that, we utilize the notion of the scientist’s ways of doing science as a perspective to observe the distribution of components constituting scientific practices in national science curricula. Current literature provides several curriculum analysis frameworks based on taxonomies of cognitive demands or international tests. Still, those frameworks are either not intended for science curricula or limited in indicators and hence failed to capture an updating picture of science curricula that reflect the recent practice turn. We employ multiple case study research design and qualitative content analysis approach to compare learning outcomes in Taiwan and Vietnam’s two national science curricula. Results from this study offer maps of scientific practices across curricular documents and relevant suggestions for stakeholders to improve science curricula. The study opens a new direction on researching science curricula to make science learning approaching the scientist’s ways in reality.
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Majerník, Jaroslav, Andrea Kacmarikova, Martin Komenda, Andrzej A. Kononowicz, Anna Kocurek, Agata Stalmach-Przygoda, Łukasz Balcerzak, Inga Hege, and Adrian Ciureanu. "Development and implementation of an online platform for curriculum mapping in medical education." Bio-Algorithms and Med-Systems 18, no. 1 (November 24, 2021): 1–11. http://dx.doi.org/10.1515/bams-2021-0143.

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Abstract Objectives Nowadays universities face ever-increasing demands on quality of education, which is crucial from perspective of future graduates. In face of the need of constant quality improvements of medical curricula, it is important to seek strategies for their efficient management. The general trend is to develop electronic support tools to streamline the curricular design, analysis and harmonization. Methods Based on the requirements we have identified by the needs analysis among curriculum designers, teachers and managers at five universities involved in the Building Curriculum Infrastructure in Medical Education (BCIME) project, and evidence published in literature on curriculum development, we have developed methodological guidelines on curriculum innovations and a software-based tools that help manage, map and analyse curricula in the medical and healthcare study fields. Results In this paper, we share our experiences with building and implementation of EDUportfolio, an online platform developed within our consortium and intended to facilitate harmonisation and optimisation of medical outcome-based curricula. Its functionalities and outputs were verified by pilot mapping of Anatomy curricula as taught at partner universities in five European countries. Conclusions The visualisation and the analysis of described curriculum data using natural language processing techniques revealed both the hidden relations between curriculum building blocks and a set of overlaps and gaps in curricula. In addition, we demonstrate both the usability of the platform in the context of the involved academic environments and the capability to map and compare curricula across different institutions and different countries.
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Bhatt, Rachana, and Cory Koedel. "Large-Scale Evaluations of Curricular Effectiveness." Educational Evaluation and Policy Analysis 34, no. 4 (December 2012): 391–412. http://dx.doi.org/10.3102/0162373712440040.

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We use data from one of the few states where information on curriculum adoptions is available—Indiana—to empirically evaluate differences in performance across three elementary-mathematics curricula. The three curricula that we evaluate were popular nationally during the time of our study, and two of the three remain popular today. We find large differences in effectiveness between the curricula, most notably between the two that held the largest market shares in Indiana. Both are best characterized as traditional in pedagogy. We also show that the publisher of the least-effective curriculum did not lose market share in Indiana in the following adoption cycle; one explanation is that educational decision makers lack information about differences in curricular effectiveness.
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Lee, Kyungwon, Hangyun Cho, and Oh Nam Kwon. "An Analysis for the Characteristics of Mathematics Subject in IB DP Theory of Knowledge and Extended Essay Curriculum." SNU Journal of Education Research 31, no. 3 (September 30, 2022): 33–58. http://dx.doi.org/10.54346/sjer.2022.31.3.33.

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This study analyzes the theory of knowledge and the extended essay curriculum of the IB DP curriculum in order to derive implications for the reflection of characteristics of subjects in the cross-curricular curricula. In the IB DP curriculum, the theory of knowledge and the extended essay curriculum are core areas with academic characteristics that can be connected to multiple subjects. The theory of knowledge curriculum was analyzed from the perspective of the nature and ethics of mathematics. The extended essay curriculum was analyzed from the perspective of mathematical inquiry. The theory of knowledge curriculum provides knowledge questions related to mathematics so that students can experience various perspectives on the nature and ethics of mathematics. The extended essay curriculum provides procedures, methods, and cases for students to experience mathematical inquiry. This analysis can be used as basic data for developing curriculum documents and textbooks that can reflect the characteristics of individual subjects in the cross-curricular curricula.
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Fromme, H. Barrett, Shari A. Whicker, Steve Paik, Lyuba Konopasek, Jennifer L. Koestler, Beverly Wood, and Larrie Greenberg. "Pediatric Resident-as-Teacher Curricula: A National Survey of Existing Programs and Future Needs." Journal of Graduate Medical Education 3, no. 2 (June 1, 2011): 168–75. http://dx.doi.org/10.4300/jgme-d-10-00178.1.

