Journal articles: 'Curriculum framework'

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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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Thandlam Sudhindra, Shravya, and Lucienne T. M. Blessing. "A FRAMEWORK FOR DESIGN COMPETENCY ASSESSMENT." Proceedings of the Design Society 1 (July 27, 2021): 91–100. http://dx.doi.org/10.1017/pds.2021.10.

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AbstractThe recognition of the value of design has resulted in an increased number of programs and courses that include design and evaluate design competencies. However, there is no common reference system to (1) identify and assess the design competency of learners and the level of design competency aimed for by a course or curriculum; (2) universally recognize design competencies and competency levels.Our research goal is to identify and define distinct levels of design competency and develop a framework to help instructors, design learners, institutes as well as employers assess and/or recognize competency. This paper introduces our DesCA (Design Competency Assessment) framework and places it in the context of other frameworks. We describe how DesCA helps: (1) identify and assess design competencies associated with different design activities planned for a course or curriculum; (2) formulate learning outcomes and select appropriate competency levels, methods and tools; (3) plan and develop the design content of courses and curricula; (4) ensure curricular consistency across courses.The vision is to make DesCA a digital platform that can serve as an international standard for design teaching, learning and curriculum development.

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Shively, Kate, and Jennifer Palilonis. "Curriculum Development: Preservice Teachers’ Perceptions of Design Thinking for Understanding Digital Literacy as a Curricular Framework." Journal of Education 198, no. 3 (October 2018): 202–14. http://dx.doi.org/10.1177/0022057418811128.

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This study examines design thinking (DT) as a strategy to develop K-3 digital literacy curricula. This article chronicles first-year, preservice teachers’ (PSTs’) perceptions using DT to explore an often-misunderstood curricular framework, digital literacy. The participants employed DT as a strategy for developing digital literacy curriculum. Findings discussed in this article explored PSTs’ perceptions of DT and how the strategy helped or hindered their understanding of digital literacy as an elementary curricular framework. This study calls for further investigation regarding DT as a strategy for curriculum development early in teacher preparation.

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Dorji, Tshewang. "Gender Sensitivity in Textbooks in Secondary Education in Bhutan." International Journal of Asian Education 2, no. 3 (August 11, 2021): 343–55. http://dx.doi.org/10.46966/ijae.v2i3.170.

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This study was carried out to understand gender stereotype in the curriculum framework and textbooks which form the main curricular materials in schools in Bhutan. The curriculum framework for Accountancy, Economics, Mathematics, Science, Geography, History and English were reviewed by the researchers. Except for science curriculum framework which states that science curriculum should be gender-sensitive in terms of materials used, language used and ensuring the equal participation of boys and girls in activities, other frameworks were all silent on gender. Textbook reviews were carried out by teachers (22 female and 54 male) teaching classes IX to XII in the form of clustered workshops using the Blumberg model of textbook analysis which was employed to analyse gender biases in Vietnamese primary school textbooks. The findings revealed a presence of imbalance of gender among the authors, reviewers, editors and designer as well as the presence of gender biases, gender stereotyping in the content, illustrations and student activity. It calls for curriculum developers and textbooks authors to integrate gender in the curriculum framework which will then guide the development of gender-sensitive textbooks.

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Silversides, A. "Aboriginal curriculum framework developed." Canadian Medical Association Journal 178, no. 13 (June 17, 2008): 1650. http://dx.doi.org/10.1503/cmaj.080803.

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Cupper, Robert. "A revised curriculum framework." ACM Computing Surveys 28, no. 4es (December 1996): 94. http://dx.doi.org/10.1145/242224.242347.

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Vella, Yosanne. "History in Malta's New National Curriculum Framework." History Education Research Journal 11, no. 2 (May 1, 2013): 125–35. http://dx.doi.org/10.18546/herj.11.2.10.

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In February 2013 Malta's new national Curriculum, entitled 'A New National Framework for All' was launched. It was the end result of almost three years of meetings, debates, discussions, consolations and draft documents. This paper first gives a brief description of the historical background of Curricula in Malta, all of which eventually lead up to the present one, and then goes on to discuss specifically history in Maltese Curricula. Today it is no exaggeration to say that, of all school subjects history is the one which has undergone the most radical transformation as far as its pedagogy is concerned. History teaching in Malta now focuses on the learning of specific history skills and concepts, and analyses and interpretation of primary and secondary sources. However, history does not have a high status in the Maltese educational system and there were clear intentions in the initial stages of the creation of the new curriculum to eliminate the subject. This paper describes the advances in history pedagogy experienced in Malta in the past 20 years and the endeavours of the writer to retain history as a separate academic subject in the new curriculum.

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Mutula, Stephen M. "A Framework for Integrating Information Ethics (IE) in the Curricula for Africa." International Review of Information Ethics 14 (December 1, 2010): 29–38. http://dx.doi.org/10.29173/irie360.

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The debate about embedding information ethics (IE) in the curriculum in Africa is gaining momentum as scholars from developed and developing world engage on the subject. Some research publications are starting to emerge on information ethics in Africa but so far they have been confined to addressing the extent to which information ethics is necessary, who should offer information ethics and why, who should be taught and at what levels, the duration of offering the course/program and the content that should be included in the curriculum. Little attention has been placed on the theoretical framework that should underpin IE curriculum for Africa as well as the sources of IE content for the curriculum. This paper therefore addresses the following issues: rationale for integrating information ethics in the curricula in Africa; theoretical and institutional framework for IE curriculum; potential sources of content for information ethics curricula, challenges of integrating information ethics into the curricula in Africa and prospects for integrating IE into the curricula in Africa.

