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Esad Kurejšepi. "Misalignment of Cross-Curricular Areas in Primary Education in Kosovo." Communications on Applied Nonlinear Analysis 32, no. 9s (2025): 2506–16. https://doi.org/10.52783/cana.v32.4556.
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Introduction: The alignment of cross-curricular areas in primary education plays a crucial role in ensuring balanced and effective learning experiences. In Kosovo, the curriculum serves as the foundation of the education system, guiding teaching methodologies, content delivery, and learning outcomes. However, despite its comprehensive structure, inconsistencies in the distribution of curricular areas can lead to imbalances that affect the quality of instruction. Objectives: This study investigates the misalignment of cross-curricular areas in primary education in Kosovo, with a specific focus on the subjects of language and communication and mathematics. It explores how the current curricular framework influences the allocation of instructional time, teacher workload, and student learning experiences. Methods: Employing a mixed-methods approach, this research utilizes a structured questionnaire distributed to primary school teachers in Prizren and Dragash. The survey, conducted in Bosnian, Turkish, and Albanian, assesses educators' perceptions of curriculum distribution and its impact on interdisciplinary learning. Results: The findings indicate that the curriculum's structure often results in an overemphasis on core subjects, limiting opportunities for interdisciplinary teaching and learning. This study highlights the need for a more integrated approach to curriculum planning to enhance the coherence and effectiveness of primary education in Kosovo. The results provide valuable insights for policymakers and educators in revising curriculum frameworks to foster a more balanced and holistic educational experience.
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Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.
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This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren
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Choi, Hanseul, Hanjoon Yoo, Taehyeong Choi, and Sahoon Kim. "Analysis of the System and Linkage Structure of School Safety Education: Focusing on the Education Policy and Curriculum in Korea, Germany, and Japan." Korean Comparative Education Society 35, no. 2 (2025): 65–103. https://doi.org/10.20306/kces.2025.35.2.65.
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[Purpose] This study aims to compare and analyze safety education policy guidelines and curriculum documents from Korea, Germany, and Japan to identify an appropriate structural system and linkage strategies for Korea. [Method] A comparative analysis was conducted on the structure of educational content and patterns of curriculum linkage based on each country’s policy guidelines and curriculum documents. [Results] All three countries prioritized school safety education but differed in policy development, curricular reflection, and school-level implementation. Korea institutionalized safety education all at once in response to the Sewol Ferry disaster, covering a wide range of areas. However, its effectiveness is limited due to a co-curricular focus and weak subject linkage. Germany and Japan, shaped by gradual policy development, embedded safety content in achievement standards and annual plans. Germany emphasized subject linkage, while Japan connected curricular and co-curricular activities. Both adopted spiral structures by grade level to align with students’ developmental stages. [Conclusion] The study suggests restructuring Korea’s safety education through stronger subject linkage, better alignment across policy, curriculum and school practice, and developmentally appropriate spiral design.
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Yue, Hongwei, Hanhui Lin, Yingying Jin, Hui Zhang, and Ken Cai. "Opening Knowledge Graph Model Building of Artificial Intelligence Curriculum." International Journal of Emerging Technologies in Learning (iJET) 17, no. 14 (2022): 64–77. http://dx.doi.org/10.3991/ijet.v17i14.32613.
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The knowledge points setting of artificial intelligence curriculum has shortcomings in connection between theory and practices. To overcome the problem, this study designs an open knowledge point design model based on knowledge graph. Fist, to promote the construction of the knowledge graph (KG) of curriculums, associated teaching research was analyzed visually. Then the order and hierarchical structure of the knowledge points were defined, and the ontology structure of curriculum knowledge and the relationship between knowledge points and posts were designed as well. Moreover, an overall logic structure for the construction of the open KG of curriculums was proposed. Results demonstrated that high attention should be paid to the construction and concern of teaching teams for artificial intelligence algorithms and the KG of curriculum construction. Additionally, the opening model can strengthen the openness of the KG of curriculums to reinforce the close connections between classroom knowledge and practices. Research conclusions are conducive to understand the existing problems in the KG of curriculums and provide beneficial references to the integration of information technology and education.