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Abstract Background We conducted a national survey of US pediatric program directors to explore the current status, content, and teaching methods of Resident-as-Teacher (RAT) curricula. The purposes of the survey were to (1) determine the level and method of evaluation of such curricula, and (2) assess the need for a national curricular resource in this area. Methods A survey was sent to US pediatric program directors that asked questions regarding demographics, support, design, development, content, and evaluation of RAT curricula, as well as existing needs and desires for RAT curricular resources. Results Sixty-two percent of pediatric program directors completed our survey. Eighty-seven percent have a formal RAT curriculum, but more than 50% allocate 10 hours or less to it during residency. The primary teaching modalities are lectures and workshops. Content areas include feedback, in-patient teaching, communication skills, case-based teaching, role modeling, evaluation, leadership skills, 1-minute preceptors, teaching/learning styles, professionalism, and small-group teaching. Sixty-three percent of programs report evaluating their curricula, but only 27% perceive their program to be very/extremely effective. Nearly all respondents expressed interest in a national RAT curriculum, preferring web-based modules for dissemination. Conclusions Despite an Accreditation Council for Graduate Medical Education requirement for a RAT curriculum, some pediatrics programs still lack one, and some consider their program only moderately effective. A wealth of curricular material exists across programs, which could be shared nationally. Establishing a national RAT curriculum would offer programs resources to meet educational mandates and the ability to tailor programs to best fit their own program needs.
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Dissertations / Theses on the topic "Curricula"

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Langa, Phakama Perry Macmillan. "Assessment of the implementation of the National Certificate (Vocational) plant production modules." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2359.

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From 2010, the South African vocational skills education is offered by the Department of Higher Education and Training (DHET) through the Technical Vocational Education and Training (TVET) colleges. TVET colleges need to be transformed in order to empower young learners with the skills required by the various sectors of the economy. The purpose of this study was to assess the implementation of the National Certificate (Vocational) Plant Production module in Training and Vocational Education and Training (TVET) Colleges. The sample for this study is concurrent triangulation whereby complementary methods of data sources were brought together to offset each other‘s weaknesses. The sample for this study consisted of participants from three TVET colleges: one deep rural, one semi-rural/semi-urban and one urban in terms of geographical location. A total of 18 participants were interviewed: 2 subject advisors engaged by the colleges, 1 lecturer from college A, 3 lecturers from college B, 2 lecturers from college C, 4 graduates from college B, 3 graduates from college C and 3 employers .Research design for this study has features of both a survey and a case study. The mixed-method approach was applied using document analysis, questionnaires and interviews for data collection. The researcher found out that there is a disparity between the Plant Production guidelines and their implementation and assessment. Among the main reasons for failure to implement the guidelines properly are poor or inadequate infrastructure for doing practical work, high rate of student absenteeism within the investigated categories, and the high drop-out rate at Levels 2–4. To minimize the challenges in offering the Plant Production module, the study recommends that since some colleges cannot afford purchasing large sizes of land to properly implement the Plant Production guidelines, the government and the DHET should link the Primary Agriculture training to the land reform program where students can be trained under the land reform program.
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Mendonça, Maria Norberta Varela Pires. "Gestão curricular da língua cabo-verdiana : sua integração nos curricula." Master's thesis, Universidade de Aveiro, 2005. http://hdl.handle.net/10773/15283.