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Hegde, Rupamanjari. "Curriculum under Siege." Contemporary Education Dialogue 15, no. 2 (July 2018): 217–26. http://dx.doi.org/10.1177/0973184918781218.

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Citizenship education being central to the process of nation-building, changing political regimes promote a re-imagination of the ‘ideal’ citizen. A perusal of the successive national curriculum frameworks introduced by the NCERT (1975–2005) shows how curricula and textbooks have been repeatedly re-designed to suit the requirements of changing political regimes, throwing up contesting visions of citizenship and nationhood. While this explains the seemingly inevitable state-curricular linkage, the announcement made by the current political dispensation regarding an urgent need for drastic reduction of the curricular load at the school level raises serious concerns. It is widely speculated that the current ruling dispensation supported by its ideological mentor, the Rashtriya Swayamsevak Sangh (RSS), is going to introduce curricular reforms aimed at reshaping the national identity in accordance with its ideological framework. As during the previous NDA regime (1998–2004), this would not only severely damage the multicultural narrative of India’s past and present, but would also pose a serious challenge to the very idea of India.

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Christmals, Christmal Dela, and Susan J. Armstrong. "Curriculum framework for advanced practice nursing in sub-Saharan Africa: a multimethod study." BMJ Open 10, no. 6 (June 2020): e035580. http://dx.doi.org/10.1136/bmjopen-2019-035580.

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ObjectivesThe implementation of advanced practice nursing (APN) programmes in sub-Saharan Africa (SSA) has been difficult due to lack of SSA-specific curriculum frameworks or benchmarks to guide institutions in developing and implementing APN programmes. A few APN programmes in SSA were benchmarked on western philosophy and materials, making local ownership and sustainability challenging. This paper presents an SSA-specific concept-based APN (Child Health Nurse Practitioner, CHNP) curriculum framework developed to guide institutions in developing relevant and responsive APN curricula in order to qualify CHNP and contribute to a decreased incidence of preventable deaths of children in the SSA region.DesignA sequential multimethod study design consisting of a scoping review, Delphi study, development of a framework by a curriculum team, and evaluation of the curriculum framework by faculty from 15 universities in SSA.SettingThis study included universities from East, West, Central and Southern Africa.ParticipantsThe study included international multidisciplinary health professionals and curriculum development experts from 15 universities in 10 SSA countries.ResultsA concept-based Advanced CHNP curriculum framework was developed. The faculty who evaluated the curriculum framework for applicability within their institutions and the SSA context unanimously stated that the framework is detailed, evidenced-based and could be adapted for other APN specialty areas.ConclusionThe Child Health Nurse Practitioner curriculum framework is comprehensive, context-specific and has the potential to respond to the special child healthcare needs of SSA. It is adaptable for other APN specialty programmes in SSA. Nursing leaders should lobby for funding and advocate for the introduction of the CHNP programme as a collaborative process between government, clinical services, communities and educational institutions.

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Halagao, Patricia, Allyson Tintiangco-Cubales, and Joan Cordova. "Critical Review of K-12 Filipina/o American Curriculum." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 1 (2009): 1–24. http://dx.doi.org/10.36650/nexus7.1_1-24_halagaoetal.

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This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

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Jain, Charu. "National Curriculum Framework 2005 and the English Curriculum." Motifs : An International Journal of English Studies 4, no. 1and2 (2018): 5. http://dx.doi.org/10.5958/2454-1753.2018.00002.8.

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Tarnekar, Seema A. "Framework for a Knowledge Management System for Curriculum Development Process." Journal of Information & Knowledge Management 13, no. 04 (December 2014): 1450031. http://dx.doi.org/10.1142/s0219649214500312.

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In this paper, a framework to facilitate development of knowledge management (KM) system for curriculum development process is suggested. It was validated through experts' opinions with thirty two experts. The components of the framework were supported by the experts by emphasizing their necessity and importance in the curriculum development process. Some model curricula and related guidelines were studied to identify components of good curriculum. The curriculum development process was studied through various models for curriculum development proposed by researchers and description of the process by researchers. By the analysis of these models and processes, the Phases in curriculum development process life cycle were identified. Use of knowledge management in business organizations and other disciplines was also studied. Based on all this, this researcher could identify components of a good KM system for curriculum development. This framework will help in implementing a KM system for curriculum development process. It will streamline the process, improve quality of curriculum, save time and efforts by using existing knowledge and avoid repetition of work.

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Deb, Anindita, Melissa Fischer, and Anna DePold Hohler. "Education Research: A framework for global health curricula for neurology trainees." Neurology 91, no. 11 (September 10, 2018): 528–32. http://dx.doi.org/10.1212/wnl.0000000000006155.

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As the global burden of neurologic disease increases, educating future neurologists about the principles of global health through global health curricula is of utmost importance. However, few neurology residency training programs have developed and implemented comprehensive global health curricula. This report outlines the design, implementation, and evaluation of the University of Massachusetts Medical School neurology residency global health curriculum. Using accepted curriculum development methods and incorporating an innovative use of technology, we created a global health curriculum focused on neurology to engage trainees. The implementation of curricula and organization of elective opportunities also incorporates learning objectives and an evaluation process. The University of Massachusetts Medical School neurology global health curriculum can be used as a framework for other residency programs developing global health programs. Global health education increases young neurologists' awareness of the growing burden of neurologic disease and, subsequently, may motivate them to address the need for neurologic expertise around the world.