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Dong Joo Song and 하일규. "Analysis of Mechanical Engineering Curriculum and Model Curriculum Structure." Journal of Engineering Education Research 14, no. 4 (2011): 48–61. http://dx.doi.org/10.18108/jeer.2011.14.4.48.
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Raman, Maitreyi, Eldon Shaffer, and Jocelyn Lockyear. "Gastroenterology Fellowship Training: Approaches to Curriculum Assessment and Evaluation." Canadian Journal of Gastroenterology 22, no. 6 (2008): 559–64. http://dx.doi.org/10.1155/2008/583190.
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BACKGROUND: Medical education requires ongoing curriculum development and evaluation to incorporate new knowledge and competencies. The Kern model of curricular development is a generic model to guide curriculum design, whereas the Royal College of Physicians and Surgeons of Canada (RCPSC) has a specific model for curriculum development through its accreditation structure.OBJECTIVE: To apply the Kern model to an assessment of a residency program in gastroenterology.METHODS: A case study was used, which is a method of qualitative research designed to help researchers understand people and the societal contexts in which they live.RESULTS: The six steps involved in the Kern model of curricular development include problem identification; needs assessment; establishing objectives; establishing educational strategies; implementation; and evaluation. The steps of the RCPSC model of curriculum development include establishing an administrative structure for the program; objectives; structure and organization of the program; resources; clinical, academic and scholarly content of the program; and evaluation. Two differences between the models for curriculum development include the ability of the Kern model to conduct problem identification and learner needs assessment. Identifying problems that exist suggests a need for an educational program, such as the long wait times for gastroenterology referrals. Assessing learner needs allows for the development of a tailored curriculum for the trainee.CONCLUSIONS: The Kern model and RCPSC model for curriculum development are complementary. Consideration by the RCPSC should be provided to add the missing elements of curriculum design to the accreditation structure for completeness.
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Oliver, R., H. Kersten, H. Vinkka-Puhakka, et al. "Curriculum structure: principles and strategy." European Journal of Dental Education 12, s1 (2008): 74–84. http://dx.doi.org/10.1111/j.1600-0579.2007.00482.x.
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Potteiger, Kelly, Christopher David Brown, and Leamor Kahanov. "Altering the Athletic Training Curriculum: A Unique Perspective on Learning Over Time." Athletic Training Education Journal 7, no. 2 (2012): 60–69. http://dx.doi.org/10.4085/070260.
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Context: The cohort athletic training curriculum features a competency-based approach that allows the student to matriculate through the program in a systematic fashion. This method is desired as it allows for efficient delivery and mastery of the educational content and associated clinical skills. The result may be an inflexible curriculum that can be unforgiving when unforeseen circumstances arise. Objective: To introduce a unique curricular design to the undergraduate athletic training setting that is more flexible than the traditional curricular model. Background: Athletic training education has expanded and proliferated greatly since 1998. The high rate of growth resulted in programs that are similar in design. The curricular structure is based on competency-based categories whose subjects rely on each other so strongly that there is little flexibility. This rigidity can create matriculation issues for students who are unable to proceed through the program at the required pace. Synthesis: Review of the current curricular model and accompanying literature indicates a desire for a new curricular model to provide flexibility within the athletic training curriculum. Results: The Adaptive Athletic Training model provides a flexible alternative to the cohort athletic training curriculum. This design uses a holistic and problem-based approach that is more closely associated with the entry-level workplace. Limitations include its ability to conform directly to the Commission onbetter Accreditation of Athletic Training Education competency matrix and the increased academic resources needed for implementation. Recommendations: Professional athletic training education programs should examine whether their current curricular model benefits their student population in the greatest extent. If room for improvement is identified, then alternative curricular models should be explored. Conclusions: The Adaptive Athletic Training model provides a flexible curricular option when examining alternative professional athletic training education program curriculums.
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Adhikari, Surya Prasad. "Practice of Early Childhood Development Curriculum Preparation." Interdisciplinary Research in Education 4, no. 1 (2019): 43–52. http://dx.doi.org/10.3126/ire.v4i1.25709.