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Mestrado em Gestão Curricular
Com esta investigação pretendemos analisar as perspectivas e opiniões dos professores de Portugugs, relativamente A questáo da Gestão Curricular da Língua Cabo-vediana e sua integração nos curficula. O trabalho divide-se em duas partes, sendo a primeira parte abrangendo a coniextualizaç~od o problema e objecto de estudo, e o enquadramento tebrico, com base nos suportes te6ricos de referência e a segunda parte abarca a enquadramento metodológico de um estudo prospectivo, concretizado através da realização de um inquérito por questionário aplicado a uma amostra dos professores de Português de Cabo Verde. Na primeira parte do trabalho, para além do conceito de curriculo. que foi largamente descrito a nível teórico, o estudo centra-se no conceito de gesfão cvrricular da Ccv e as suas inter-relaçáes com os conceitos de adequaçio, diferenciação e integra@ curricuiares, a luz das novas tendemias curriculares e de inovação educativa. Um outro ponto que tem merecido destaque, nesta primeira parte diz respeito aos conceitos de crioulo e pidgin e a formação do Ccv e a sua conversão em Ccv. Assim, atribuímos A política linguística ai legiiimaçào da criação de estruturas e meios indispensáveis para a afirmação e valorizaç8a da Lcv e sua integração nos curricula. A concepção da nossa investigação situa-se dentro do paradigma construtívista, conforme definido por Guba & Lincoln (19941, que permite a compreensão da realidade sob a forma de construções mentais e sociais, baseadas na interpretação e analise de conteúdo de dados obtidos junto dos sujeitos, Para a abordagem metodológica utilizada nesta pesquisa utilizou-se o inquérito por question8rio1 com recurso ao método quantitativdqualitativo, visto que se trata de um estudo descritivolinterpretativo de natureza exploratória, que se preocupa mais com o processo do que com os prdutos. A síntese dos resultados demonstra que os professores têm a noção dos conceitos de currículo e de gestão curricular, embora haja algumas divergências na conceptualização dos mesmos. No tocante à Lcv, é clara a ansiedade que os professores deixam transparecer de ver a sua Ilngua materna valorizada, no sentido da sua ascensão A língua oficial em paridade com a Lp. Assim, advoga-se a criação de estruturas e de gestão de meios materiais a humanos para a oficialiração da Lcv e sua integração nos çurricula escolares.
With this inquiry we intend to analyse the perspectives and opinions of the professors of Portuguese, related to Curricular Managernent of Cape Verdean Language and its integration on the curricula. This study is divided into two paizs, which the f irst part encloses the contextuaiisation of the problem nnd object of study, and its theoretical frarning, on ihe basis of the theoretical frame of reference, and the second part holds the methodological frarning, a prospective study, made through an inquiry by questionnaire applied to a representative sample of professors of Portuguese. Beyond the concept of curriculum, which was wide described in a theoretical levei, the first part of this study centers on a concept of curricular management of the Cape Verdean Language and its inter-relations with the mncepts of adequacy, curricular differentration and integration, in light the of new measures oli educative innovation. Another aspect that deserves prominence is the Creole and pidgin concepts and the formation of Ccv and its conversion into Cape Verdean Language. f huç, we aíiribute the linguistic policy the indispensable legitimation of the creation of structures and ways for the affirmation and waluation of the Cape Verdean Language and its integration in curricula. The conception of our enqliiry is placed on a construtivist paradigm, as defined by Guba & Lincoln (1 994), which allows the understanding of reality under mental and social constructions, based on interpretation and content analysis.The methodological steps used in this research is the inquiry by queçtionnaire, as well as lhe quantitylquality method. since it is about a descriptbelinterpretative study o! exploratoty nature, where its main concern is the process and no4 the products. The synthesis of the results demonstrates that professors know the concepts of curriculum and curricular management, although there are some divergentes from the conceptualiçation of thern. What Cape Verdean Language concerns, it is evident the anxiety that professors show to see their mother tongua valued towards its ascensien as a official language in parity to Portuguese Language. Hence, it is advcicated the creafion of structures and the management of material and human rneans in order to make Cape Verdean Language official and its integration in schmling curricula.
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Stuska, Susan Jolene. "Needs-based curricular content goals for two-year equine curricula." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-08032007-102241/.

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Bennett, Sandra. "An investigation into curriculum alignment in building construction curricula." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-09052005-100444/.

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Wang, Xiaoli (Li). "Integrating information literacy into higher education curricula: An IL curricular integration model." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/41747/1/Xiaoli%20Wang%20Thesis.pdf.