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Dietiker, Leslie, Lorraine M. Males, Julie M. Amador, and Darrell Earnest. "Research Commentary: Curricular Noticing: A Framework to Describe Teachers' Interactions With Curriculum Materials." Journal for Research in Mathematics Education 49, no. 5 (November 2018): 521–32. http://dx.doi.org/10.5951/jresematheduc.49.5.0521.

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Building on the work of Professional Noticing of Children's Mathematical Thinking, we introduce the Curricular Noticing Framework to describe how teachers recognize opportunities within curriculum materials, understand their affordances and limitations, and use strategies to act on them. This framework builds on Remillard's (2005) notion of participation with curriculum materials, connects with and broadens existing research on the relationship between teachers and written curriculum, and highlights new areas for research. We argue that once mathematics educators better understand the strategic curricular practices that support ambitious teaching, which we refer to as professional curricular noticing, such knowledge could lead to recommendations for how to support the curricular work of teachers and novice teachers in particular.

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Kimpston, Richard D., and Karen B. Rogers. "A Framework for Curriculum Research." Curriculum Inquiry 16, no. 4 (1986): 463. http://dx.doi.org/10.2307/1179432.

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Kimpston, Richard D., and Karen B. Rogers. "A Framework for Curriculum Research." Curriculum Inquiry 16, no. 4 (December 1986): 463–74. http://dx.doi.org/10.1080/03626784.1986.11076018.

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Akalamkam, Kalyani. "A Framework for Curriculum Sequencing." International Journal of Learning: Annual Review 18, no. 12 (2013): 35–48. http://dx.doi.org/10.18848/1447-9494/cgp/v18i12/47840.

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Webber, Pamela Bayliss. "A Curriculum Framework for Nursing." Journal of Nursing Education 41, no. 1 (January 2002): 15–24. http://dx.doi.org/10.3928/0148-4834-20020101-05.

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Toh, Tin Lam. "School calculus curriculum and the Singapore mathematics curriculum framework." ZDM – Mathematics Education 53, no. 3 (February 8, 2021): 535–47. http://dx.doi.org/10.1007/s11858-021-01225-6.

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Whitelaw, Pauline, and John Russell. "Psychiatry Curricula 2022." BJPsych Open 7, S1 (June 2021): S161—S162. http://dx.doi.org/10.1192/bjo.2021.449.

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AimsThe aim of our review was to ensure that:Curricula are aligned to the GMC's GPC and Excellence by Design FrameworksCurricula are capability focusedCurricula promote a flexible and adaptable approach to trainingCurricula are succinct, user friendly, patient-centred and reflective of current training in practiceBackgroundIn response to recommendations outlined in the Shape of Training Review (2013), the GMC developed their new framework for postgraduate medical education Excellence by Design (2015), alongside their Generic Professional Capabilities (GPC) Framework (2015).MethodGovernanceTo manage the review, a Curriculum Revision Working Group (CRWG) was set up to monitor and govern the review process. Members include Specialty Advisory Committee (SAC) chairs, trainee and patient/lay representatives.Curriculum Development & FrameworkThe CRWG, alongside SACs and specialty working groups, have undertaken a “Why, What, How” approach in developing the curriculum framework. Each curriculum is structured as follows:High Level Outcomes (HLOs) – These outline the “Why”, and provide an overarching view on what should be achieved by trainees. Each HLO is mapped directly onto each of the nine GMC GPC domains.Key Capabilities – These outline the “What”, and provide key detail on what trainees need to undertake to fulfil specific aspects of the curriculum.Training illustrations – These outline the “How”, and supplement the Key Capabilities by providing real-world examples of how to achieve each capability.Development of the curricula included:Mapping current Intended Learning Outcomes (ILOs) to the new HLO frameworkRe-writing competencies so that they were capability focusedUndertaking a thematic analysis of the curricula, to develop key themes/groupings for capabilitiesReview and update Workplace Based Assessments (WBPAs) to ensure they align to the new frameworkStakeholder EngagementPart of the review has been to ensure Key Stakeholders are involved at each stage of curriculum development. To ensure that all key stakeholders are provided opportunity for consultation, a stakeholder map was developed.Stakeholder engagement has included:Direct trainee/trainer/patient/lay involvement at curriculum review meetingsConsultation surveys at each development stage, including feedback on the draft curriculum framework and feedback on full draft curriculaAttendance at meetings with key stakeholders, including NHS Employers and Royal College meetingsResultThe review is currently ongoing. In 2020 we were successful in submitting all 10 of our curricula to the GMC for approval. We are continuing to further develop our curriculum framework, which includes: Psychiatry “Silver Guide”Curricula documentsTraining illustrationsARCP Decision AidsSupplementary GuidanceConclusionThe review of RCPsych curricula has provided an excellent opportunity to broaden curriculum capabilities, and ensure that the curricula are achievable and deliverable. Our aim is to ensure that the new curricula promote flexibility and adaptability within training, and are user friendly for both trainees and trainers.

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Brown, Gavin T. L. "Conceptions of curriculum: A framework for understanding New Zealand’s curriculum framework and teachers’ opinions." Curriculum Matters 2 (June 1, 2006): 164–81. http://dx.doi.org/10.18296/cm.0080.

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McGregor, Heather E. "Curriculum Change in Nunavut: Towards Inuit Qaujimajatuqangit." Articles 47, no. 3 (March 18, 2013): 285–302. http://dx.doi.org/10.7202/1014860ar.