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This article aimed to explore early childhood development (ECD) curriculum preparation practices. To accomplish the objective, I have collected qualitative information from ECD center through unstructured interview and discussion with the participant. This study revealed that the respondent has just Montessori basic training on pronunciation and curriculum preparation. Curriculum development center is prepares ECDC curriculums as based on the Wheeler curriculum process. However, private ECDCs prepare curriculum themselves in line with the curriculum development center. Private ECDCs have not compulsory to follow the government’s curriculum. Curriculum of Curriculum Development Center focus on children’s all round developments. But there is lack of spiritual development. Facilitators always start to teach/learn through the objects of the environment. Children learn more words from their mother and parents at home. Facilitators teach children by arranging the words from simple to complex. They teach correct pronunciation, structure of words and then concept.
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Spain, Stephen. "An Alternative Australian Curriculum Model: Vertical Cubic Curriculum." Learning and Teaching 9, no. 1 (2020): 67–89. http://dx.doi.org/10.7459/lt/9.1.06.
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This paper proposes an alternative curriculum model to the current Australian Curriculum, which is underpinned by a Systems Thinking methodology (Capra & Luisi 2014). Entitled a Vertical Cubic Curriculum (VCC), this design takes advantage of intelligent design tools whilst drawing on principles from the Australian Vertical Modular Curriculum (Education Department of Victoria, Australia 1980) and the three-dimensional structure proposed by Wragg’s Cubic Curriculum (Wragg, 1997). The VCC proposes an age mixed, multidimensional curriculum space (Carey, 2016) that promotes student voice and student self-efficacy; enabling teachers and students to co-construct a ‘learning curriculum.’ The VCC employs a cubic structure both as a proposed National Framework and as an implemented Cubic Vertical modular design at school level. The VCC is a highly flexible model that fosters metacognitive learning and formative (diagnostic) assessment as a continuum of development.
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Hadi, Nurul, Imam Asrori, and M. Abdul Hamid. "Bun-yat al-Manhâj Syibhu al-Muwâziyah li Qismi Ta’lîmi al-Lughati al-Arabiyyati bi Jâmi’ati Maulânâ Mâlik Ibrâhim al-Islâmiyati al-Hukûmiyati Mâlang." OKARA: Jurnal Bahasa dan Sastra 17, no. 2 (2023): 300–317. http://dx.doi.org/10.19105/ojbs.v17i2.6458.
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The frequent changes in government policies regarding higher education curricula pose a problem for many universities. One recent policy that has caused issues is the "MBKM" curriculum, which also influences State Islamic Religious Colleges. This study aims to reveal how the Arabic Language Teaching Department of UIN Maulana Malik Ibrahim Malang developed a semi-parallel structure by combining parallel and serial structures. A case study approach was employed, with the Arabic language teaching department of UIN Maulana Malik Ibrahim Malang as the main research subject. Data was collected through interviews and documentation. The data analysis consisted of three stages: data reduction, data presentation, and conclusion drawing. The findings revealed that the semi-parallel curriculum structure implemented by the Arabic language teaching department fulfills two curriculum standards. Firstly, it meets the demand for curriculum standardization based on the Indonesian National Qualifications Framework (KKNI) outlined in Higher Education Regulation No. 44, 2015. Secondly, the semi-parallel curriculum structure corresponds to the curriculum standards set forth by the Indonesian Arabic Teachers Association (IMLA) in 2019. So, the development of a semi-parallel curriculum structure for the Arabic Language Teaching department has proven to be following national standards, even though policies often change.
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Zakariyya, Zakariyya Said. "Investigating the Relevance of the NCCE Curriculum in Teaching Pre-Service Students the Syntactic Structure of Arabic Sentences." British Journal of Multidisciplinary and Advanced Studies 4, no. 5 (2023): 92–97. http://dx.doi.org/10.37745/bjmas.2022.0322.
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This research paper investigates the relevance of the National Commission for Colleges of Education (NCCE) curriculum in teaching pre-service students the syntactic structure of Arabic sentences. The study aims to assess the effectiveness of the current curriculum in developing students' understanding and proficiency in Arabic syntax. Through a mixed-methods approach, including surveys, classroom observations, and student assessments, data is collected to evaluate the alignment between the curriculum and students' learning outcomes. The findings reveal both strengths and areas for improvement in the NCCE curriculum's coverage of Arabic sentence syntax. The study concludes with recommendations for curriculum enhancements and instructional strategies to better support pre-service students' acquisition of syntactic skills in Arabic language learning.