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This study investigates a way to systematically integrate information literacy (IL) into an undergraduate academic programme and develops a model for integrating information literacy across higher education curricula. Curricular integration of information literacy in this study means weaving information literacy into an academic curriculum. In the associated literature, it is also referred to as the information literacy embedding approach or the intra-curricular approach. The key findings identified from this study are presented in 4 categories: the characteristics of IL integration; the key stakeholders in IL integration; IL curricular design strategies; and the process of IL curricular integration. Three key characteristics of the curricular integration of IL are identified: collaboration and negotiation, contextualisation and ongoing interaction with information. The key stakeholders in the curricular integration of IL are recognised as the librarians, the course coordinators and lecturers, the heads of faculties or departments, and the students. Some strategies for IL curricular design include: the use of IL policies and standards in IL curricular design; the combination of face to face and online teaching as an emerging trend; the use of IL assessment tools which play an important role in IL integration. IL can be integrated into the intended curriculum (what an institution expects its students to learn), the offered curriculum (what the teachers teach) and the received curriculum (what students actually learn). IL integration is a process of negotiation, collaboration and the implementation of the intended curriculum. IL can be integrated at different levels of curricula such as: institutional, faculty, departmental, course and class curriculum levels. Based on these key findings, an IL curricular integration model is developed. The model integrates curriculum, pedagogy and learning theories, IL theories, IL guidelines and the collaboration of multiple partners. The model provides a practical approach to integrating IL into multiple courses across an academic degree. The development of the model was based on the IL integration experiences of various disciplines in three universities and the implementation experience of an engineering programme at another university; thus it may be of interest to other disciplines. The model has the potential to enhance IL teaching and learning, curricular development and to implement graduate attributes in higher education. Sociocultural theories are applied to the research process and IL curricular design of this study. Sociocultural theories describe learning as being embedded within social events and occurring as learners interact with other people, objects, and events in a collaborative environment. Sociocultural theories are applied to explore how academic staff and librarians experience the curricular integration of IL; they also support collaboration in the curricular integration of IL and the development of an IL integration model. This study consists of two phases. Phase I (2007) was the interview phase where both academic staff and librarians at three IL active universities were interviewed. During this phase, attention was paid specifically to the practical process of curricular integration of IL and IL activity design. Phase II, the development phase (2007-2008), was conducted at a fourth university. This phase explores the systematic integration of IL into an engineering degree from Year 1 to Year 4. Learning theories such as sociocultural theories, Bloom’s Taxonomy and IL theories are used in IL curricular development. Based on the findings from both phases, an IL integration model was developed. The findings and the model contribute to IL education, research and curricular development in higher education. The sociocultural approach adopted in this study also extends the application of sociocultural theories to the IL integration process and curricular design in higher education.
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Ohene-Larbi, Stephen. "Teaching of Civic Education in the Classroom-A Model for Reading and Writing." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1450181615.

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Alharbi, Saleh Ali. "Parents’ Perceptions Toward Improving Traffic Safety in Saudi Arabia: An Assessment to Inform Efforts Toward Reducing Young Drivers’ Fatalities." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo152590138090138.

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Pang, Xing. "On the nature of academic rankings: The relationship between the academic rankings’ quality of education and the curriculum in Ph.D. C&I programs in America." Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1603500247163977.

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Elizabeth, Tracy. "Media, Curricula, & Socioacademics." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663231.

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This dissertation is inspired by the creativity in children’s books and films, and by the possibilities for education as they are advancing with modern technology and media. Research tells us that youth are spending less time reading books and more time watching movies and television, and there is a growing trend in our culture to translate popular kids’ books into movies. Given this, I wondered: How can fiction books and their Hollywood film adaptations be leveraged to educate youth? To answer this, I present two papers, both of which explore instructional approaches for using crossmedia (books and film) in middle school classrooms in pursuit of enhancing student engagement and socioacademic success. In Paper 1, I describe The Giver Project and share findings to show how a piloted crossmedia curriculum, called The Giver Educator’s Resource was implemented in seven sixth-grade classrooms across three states: Colorado, Massachusetts, and North Carolina. Using The Giver as a case study, I use teacher interviews and student writing to explore teachers’ evaluations of the instructional approaches introduced in that curriculum. My findings indicate that teachers positively evaluate lessons that are enjoyable for students, connect to students’ social realities, and synchronistically provide academic and social benefit. Further, teachers prefer lessons that are interactive in nature and allow students to collaboratively write and act out scenes from a book or movie. In Paper 2, I extend my analysis of an activity from The Giver Educator’s Resource that was most positively reviewed by teachers. Based on those findings, I introduce an instructional approach called the Storyteller’s Literary Arts Workshop (Storyteller’s LAW). I use teacher interviews, student writing, and classroom-discussion transcripts from The Giver Project—juxtaposed with theories of constructionism, research in dialogic instruction, and practices in fanfiction—as a frame for understanding 1) the socioacademic properties in the Storyteller’s LAW and 2) why the approach was so positively evaluated by teachers. The content of this dissertation has implications for the development of future K–12 curricula that utilize entertainment media as a means to bring informal media to formal learning environments.
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Bezuidenhout, Daniel M. "Situasie-analise as 'n komponent van kurrikulumontwikkeling van technikonkursusse." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23156.

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Books on the topic "Curricula"

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Reid, William Arbuckle. The pursuit of curriculum: Schooling and the public interest. Norwood, N.J: Ablex Pub. Corp., 1994.

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Association Europeenne des Etablissement d'Enseignement Veterinaire. Curricula. Paris: Association Europeenne des Etablissement d'Enseignement Veterinaire, 1989.

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D, McNeil John, ed. Contemporary curriculum in thought and action. 6th ed. Hoboken, NJ: J. Wiley & Sons, 2006.

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Blair, Billie G. Curriculum: The strategic key to schooling. Dubuque, Iowa: Kendall/Hunt, 1992.

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Blair, Billie G. Curriculum: The strategic key to schooling. 2nd ed. Dubuque, Iowa: Kendall/Hunt, 1995.

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Cornbleth, Catherine. Curriculum in context. London: Falmer Press, 1990.