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Between 1985 and the present, curriculum developers, educators and Elders in Nunavut have been working towards reconceptualization of curriculum to better meet the strengths and needs of Inuit students and to reflect, preserve, and revitalize Inuit worldview, language, and culture. This article outlines the development of the 1989 curriculum framework Piniaqtavut, the 1996 framework Inuuqatigiit: The Curriculum from the Inuit Perspective, and the 2007 foundation document Inuit Qaujimajatuqangit: Education Framework for Nunavut Curriculum. It goes on to describe the cross-curricular principles and philosophies of education in Nunavut, and identify the most important contributing factors in this system-wide curriculum change process. The intent is both to describe the approach taken in Nunavut, as well as to inform comparable work in other Indigenous contexts.

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Taha, Mohamed Hassan, Mohamed El Hassan Abdalla, and Yasar Ahmed. "Does Curriculum Analysis in Clinical Residency Training Need to be Different?" Journal of Medical Education and Curricular Development 6 (January 2019): 238212051988863. http://dx.doi.org/10.1177/2382120519888639.

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Objectives: Curriculum analysis is an essential process in exploring the validity of assumptions behind the curriculum and judging its perspectives, goals, and objectives. This study analysed the curriculum of the Internal Medicine Residency Programme at the Sudan Medical Specialisation Board, exploring the programme’s strengths, weaknesses, and areas for improvement. Materials and Methods: A qualitative descriptive analysis method using Harden Ten Questions framework was used, implemented through document analysis. Thematic analysis was used to categorise the findings following the Harden Ten Questions framework. Results: The analysis of this curriculum using Harden Ten Questions framework revealed that it is built on needs assessment, with clear objectives and contents, good organisation of the contents and a precise management process. However, there is a need to improve the areas related to training strategies, training methods, assessment methods and the learning environment. Conclusions: This study showed that the curriculum is built to meet the needs of the Sudanese community. The contents fit for internal medicine clinical residency and the methods of training are likely to foster long-life learning. The curriculum needs some improvement particularly in the following areas such as clinical teaching, trainee assessments, and learning environments. Harden Ten Questions framework for curricula was practical to some degree in analysing the postgraduate curriculum. However, some suggestions have been made regarding the original framework to make it more adaptable to curriculum analysis at postgraduate level. The systematic analysis is transferable to the analysis of other undergraduate or postgraduate medical curricula in Sudan.

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Roure, Bastien, Chirjiv Anand, Véronique Bisaillon, and Ben Amor. "Systematic curriculum integration of sustainable development using life cycle approaches." International Journal of Sustainability in Higher Education 19, no. 3 (March 5, 2018): 589–607. http://dx.doi.org/10.1108/ijshe-07-2017-0111.

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Purpose The purpose of this paper is to provide a consistent and systematic integration framework of sustainable development (SD) in a civil engineering (CE) curriculum, given the connection between the two. Curriculum integration is a challenging project and requires the development of certain protocols to ensure success. Design/methodology/approach This paper thus proposes a framework for the systematic integration of SD through the lenses of life cycle approach and associated tools to attain effective curriculum integration. The proposed framework suggests the following five steps: mapping the curriculum, setting learning targets, developing an action plan for the assessed program, implementing the action plan and assessing the final performance. Findings This framework was applied to the CE curriculum at Sherbrooke University. To assess its success, a student satisfaction survey was conducted, and teachers’ feedback was obtained; the results showed 85 per cent positive responses. The authors show how this study allowed the CE curriculum to be properly updated and brought in line with today’s engineering profession requirements with regard to SD. Originality/value The integration focuses on the application of life cycle approaches and tools such as environmental life cycle assessment and life cycle costing on CE content. Additionally, the presented approach can be easily adapted to other engineering curriculums and, to a certain extent, to other non-engineering curriculums.

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Nguyen, Anh Thi Tuyet, Christine Cunningham, and Annamaria Paolino. "An Investigation into Chinese Influence on the Current Curriculum of Bachelor of Business English Degrees at Vietnamese Universities." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1179. http://dx.doi.org/10.17507/tpls.1010.01.

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In education across the world the curriculum plays a very important part, as it guides student learning and helps to realise what the teacher has planned. A lot of research has been conducted on curricula; however, few studies have investigated the Bachelor of Business English (BBE) curriculum and even less focusing on Vietnamese universities. This project aimed to investigate the present curricula of BBE at Vietnamese universities to gain important understandings about the purposes of the curriculum of BBE. The project adopted an interpretivist, qualitative approach using document analysis to investigate BBE curricula. Information about the present curricula was collected from the official websites of Vietnamese universities and was analysed using thematic coding. The findings revealed that the present curricula of BBE, which is a national curriculum framework, is influenced by the curriculum theories of Bobbit (1918) and Tyler (1949). In addition, the results show the components of the BBE curriculum has been influenced by a Chinese influenced BBE framework. And yet, interestingly, today there is a focus on English language competence, rather than Chinese or Russian language competence. Nevertheless, the key findings reveal some concerns with the present BBE curriculum in Vietnam.

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Veenendaal, B. "Development of a flexible higher education curriculum framework for geographic information science." ISPRS Annals of Photogrammetry, Remote Sensing and Spatial Information Sciences II-4 (April 23, 2014): 77–82. http://dx.doi.org/10.5194/isprsannals-ii-4-77-2014.