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Simion, Anca Georgiana, and Olga Chis. "Developing learning abilities through flexible teaching strategies." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (2019): 336–43. http://dx.doi.org/10.18844/prosoc.v6i1.4186.
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The national Romanian curriculum challenges practitioners to apply it through educational and structured activities so as not to delineate the structure indicated by the national curriculum. Due to a common dialogue with other educational systems, the current Romanian educational system addresses at the micro-pedagogical level educational practices specific to other educational systems. The Finnish educational system manages to effectively combine current curriculum structures, the social vision based on trust and the implementation of educational software. This triad of components provides Finnish practitioners and foreign practitioners with the Finnish educational system, a design of educational activities validated by the educational outcomes. We wanted to discover the Romanian teachers' vision of the opportunities of the Finnish education system, as well as finding out about the continuous training of teachers in the national educational system.
 Keywords: Romanian curriculum, Finnish educational system, cooperation, curriculum implementation.
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Charl, Vince L. Porlares, and B. Tan Emily. "The Influences of Organizational Structure in the Hidden Curriculum: Implications in School Practice." International Journal of Social Science and Human Research 04, no. 05 (2021): 980–88. https://doi.org/10.47191/ijsshr/v4-i5-14.
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The school as a social variable is an important driver and agent of change. At its heart is the curriculum, which gears the school of different teaching-learning experiences as well as supporting activities that also contribute to the overall school experience. Curriculum, as a knowledge, equates to the stakeholders transmitting the content developed to the learners; as a process, involves the stakeholders in the actual teaching-learning practice; and as a product, is what the students have been equipped with— knowledge, skills, and values. All approaches underpin the involvement of various stakeholders in the school as an organization. The relationship between curriculum and stakeholders has been sought out, however, in the deeper context of the unseen curriculum, it is yet to be properly scrutinized. This paper attempts to review the hidden relationship between the school as an organization and the curriculum. An implication and future direction are drawn out from the existing pieces of literature.
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Rice, Marion. "Curriculum Artifacts." Practicing Anthropology 8, no. 3-4 (1986): 6–19. http://dx.doi.org/10.17730/praa.8.3-4.j233522h2w7173hj.
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A quarter of a century spans the enactment of the National Defense Education Act (NDEA) of 1958 and the publication of A Nation at Risk in 1983. Both grew out of a concern for the condition of learning in our nation's schools. But there the resemblance ends. NDEA presaged a decade of curriculum creativity, focusing on the structure of the disciplines; the 1983 report thus far has produced primarily attempts to reform through school centralization and bureaucratic monitoring. Forgotten in the recent effort are the three most important ingredients of learning: the teacher, the pupil, and the parent. The teacher is the mentor, the coach, the stimulator of formal instruction. The pupil is the learner, the striver without whose effort there is no learning and no. application. And the parent,. representative of the larger society, is the one who must demand performance and support the efforts of both pupil and teacher. Thus, as we look at education from an anthropological perspective, it seems that in the 1980s we are more concerned with the incidentals than the basic structure of schooling, and that much-touted school reform will have trivial rather than significant consequences.
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Kim, Bitna, and Hyunyoung Cho. "How to Embrace Values and Attitudes in Competency Based Curriculum: comparison of 2015 national curriculum and IBDP mathematics curriculum’s document." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 18 (2022): 727–42. http://dx.doi.org/10.22251/jlcci.2022.22.18.727.
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Objectives This study analyzes curriculum documents in order to consider a way to reflect not only knowledge and skill but also value, attitudes for the curriculum pursuing competency development. In particular, it was intended to examine the significance and implications of the document system establishment method in the curriculum to cultivate competency through comparative analysis between the mathematics curriculum, which is a common high school subject, and IBDP.
 Methods Considering the similarity in content between the 2015 national curriculum and the IBDP's mathematics and curriculum documents, vision, subject goals, content, teaching and learning methods, and evaluation were selected as analysis targets, and the relationship between each item was compared in a species system. Results according to the analysis of external and internal systems were presented and implications were drawn.