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Kirk, Gordon. The core curriculum. London: Hodder and Stoughton, 1986.

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L, Costa Arthur, and Liebmann Rosemarie M, eds. Supporting the spirit of learning: When process is content. Thousand Oaks, Calif: Corwin Press, 1997.

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Yin, Hong-Biao. Curriculum reform in China: Changes and challenges. Edited by Li Zijian 1960-. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Ch'u, Kwang-jae. Kyosa, kyoyuk kwajŏng chungsim e sŏda: Sŏnsaengnim i kkok ilgŏ poaya hal kyoyuk kwajŏng iyagi. Sŏul T'ŭkpyŏlsi: Pagyŏng story, 2018.

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Book chapters on the topic "Curricula"

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Schmidt, William H., Curtis C. Mcknight, Gilbert A. Valverde, Richard T. Houang, and David E. Wiley. "Mathematics Curricula: Investigating Curricular Intentions." In Many Visions, Many Aims, 3–11. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5786-5_1.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education, 1–6. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_193-3.

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Girnat, Boris. "Individuelle Curricula." In Freiburger Empirische Forschung in der Mathematikdidaktik, 7–49. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-15456-1_2.

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Adamson, Bob, and Paul Morris. "Comparing Curricula." In Comparative Education Research, 309–32. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-05594-7_11.

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Keifer-Boyd, Karen, Wanda B. Knight, and Ann Holt. "Living Curricula." In Ways of Being in Teaching, 55–64. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-092-9_8.

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Charlop, Marjorie H., Benjamin R. Thomas, and Catherine Miltenberger. "Behavioral Curricula." In Encyclopedia of Autism Spectrum Disorders, 1–6. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6435-8_142-5.

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Niemiec, Jacklynn. "Visualizing Curricula." In Diagrammatic Representation and Inference, 544–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-54249-8_53.

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Venville, Grady. "Integrated Curricula." In Encyclopedia of Science Education, 522–27. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_193.

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Macy, Kelly, Wouter Staal, Cate Kraper, Amanda Steiner, Trina D. Spencer, Lydia Kruse, Marina Azimova, et al. "Behavioral Curricula." In Encyclopedia of Autism Spectrum Disorders, 434–38. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_142.

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Wong, Connie, and Lauren Turner Brown. "Preschool Curricula." In Encyclopedia of Autism Spectrum Disorders, 2347–54. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_601.

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Conference papers on the topic "Curricula"

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Burcik, Vladimir, Gary DeLorenzo, Fred Kohun, and Robert Skovira. "Analysis of Cultural Effects on Business Curricular Subject Matter." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3284.

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It has been argued that culture effects how individuals implement, understand, and teach the curriculum of business courses within a society’s educational institutions (Burcik, Kohun, & Skovira, 2007; DeLorenzo, Kohun, & Skovira, 2006; Hofstede & Hofstede, 2005). The curricula and their subject matter of business faculties reflect the societies in which the curricula are developed and in which they are taught. The essay presents a rubric for analyzing this curricular phenomena based on Hofstede and Hofstede’s (2005) conception that a society’s culture constituted in and presented in individuals’ views and routines is determinate of professorial understandings and teachings of business subject matter. In particular, Hofstede’s indices on Power Distance, Uncertainty Avoidance is applied to select business curricula from the Slovak Republic and the United States. The analysis includes a rubric of curricular attributes from a convenience sample of select university business programs in the Slovak Republic and the United States for comparative purposes.
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Ngo, Chean Chin, and Sang June Oh. "Current Trends of Mechanical Engineering Undergraduate Curricula in California." In ASME 2019 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/imece2019-11511.