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A wide range of geographic information science (GIScience) educational programs currently exist, the oldest now over 25 years. Offerings vary from those specifically focussed on geographic information science, to those that utilise geographic information systems in various applications and disciplines. Over the past two decades, there have been a number of initiatives to design curricula for GIScience, including the NCGIA Core Curriculum, GIS&T Body of Knowledge and the Geospatial Technology Competency Model developments. The rapid developments in geospatial technology, applications and organisations means that curricula need to constantly be updated and developed to maintain currency and relevance. This paper reviews the curriculum initiatives and outlines a new and flexible GIScience higher education curriculum framework which complements and utilises existing curricula. This new framework was applied to the GIScience programs at Curtin University in Perth, Australia which has surpassed 25 years of GIScience education. Some of the results of applying this framework are outlined and discussed.

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Admin, Nadia Selim. "Ibn Sahnun’s Ninth Century Framework: A Guide for Arabic Language Curriculum Writing." ICR Journal 8, no. 4 (October 15, 2017): 488–506. http://dx.doi.org/10.52282/icr.v8i4.161.

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Building Arabic curricula for non-Arabic learners is problematic due to the specificity of the Arabic language. This problem is exacerbated by the existence of a subclass of Arabic learners who do not truly fit into any of the normative classifications of language learners. Non-Arab learners are unable to cope with curricula designed for Arab-background heritage learners. Consequently, teachers of Muslim children in Islamic schools in English-speaking contexts are designing Arabic curricula without adequate training or support. It has, therefore, become a necessity to develop a curriculum framework that responds to the needs of Muslim learners of Arabic in Western Islamic settings. As Islamic civilisation presented a body of robust educational thought and led to one of the earliest Arabic literacy campaigns, it is imperative that Arabic curriculum writers look to it for guidance. Therefore, this paper considers one of the earliest iterations of an Arabic curriculum presented in Kitab Adab al-Mu’allimin (The Book of Teachers Ethics) by Ibn Sahnun (817 870 CE).

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Yueh, Mei-Chun Michelle, and Miles Barker. "Framework Thinking, Subject Thinking and “Taiwan-ness” in Environmental Education." Australian Journal of Environmental Education 27, no. 1 (2011): 134–48. http://dx.doi.org/10.1017/s0814062600000136.

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AbstractIn the 1998 Taiwanese national curriculum revision, environmental education was one of six new “Important Issues”. To some early observers, the generic “framework” sections of this 1998 curriculum (Aims, Goals, Core Competences) resonated well with the integrative and transdisciplinary nature of environmental education. This synergy held out promise for the successful introduction of environmental education to Taiwan, despite it not being one of the seven new Learning Areas (or subjects). However, this study suggests that a pervasive nation-wide exam-driven, subject-dominated educational climate resulted in a somewhat truncated “Taiwan-ness” in the environmental education that emerged. In three Junior High Schools preparing for curriculum implementation, there was little early focus on, either the national curriculum's framework aspects or the intended integrative nature of environmental education. Rather, by 2004 curriculum integration had become offcially non-compulsory, and environmental education was conceived as a minor priority, to be wedged where possible into spaces within the traditional subjects.

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Yamane, E. "Another Framework for the Scope and Sequence of Economic Education in Elementary Schools." Citizenship, Social and Economics Education 1, no. 3 (September 1996): 194–207. http://dx.doi.org/10.2304/csee.1996.1.3.194.

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This paper, firstly, introduces and investigates various important frameworks for the scope and sequence of economic education in the USA and Japan. The author concludes that economic educators in the USA have never made a systematic economic education curriculum at the elementary schools. To the contrary, there were some unofficial economic education curricula at the elementary schools in Japan particularly in the 1960s. However, these unofficial curricula have some ideological biases and are exclusively based on Marxist economics. Secondly, this paper introduces the author's planning framework for the scope and sequence of economic education from the 1st grade to the 6th grade, based on the USA's scope and sequence of the basic economic concepts and the Japanese economic education curriculum theories.

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Puddin, Azli, and Badaruddin Ibrahim. "‘SILAT OLAHRAGA’ MODULE FRAMEWORK FOR PRIMARY SCHOOL TOWARD STUDENTS COMPETENCY IN SILAT." Humanities & Social Sciences Reviews 7, no. 3 (May 15, 2019): 405–11. http://dx.doi.org/10.18510/hssr.2019.7359.

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Purpose of Study: Silat is one of the primary school co-curricular activities. This co-curricular activity is informal in nature and learned outside school hours. Normally these silat activities are taught by the association of silat which is within the confines of the community. In this regard, the syllabus taught is non-standard because it could not assess the level of competency of students for their psychomotor, cognitive and affective domain. Methodology: This study is to establish a curriculum module silatolahraga in primary school by using development curriculum (DACUM) approach Results: This study developed a curriculum module that can be used in primary school that capable of measuring student competency in ‘silatolahraga’. Implications/Applications: The formation of this module considered the establishment of effective content and meeting the competency of primary school students mainly in terms of psychomotor, affective and cognitive.

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Venskuvienė, Nadia. "THE RENEWAL OF GENERAL CURRICULUM FRAMEWORK: WHERE ARE WE MOVING TOWARDS?" ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 13, no. 1 (June 25, 2021): 4–9. http://dx.doi.org/10.48127/spvk-epmq/21.13.04.