 Results The two curriculums were designed with the purpose of cultivating knowledge, skills, values, and attitudes in a balanced way. However, when comparing the structure of the two curriculum documents, each curriculum showed differences in the order of presenting the subject area, the method of connection, the tense and background context of the statement, and the definition of simplification and detailing to be delivered. In particular, it showed a difference in the way that values and attitudes were explicitly or implicitly understood through which areas and how they were dealt with.
 Conclusions In this paper, the 2015 national curriculum and the IBDP mathematics curriculum have similar goals and orientations, but differences were found in the way they deal with knowledge, skills, values and attitudes. Curriculum for capacity building should aim for a balanced development of values and attitudes as an affective aspect. Therefore, a comparison of the 2015 national curriculum and the IBDP curriculum document structure will give meaningful implications on how the curriculum document as a formal curriculum elicits different learning experiences.
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Bernátová, Renáta, Milan Bernát, Janka Poráčová, et al. "System of Logical Structures in Natural Science-Oriented Curriculum and its Effect on Teaching." International Journal of Emerging Technologies in Learning (iJET) 15, no. 22 (2020): 59. http://dx.doi.org/10.3991/ijet.v15i22.17155.
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The system of logical structures in natural science- (biologically-, ecologically- and physics-) oriented curriculum is defined as a set of features, which depict the main ideas of a certain topic. Basically, it is a unique model presenting the topic´s key points. Graphical representation of the curriculum logical structure can be provided (implemented) as: a) traditional printed graphic form b) computer (virtual) form. When visualizing the logical structure system of natural science curriculum (including biologically-, ecologically- and physics-oriented school subjects), we mainly use the following structural components: Word maps, Applets, Orientation graphs (transport diagrams), Development diagrams, Venn diagrams, Structurograms, Sequence diagrams and others. This research paper includes a pedagogical experiment to verify the effectiveness of teaching with the use of graphic visualization of the curriculum logical structure.
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Ageev, Yu D., S. V. Fedoseev, Yu A. Kavin, S. G. Vorona, and I. S. Pavlovskiy. "Inconsistency evaluation of the curriculum logical structure." Statistics and Economics 15, no. 5 (2018): 73–80. http://dx.doi.org/10.21686/2500-3925-2018-5-73-80.
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Purpose of the study. The main purpose of creating a curriculum is to regulate academic disciplines in accordance with the logic of the learning process, defined by the relationship between the basic concepts of the disciplines. Violation of this logic becomes apparent only directly during the training sessions.A large variety of quantitative methods uses indicators that do not reveal structural deficiencies in the curriculum. This makes it difficult to improve the curriculum.The purpose of this work is to demonstrate the application of a general approach to the assessment of the structural inconsistency of systems in relation to the evaluation of the logical structure of the curriculum.Materials and methods. The paper applies a general approach to the assessment of structural integrity, developed on the basis of the provisions of the general theory of systems and graph theory. The approach involves the construction of three interrelated structural models of the system and using them to determine the initial data for calculating the index of inconsistency of the system structure.Results. The overall approach to the assessment of structural integrity is adapted to assess the logical structure of the curriculum. Three models of curriculum structure are developed:Elementary model of interdisciplinary communication;Curriculum network model;Hierarchical curriculum model.Based on the parameters of the hierarchical curriculum model, using three adapted algorithms, the value of the inconsistency index of the curriculum structure in the direction of preparation “Applied Informatics” is calculated. Recommendations on changing the structure of the studied curriculum to reduce the degree of its structural inconsistency are proposed. Conclusion. As a result of the research, the methods were proposed that allow identifying possible contradictions in the structure of the curriculum and evaluating its inconsistency. As the experiments have shown, it is extremely difficult to study the curricula in a manual manner, the number of disciplines in which exceeds 50. In this regard, the development of a complex of computer programs that will automate the assessment of the inconsistency of large curricula is being completed.
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Dr. H M Naveen. "UGC Curriculum and Credit Framework for PG Programmes, 2024." International Journal of Scientific Research in Science, Engineering and Technology 11, no. 3 (2024): 406–14. http://dx.doi.org/10.32628/ijsrset24113147.