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Abstract This paper reviews and compares 29 ABET accredited mechanical engineering undergraduate curricula in California which include 13 programs from the California State University (Cal State or CSU) System, 8 programs from the University of California (UC) System and 8 programs from private universities. The programs examined in the present paper include both Ph.D.-granting and non-Ph.D.-granting institutions in public and private universities. Some CSU mechanical engineering programs have been taking steps to implement changes recently in their curricula to reduce the total required degree requirement to 120 units and yet satisfy the minimum requirement of general education units. This paper presents a summary of the current curricula structure of these programs in Cal State universities by delving into the study of their degree requirements and compare with that of UC and private universities. For example, the number of units of college level mathematics and basic science required by the program is examined closely and determine if it is beyond the one-year requirement by ABET General Criterion 5 Curriculum. In addition, one of the ABET program criteria requires the mechanical engineering program to prepare students to work professionally in either thermal or mechanical systems. As such, this present paper also examines how each program is proportionately distributing courses in each of these two areas. Attention is also given to how each program integrates first year experience, senior capstone design experience, hands-on laboratory experience and internship experience (if any) in the curriculum. In January 2016, CSU launched the Graduation Initiative (GI) 2025 to increase graduation rates of CSU students while eliminating opportunity gap for underrepresented minorities and Pell-eligible students. One of the main goals of GI 2025 is to increase the freshman 4-year graduation rate of CSU students to 40% by 2025. Part of the strategies for GI 2025 from some CSU campuses is to review the curriculum and identify potential barriers to timely graduation and find strategies to eliminate them. The goal of this paper is to provide educators a timely summary of reference while examining their own curricula. Although different institutions carry curricular revisions that stem from different motivation, the ultimate goal will be the same — provide students optimally the best curriculum to better prepare them for the industry workforce and have positive impact for the society.
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Maus, Christoph. "The Heterogeneous Accentuation of Economic Content in Vocational Education: A Starting Point for Occupation-Specific Human Resource Development." In Interdisciplinarity Counts. University of Maribor, University Press, 2023. http://dx.doi.org/10.18690/um.fov.3.2023.51.

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Since the successive introduction of “learning field“ oriented curricula in Germany, teaching at vocational schools has been based on concrete actions. The underlying curricula describe business-oriented learning fields. The translating of these learning fields into pedagogical learning situations is the responsibility of the vocational curriculum conferences at the individual vocational school level. This means that, despite there being an identical curricular basis, it is possible for individual schools to apply heterogeneous content emphases within the education programmes for commercial vocations. This study examines the correlation between such heterogeneous content with regard to the subject of economics and the person characteristics of the relevant teachers. In order to determine the individual significance of economics curricula as part of the education programme for commercial occupations on a learning field basis, an online survey was conducted among commerce teachers. The findings for the correlations indicate a relationship between the relevance of economics content and individual experience of teaching staff with regard to that particular academic discipline, because a high relevance rating correlates with individual tangencies within the teacher’s educational biography.
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Gonçalves, Rodrigo, and Carina F. Dorneles. "Identifying named entity from researcher curricula." In Simpósio Brasileiro de Banco de Dados. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbbd.2022.226233.

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NER (Named Entity Recognition) is an essential task in recognizing real-world entities scattered in a document. The task has been beneficial for detecting people, institutions, and places. In a researcher's curriculum repository, a NER process can be beneficial for understanding the associated context of a given document. For example, it could be possible to identify which persons/institutions are present in a given researcher's curriculum. This process is fundamental to identifying experts to work on a project or collaboration among researchers. In this paper, we evaluate entity extraction methods' effectiveness for identifying entities from scientific publications, including vocabulary-based and model-based methods. We describe an analysis of existing NER tools while proposing a procedure to apply NER identification over curricula from the Brazilian Lattes Curricula platform.
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Demedts, Lore, Goele Soogen, Helena Brusselle, Dries Vanacker, Hilde Van Puyenbroeck, and Nadia Vanderstraeten. "Promoting Efficiency in Education: The Cost-Aware Curriculum Model An Efficient and Purposeful Approach to Curriculum Design." In Tenth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2024. http://dx.doi.org/10.4995/head24.2024.17294.

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There is a growing need for efficient and purposeful curriculum design. The Cost-Aware curriculum Model emerges as a transformative approach, optimizing the educational effectiveness.Through comprehensive analysis, we optimize the efficiency, quality and sustainability of educational programs while responsibly managing resources. By considering student dynamics, variations in study programs and staff dynamics, we ensure a curriculum that meets diverse needs. This approach reflects our commitment to excellence and fiscal responsibility. The Cost-Aware Curriculum Model aims to harmonize key parameters enhancing curriculum development efficiency and resource utilization. It seeks to strike a balance between resource efficiency and educational quality, fostering insights for optimal curriculum design. The opportunity of this model is the creation of adaptable, responsive curricula that not only, meet current demands but also anticipate and address future challenges in education. This model serves as a tool for higher education institution management to foster a more cost-conscious mindset and approach in the (re)design of curricula. The opportunity of this model is the creation of adaptable, responsive curricula that not only, meet current demands but also anticipate and address future challenges in education. This model serves as a tool for higher education institution management to foster a more cost-conscious mindset and approach in the (re)design of curricula.
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Ristić, Jelica Z., and Jelena S. Lukić. "Integrativni pristup sadržajima Digitalnog sveta i Sveta oko nas." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.279r.