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The need to update the curriculum and the Curriculum framework of general education has been discussed for several years, as long as a year ago, the renewal work of primary and basic education curriculum began, and this year the renewal of the secondary and preschool education curriculum started. The curriculum of the general preschool education is described for one year, with the possibility for the child to study for the second year. The preschool education programme is not structured in separate subjects – the knowledge is acquired integrally, by developing seven competencies in all activities in which the child participates, in order to ensure the balance and coherence of all competencies in different content areas. Excluded content areas are given equal volume. It is being focused on the purpose and goals of preschool education, areas of achievement and intended achievements. The learning content is divided into five areas of learning content: • language education; • social education; • STEM education(natural science, mathematics and informatics, technological education); • health and physical education; • artistic education. The general curricula for pre-primary, primary, basic and secondary education must ensure vertical and horizontal coherence of content, possible interdisciplinary links, and indicate how they can be meaningfully disclosed including the interdisciplinary topics set out in the General curriculum framework updating guidelines: • personal power, • cultural identity and community spirit, • sustainable development. The volumes of primary, basic and secondary education curricula are presented distinguishing between compulsory subject content (about 70 per cent) and optional content (about 30 per cent), which is selected and modelled by the teacher himself, taking into account school, classroom context, student needs, achievements, possibilities and in coordination with other teachers as required. When implementing optional content, more time is devoted to the development of certain skills, values, and learning of subject topics. Project works can be organised, interdisciplinary themes can be developed, time can be allocated for cognitive, cultural, artistic, and creative activities. According to the concept of the Guidelines for the Renewal of the General Curriculum Framework, this distribution of the content ratio is focused on deeper learning, integration, topic development, competence development. Keywords: curriculum framework, general education, interdisciplinary topics, project works.

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Lawson, Raef A., Karen V. Pincus, James E. Sorensen, Kevin D. Stocks, and David E. Stout. "Using a Life-Cycle Approach to Manage and Implement Curricular Change Based on Competency Integration." Issues in Accounting Education 32, no. 3 (September 1, 2016): 137–52. http://dx.doi.org/10.2308/iace-51587.

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ABSTRACT Prior research and practitioner-academic bodies (Lawson et al. 2014; Lawson et al. 2015; Pathways Commission 2012) have called for the development of integrated accounting curricula to better prepare students for successful long-term careers. This paper recognizes accounting program leaders as important agents in the curricular-change process. Its goal is to provide accounting leaders ideas and tools that can be used to manage the process of implementing change to an integrated accounting curriculum. Using a life-cycle planning approach, we identify major stages in the curricular-change process and describe the characteristics and challenges associated with each stage. We then propose a framework for managing the curricular-change process based on the life-cycle approach, encompassing a comprehensive integration process and including spreadsheet formats to facilitate management of an institution's curricular-change initiative. While needed in an effort to develop an integrated curriculum, the approach is generalizable and can be used in any major revision of a curriculum. Appendix A of the paper contains a checklist of issues to be considered during each stage of the curricular-change cycle.

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박재현. "Curriculum Framework for Empathic communication Competence." 작문연구 ll, no. 37 (June 2018): 7–34. http://dx.doi.org/10.31565/korrow.2018..37.001.

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Heto, Prince Paa-Kwesi, Masumi H. Odari, and Wyse Sunu. "Kenya’s 2017 Basic Education Curriculum Framework." Journal of Interdisciplinary Studies in Education 9, SI (July 16, 2020): 192–210. http://dx.doi.org/10.32674/jise.v9isi.1853.

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Kenya’s 2017 competency-based curriculum, the Basic Education Curriculum Framework (BECF), seeks to address the skills gap in the education system and make the curriculum relevant to learners. Using Soka education as the philosophical framework, we provide a comprehensive review of BECF. The analysis in this essay covers the noteworthy provisions, double-edge policies, inconsistencies, issues of concern, and potential hurdles to implementation. It argues that the curriculum is not likely to produce the intended outcome due to inherent contradictions in the framework and the lack of an effective implementation plan. While BECF provides a broad and ambitious roadmap for the transformation of the Kenyan education system, actualizing the bold vision of BECF will require an extensive overhaul of the education system, a herculean task

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Maddock, Bronwyn, Arunaz Kumar, and Fiona Kent. "Creating a Collaborative Care Curriculum Framework." Clinical Teacher 16, no. 2 (May 23, 2018): 120–24. http://dx.doi.org/10.1111/tct.12796.

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Majdalawieh, Munir, Adam Marks, and Stefan Weidner. "Enterprise Computing Curriculum: A Reference Framework." Journal of Social Sciences Research, no. 512 (December 2, 2019): 1671–80. http://dx.doi.org/10.32861/jssr.512.1671.1680.

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An expanding number of colleges and universities are offering one form or another of enterprise computing academic programs to meet the market demand for graduate in this field. The programs regularly are developed by team of faculty who are expert in this area and in collaboration with Enterprise Application Solutions Vendors offering platforms in this field. As of presently, there’s no enterprise computing reference curriculum recognized by the scholarly community or industry. Industry and the scholarly community frequently vary in the scope and the definition of enterprise computing program. Subsequently, the need for an enterprise computing reference framework has regularly been enunciated in an assortment of of meetings within the enterprise computing community. The goal of this paper is to propose an enterprise computing reference curriculum model at the undergraduate level based on a study of the enterprise computing program at several local, regional, and international universities, the industry needs of enterprise computing competencies, the expertise of the authors, and the best practices available in the scholarly community and industry.

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Nyukorong, Remy. "A proposed entrepreneurship education curriculum framework." International Journal of Higher Education and Sustainability 2, no. 2 (2018): 81. http://dx.doi.org/10.1504/ijhes.2018.096104.

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Nyukorong, Remy. "A proposed entrepreneurship education curriculum framework." International Journal of Higher Education and Sustainability 2, no. 2 (2018): 81. http://dx.doi.org/10.1504/ijhes.2018.10017327.

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Bintz, William P., and Sara Delano Moore. "Using an Interdisciplinary Curricular Framework to Support Literacy Across the Curriculum." International Journal of Learning: Annual Review 13, no. 9 (2007): 71–80. http://dx.doi.org/10.18848/1447-9494/cgp/v13i09/45060.

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Tomasevic, Biljana, and Dragica Trivic. "Chemistry curricular knowledge of secondary school teachers." Journal of the Serbian Chemical Society 80, no. 3 (2015): 435–52. http://dx.doi.org/10.2298/jsc141002121t.

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the course of this research, we explored the extent of chemistry teachers? professional knowledge related to the structure, contents and application of chemistry curricula and their components. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of teachers concerning the necessary changes in the curricula currently in effect. The teachers? answers show that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicate that there exists information in the curriculum components that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with appropriate teachers training programme were applying information from the curriculum within teaching process through demonstration method and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers? capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers? activities within the framework of initial teacher education and continuing professional development.

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Howard, Heather A., Nora Wood, and Ilana Stonebraker. "Mapping information literacy using the Business Research Competencies." Reference Services Review 46, no. 4 (November 12, 2018): 543–64. http://dx.doi.org/10.1108/rsr-12-2017-0048.

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Purpose Librarians in higher education have adopted curriculum mapping in an effort to determine where effective information literacy instruction can help fill gaps in the curriculum and prepare students for both coursework and future research demands. While curriculum mapping has been used widely across academia, few studies have considered business curriculum and the development of information literacy instruction. This paper aims to provide an overview of the current landscape of curriculum mapping across business courses at two institutions and a replicable methodology for other institutions. Design/methodology/approach In this paper, the authors will examine two case studies at large research universities that evaluate curriculum mapping against the BRASS Business Research Competencies at the undergraduate and the graduate business levels. Findings This study found that the Business Research Competencies are a valid method to evaluate in both case studies. Curriculum mapping also uncovered various gaps in business education across the curricula at both institutions and led to open discussions with faculty in an effort to improve the success of students both during their degree programs and into their careers. Originality/value This study provides a framework and methodology for evaluating business curriculums against robust standards to improve student success. With examples from undergraduate and graduate programs, the results of this project promise to have long-lasting implications on the development of curriculums across business programs, including the value of librarian support in developing Business Research Competencies.

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Cleveland, Simon, and Cristelia Hinojosa. "Complexity Framework for the Project Management Curriculum." International Journal of Information Technology Project Management 10, no. 1 (January 2019): 34–54. http://dx.doi.org/10.4018/ijitpm.2019010103.

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Universities' core project management courses address the key principles and best practices of project management methodologies, while elective courses are utilized to introduce alternative project frameworks. The concept of project complexity can be taught to strengthen competency in project managers and enhance the success of the projects they manage. Previous instruction methods were evaluated to determine the key concepts that pertain to project complexity. This article proposes a preliminary framework for the development of an elective course on project complexity.

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Kwak, Young-Sun, and Yang-Rak Lee. "Poststructural Curriculum and Topic-centered Framework of The New Science Curriculum." Journal of the Korean earth science society 28, no. 2 (April 30, 2007): 169–78. http://dx.doi.org/10.5467/jkess.2007.28.2.169.

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Tao, Tian, Zou Nengfeng, Jiang Jiyu, and Xu Xiaochun. "Application of Practical Curriculum for College Specialty of Economic Management under TPACK Framework – Taking “Enterprise Operation and Decision Simulation System” Curriculum as an Example." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (July 12, 2017): 124. http://dx.doi.org/10.3991/ijet.v12i07.7223.

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As a new type of educational knowledge integration framework under the appeal for informatization, Technological Pedagogical and Content Knowledge (TPACK) has become a prerequisite for teachers to integrate technologies into their teaching effectively. A comprehensive analysis of the current challenges faced by practical curriculums on economic management is presented in this paper. A curriculum design model was constructed based on the TPACK theoretic framework and the constructivism learning theory. The curriculum “Enterprise Operation and Decision Simulation System” was taken as an example, and the practical curriculum system for economic management under the TPACK framework was designed from three aspects, namely, teaching content, teaching methodology, and teaching technique. On this basis, an econometric analysis software was used to analyze the effects of curriculum implementation. Research indicates that TPACK plays a significant role in improving teaching quality, elevating student satisfaction, and cultivating students’ professional application and practice abilities. The research conclusion is of certain reference value to the practical teaching reform and development in universities.

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Schwartz, Andrea, and Kristen Schaefer. "A Longitudinal Aging and End-of-Life Care Curriculum for Medical Students Using the Geriatric 5Ms Framework." Innovation in Aging 4, Supplement_1 (December 1, 2020): 9. http://dx.doi.org/10.1093/geroni/igaa057.029.