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The contemporary approach to teaching aims to help children develop a complete picture of the world from an early age, to which the subjects The World Around Us and The Digital World also contribute by holistically viewing natural, social, and digital phenomena. The aim of this paper is to investigate whether, and to what extent, common content that can be integratively related is represented in the curricula and textbooks for the first and second grade of The Digital World and The World Around Us. The curriculum content analysis included the common content identification for achieving cross-curricular integration, while the textbook analysis for The Digital World (N = 8) involved determining the number and type of integrative examples within the topic Algorithmic thinking. The identified related content suggests the need for integrating these two subjects so as to better combine knowledge into a meaningful whole, though some disagreements with regard to the timing of the introduction of certain concepts were observed in the curricula.
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Wurzer, Gabriel, Shabnam Tauböck, Markus Reismann, Christian Marschnigg, Sukrit Sharma, Karl Ledermüller, Julia Spörk, and Maria Krakovsky. "The PASSt Project: Predictive Analytics and Simulation of Studies aimed at Quality Management and Curriculum Planning." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16051.

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Quality management has become a crucial factor for improving student success, with reporting being widely used to scrutinize curricula for possible bottlenecks and resource deficiencies. Predictive capabilities in that context have, however, been often limited to simple regression models acting on historical data, which might not always be available when curricula change often; furthermore, work in curricular planning often demands “what if”-scenarios that are beyond extrapolation, such as determining the influence of changes in procedure on student success, which in itself is based on a multitude of intertwined factors such as social background and individual performance. In the PASSt project, we have been using Machine Learning and Agent-Based Simulation for Predictive Analytics in that sense. As a result, we have been developing an extensive toolset for curriculum planning which we want to outline in this paper, together with some lessons learned in that process. Our work will help practitioners in higher education quality management implement similar methods at their institutions, with all said benefits.
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Cathey, W. Thomas. "Optoelectronics curricula." In Education in Optics. SPIE, 1992. http://dx.doi.org/10.1117/12.57850.

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Barros Castro, Ricardo Abad, and Gabriel Alfonso Suárez Medina. "Pedagogical strategy to promote ethics and profesional responsability in engineering curricula." In Nuevas realidades para la educación en ingeniería: currículo, tecnología, medio ambiente y desarrollo. Asociacion Colombiana de Facultades de Ingeniería - ACOFI, 2022. http://dx.doi.org/10.26507/paper.2585.

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During several decades, engineering was considered a morally and ethically neutral profession. Therefore, it was assumed that reflections about ethics and moral were not necessary. Consequently, questions have been outlined to include ethics in engineering curricula. These questions have been developed slowly in the last decades with the imperative need of designing an ethical framework to inform technical decisions that engineers make in project management. Associated with this issue, some curricular guidance have been found. The first one is based on the educational framework for curricular design named CDIO (conceive, design, implement, operate). CDIO initiative establishes that in the curriculum should be explicit, the promotion of ethics, social responsibility, integrity, professional behavior, staying current on the world of engineering, a commitment to work embracing equity, diversity, and teamwork. The second guidance refers to the field of accreditation board – ABET. ABET declares that students are expected to know and be able to do some knowledge, skills, and behaviors associated to their progress in the program. In particular, an expected student outcome is related to the ability for recognizing ethical and professional responsibilities in engineering context and make informed judgments considering global, economic, environmental, and societal backgrounds. Previous studies guide the “ought to” mode curricula related to ethics. Literature has acknowledged several challenges to carry out that mode: unsystematic implementation of ethics, the low weight given to this subject in the curriculum, the low familiarity with the theoretical knowledge in ethics, instructors’ difficulties to structure a comprehensive, theoretical and practical framework, among others. Considering this background, the School of Engineering at the Pontificia Universidad Javeriana (PUJ) has made curricular reflections for designing a pedagogical strategy focused on ethics and social responsibility. This strategy involves several milestones, such as: shared reflections between the faculty of Engineering and the Center of Teological Formation to design educational activities, a systematic “roadmap” to approach ethics issues in the program, the strengthening of ethics reflections in mandatory disciplinary courses, the inclusion of voluntary workshops to explore and identify values among students, the promotion of ethics and social and professional responsibilities in designing engineering projects, and the proposal of quantitative and qualitative measures to reflect about students’ progress in the field of moral and ethics. In this context, the paper introduces some literature considerations about ethics in engineering education. Then, it presents the conceptual and methodological framework that underlies the pedagogical strategy. After that, the designed strategy is described. Finally, some reflections about the implementation and future work are discussed.
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Zimányi, Krisztina. "Lehet másként? Együttműködés?" In Networkshop. HUNGARNET Egyesület, 2020. http://dx.doi.org/10.31915/nws.2020.12.

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Notes remain to be playing a significant role in the curricula of higher education institutions, however, the amount of online materials has increased over the past years, primarily thanks to the project EFOP 3.4.3. The advantages of these developments’ direction can be easily recognised as they correspond to the expectations of the students and of modern times. However, following the traditions of preparing notes, each institution currently develops their own education material and curriculum, at most only sharing their experiences in educational methodology at conferences and workshops. Nevertheless, the question arises as to why higher education institutions do not cooperate to develop their curricula together, or why they do not adopt each other’s already existing curricula. The question may also be important because the development of online curricula presents considerably higher costs than developing and preparing “written” notes. A multitude of other questions concerning this issue arises, detailed further by the lecture: - Can the custom of only accepting the institutions’ own lecturers’ materials be broken? - Can cooperation in curriculum development be achieved? If yes, what is required for it? - How can a structure be devised for curricula used by multiple institutions that allows for maximum flexibility and modularisation for application? (‘Bunch of grapes’) - Is it true that if applying the same curriculum, there would be no difference between the courses offered by different higher education institutions? In my lecture I provide a possible answer to each of these questions.
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Reports on the topic "Curricula"

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Voutilainen, M. Mariah, and Crystal Green. Spotlight on Gamified Curricula. HundrED, March 2024. http://dx.doi.org/10.58261/ikck1648.

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Given its potential for motivating and engaging learners and teachers alike, HundrED and partner Supercell teamed up with the aim of bringing attention to and curating education innovations that gamify curricula. Our assertion is that gamification should be used more systematically; it has the potential to foster innovative learning environments for young people aged 16-25, especially those from marginalised backgrounds, often difficult for the gaming industry to reach. Our search for and identification of 10-15 impactful and scalable education innovations fulfilling the Spotlight criteria revealed that additional supports are necessary for the successful gamification of curricula. We highlight specific challenges, including the lack of systems modelling that can serve as guidance for educators and administrators interested in implementing gamification in their classrooms and schools. We learned from the selected innovators that gamification puts learners at the centre of their own experience, valuing their ideas and goals and engaging them in discovery. From setting the stage for developing real-world solutions to very imminent problems, or realising they have the ability to start their own business, young people can find their place and grow a mindset of lifelong learning through gamified curricula.
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Durriyah, Tati. Literacy finally on the reading list in Indonesia’s curricula. Edited by Ria Ernunsari and Charis Palmer. Monash University, September 2022. http://dx.doi.org/10.54377/11e8-9f98.

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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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Shapiro, Harvey T., and Donald R. Loose. Prospects for Integrating Reliability and Maintainability into Undergraduate Engineering Curricula. Fort Belvoir, VA: Defense Technical Information Center, May 1990. http://dx.doi.org/10.21236/ada221379.

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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Brandewie, Brooke, and Injoo Kim. Re-designing Fashion Design Curricula for a New Generation of Learners. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.9788.

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Ngan, Kirsten. English Language Teaching and Curricula in the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6683.

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Fields, Carl. MESA-Web: A cloud resource for stellar evolution in astronomy curricula. Office of Scientific and Technical Information (OSTI), April 2023. http://dx.doi.org/10.2172/1972070.

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Greenwood, Reggie, and Meghana Dharma Reddy. Electrification of Illinois Transit: Bridging the Gap with Heavy-Duty Technician Training Initiatives. Illinois Center for Transportation, June 2024. http://dx.doi.org/10.36501/0197-9191/24-016.

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This report examines the evolving landscape of technician training in Illinois’ transit industry, with a particular focus on electric vehicle (EV) technology. The report aims to identify the current challenges, explore collaborative training initiatives between community colleges and transit agencies, and provide actionable recommendations to the Illinois Department of Transportation (IDOT). The research methodology involved a comprehensive review of training programs at Illinois community colleges. Additionally, the researchers conducted interviews with key Illinois transit agencies to understand their training challenges and needs. The study also analyzed successful EV training models and partnerships between educational institutions and the transit industry. The study found that community colleges are pioneering in developing EV training programs, while transit agencies face significant challenges in adapting to new technologies due to a reliance on equipment suppliers for training. Collaborative efforts between colleges and transit agencies show potential in developing more comprehensive training programs. However, there is a need for more standardized curricula and better-equipped training facilities. To address these challenges, the report recommends that IDOT support the standardization of EV technician training curricula. IDOT should also facilitate the provision of advanced training equipment to community colleges. Additionally, IDOT should support the establishment of a pilot specialized regional training center at Heartland Community College. This initiative will advance the quality of EV training and serve as a model for subsequent centers across the state. The insights from this report are intended to guide policy development and bolster the collaborative efforts of educational institutions and transit authorities in nurturing a workforce skilled in technology. This endeavor aims to synchronize training programs and curricula across institutions, fostering a cohesive and continuous educational pathway. The collaboration is set to cultivate an extensive partnership among community colleges and with transit agencies that develop standardized curriculum with needed training equipment and apprenticeships.
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