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Abstract Medical student training in geriatrics and palliative care is critical to prepare them to care for older adults and those facing serious illness. We created a longitudinal Aging and End of Life Care Curriculum at Harvard Medical School, using Kern’s Curriculum Design Model. We conducted a focused needs assessment survey with course and clerkship directors, then implemented curricula based on the AAMC and Hartford Foundation’s 26 learning objectives in Geriatrics (Leipzig et al, Acad Med 2009), and “Raising the Bar for the care of seriously ill patients” which established competencies for medical students in palliative care (Schaefer at al, Acad Med 2014). We structured the curricular content to enable spaced learning, using the Geriatric 5Ms framework of Mobility, Mind, Medications, Multi-complexity and Matters Most (Tinetti at al, JAGS 2017), which aligns with the Age Friendly Health Systems Initiative priorities. Students participate in trainings on Delivering Serious News and Goals of Care Conversations, structured home visits with older adults, and clinical reasoning sessions focused on falls, delirium and polypharmacy risk reduction. The curriculum includes interactive, case based and jigsaw learning, as well as flipped classroom learning. Students are evaluated using a three part longitudinal Objective Structured Clinical Examination with an aging patient, which demonstrates an increase in medical student clinical skills in geriatrics. Individual sessions of the curriculum demonstrate increases in student knowledge of and attitude to geriatrics; longitudinal assessment is ongoing to ensure that students graduate ready to care for an aging society with competence, knowledge and compassion.

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Karseth, Berit. "Qualifications frameworks for the European Higher Education Area: a new instrumentalism or 'Much Ado about Nothing'?" Learning and Teaching 1, no. 2 (June 1, 2008): 77–101. http://dx.doi.org/10.3167/latiss.2008.010205.

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The purpose of this article is to explore the development of qualifications frameworks as a key element in the Bologna Process, which aims to develop a European Higher Education Area by 2010. By setting up descriptors of learning outcomes, a European qualifications framework is intended as an instrument that enables Europe to coordinate and exchange qualifications. Furthermore, the article analyses the proposal of a national qualifications framework in Norway and institutional responses to it. Despite general support for the idea of a framework, the analysis shows that the institutions question the possibility of a qualifications framework that fits all types of educational programmes.With reference to curriculum theory the article concludes that the idea of a qualifications framework based on measurable learning outcomes represents a turn towards an instrumental curriculum approach in higher education, in contrast to a traditional curriculum approach which foregrounds disciplinary content and its mastery. Drawing on institutional theory the article also questions the possible impact of qualifications frameworks in higher education.

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Steketee, Carole. "Prudentia: A medical school’s solution to curriculum mapping and curriculum management." Journal of University Teaching and Learning Practice 12, no. 4 (October 1, 2015): 115–25. http://dx.doi.org/10.53761/1.12.4.9.

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The School of Medicine (SoM) at the University of Notre Dame Australia has developed a curriculum mapping system called Prudentia. This web-based application allows users to explore curriculum across all four years of the MBBS to determine what and when students are expected to learn, and if there are any anomalies evident within this data. A five-level hierarchical, outcomes-based curriculum framework underpins Prudentia, ranging from the macro Australian Medical Council's Student Outcomes Statements to the micro daily learning objectives. Data in all five levels of the framework can be mapped and constructive alignment between the outcomes, instructional and assessment methods can also be investigated. While Prudentia is a user-friendly application, it is only as good as the curriculum framework which underpins it. This paper discusses the critical questions that were pivotal in developing the SoM’s curriculum framework, upon which a robust curriculum mapping system was eventually built.

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Jonas, Lynn C., Nonnie M. Botha, and Peter Myles. "A Curriculum Framework for Undergraduate Coastal and Marine Tourism University Programs." Tourism in Marine Environments 14, no. 4 (December 18, 2019): 249–64. http://dx.doi.org/10.3727/154427319x15721827632578.

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Coastal and marine tourism is one of the fastest growing subsectors of the tourism industry and the workforce needs to be equipped to be able to work in this industry. There is a lack of importance placed on coastal and marine tourism curricula and a focused curriculum framework would provide a guideline for future course development for the industry. The purpose of this article is to present a curriculum framework for undergraduate coastal and marine tourism university programs. Data were collected in the South African context through a mixed methods approach with a multiphase design whereby qualitative data were first collected through content analysis, followed by quantitative data collected through questionnaires, and the third phase included qualitative data collected through semistructured interviews. The study found a variety of both soft and physical skills that are applicable to the coastal and marine tourism environment. Specific teaching and assessment methods that would be more applicable to the industry are also identified. Coastal and marine tourism curricula will have to be all-encompassing yet industry focused.

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Kaml, Craig, Christopher C. Weiss, Paul Dezendorf, Maria Ishida, Daniel H. Rice, Ron Klein, and Yvonne Salfinger. "Developing a Competency Framework for U.S. State Food and Feed Testing Laboratory Personnel." Journal of AOAC INTERNATIONAL 97, no. 3 (May 1, 2014): 768–72. http://dx.doi.org/10.5740/jaoacint.13-400.

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Abstract A competency-based training curriculum framework for U.S. state food and feed testing laboratories personnel is being developed by the International Food Protection Training Institute (IFPTI) and three partners. The framework will help laboratories catalog existing training courses/modules, identify training gaps, inform training curricula, and create career-spanning professional development learning paths, ensuring consistent performance expectations and increasing confidence in shared test results. Ultimately, the framework will aid laboratories in meeting the requirements of ISO/IEC 17025 (2005) international accreditation and the U.S. Food Safety Modernization Act (U.S. Public Law 111-353). In collaboration with the Association of Food and Drug Officials, the Association of Public Health Laboratories, and the Association of American Feed Control Officials, IFPTI is carrying out the project in two phases. In 2013, an expert panel of seven subject matter experts developed competency and curriculum frameworks for five professional levels (entry, mid-level, expert, supervisor/manager, and senior administration) across four competency domains (technical, communication, programmatic, and leadership) including approximately 80 competencies. In 2014 the expert panel will elicit feedback from peers and finalize the framework.

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Journal articles on the topic 'Curriculum framework'

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