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The NEP 2020 strongly emphasises on multidisciplinary and holistic education. In response to this, the UGC has developed the Curriculum and Credit Framework for Post-graduate Programmes while considering the restructured degree programmes, entry and exit procedures, etc. the framework, which has no discipline-specific entry requirements and shows the credit structure and curriculum contents for both one-and two-year PG programmes, also offers an exit option at the end of the first year in two-year PG programmes. The framework is a testament to student empowerment, giving them freedom, flexibility and choices. According to the MoE and UGC, the re-structured degree programmes and promoted in both undergraduate and post-graduate education. In conformity with the re-structured undergraduate programmes, now the UGC has developed a Curriculum Framework for Post-graduate Programmes. The present article enlightens the HEIs regarding the recommendations of NEP 2020 relevant to Post-graduate Education ; main features of the PG Curriculum framework ; Credit Requirement and Eligibility for the PG Programme ; Generic Outcomes of Learning at the PG Level ; Graduate Attributes of PG Programmes ; Programme Designs, Curricular Components Credit Distribution ; Flexibility in changing subjects and lastly, Assessment Strategies.
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Sahid, Abdul. "Impact of Curriculum Management on the Quality of Graduates at MI Yusuf Abdussatar Kediri, West Lombok Regency." Edumaspul: Jurnal Pendidikan 7, no. 2 (2023): 2398–404. http://dx.doi.org/10.33487/edumaspul.v7i2.6604.
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Curriculum management is a comprehensive, systemic and systematic cooperative system for realizing curriculum achievement. This research was designed as a qualitative approach and took the research location in Madrasah Ibtidaiyah Yusuf Abdussatar Kediri, West Lombok Regency. Observation, interviews, and documentation carry out data collection procedures. Data analysis techniques use data reduction, data presentation, and conclusions. Meanwhile, data validity is checked by extending participation, observation diligence, triangulation of peer reviewing data and using sufficient references. Research findings show that 1) how curriculum management on the quality of graduates is: a) forming a curriculum development team, b) making the basic framework of the curriculum, c) analyzing the context in the curriculum, d) analyzing the characteristics in the curriculum made, e) organizing the curriculum so that the curriculum has a regular structure in the curriculum itself, f) preparing an appropriate learning implementation plan to achieve the expected goals, and g) curriculum evaluation; 2). How are the curriculum management steps towards the quality of graduates, namely: a) implementation of the right curriculum so that the quality of graduates is achieved, b) carrying out extracurricular activities in the curriculum, and c) carrying out appropriate intra-curricular activities by the curriculum made.
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Niousha, Rose, Lexie Jingruo Guo, Rick Kaifeng Li, Narges Norouzi, and Lisa Zhang. "Comparing Artificial Intelligence Curricula in Canadian and US Universities." Proceedings of the AAAI Conference on Artificial Intelligence 39, no. 28 (2025): 29053–61. https://doi.org/10.1609/aaai.v39i28.35176.
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Artificial Intelligence (AI) has impacted the world tremendously in the last decade, causing an increased demand for accessible AI education globally. Students benefit from studying AI earlier in the curriculum; however, AI courses can require a range of prerequisites, which can be structured differently in various educational contexts. In this paper, we study the curriculum structure of AI, Machine Learning (ML), and Data Science (DS) courses in Canadian Universities and compare it with that of US Research-1 institutions. There are many similarities between AI, ML, and DS courses in Canada and the US. For example, DS courses tend to be more accessible earlier in the CS curriculum compared to AI and ML. However, there are key differences between the two countries, with Canadian AI, ML, and DS courses generally being a part of a longer prerequisites chain, and Canadian CS departments offering fewer DS courses. Still, both Canadian and US institutions find innovative ways to introduce AI earlier in the curriculum, including via interdisciplinary courses and specialized courses with few prerequisites. This study corroborates earlier work in recognizing diversity in curricular frameworks in North America and recommends curricular revisions and early academic advising to ensure access to AI courses.
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Kim, So-Hyang. "Early Childhood Curriculum Management Decision Making Structure for Sustainable Early Childhood Education." Korea Association for Early Childhood Education and Educare Welfare 27, no. 3 (2023): 57–85. http://dx.doi.org/10.22590/ecee.2023.27.3.57.
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The purpose of this study is to provide a basis for sustainable development education in early childhood education by examining the decision-making structure of early childhood curriculum management as the governance structure of ESG related to sustainable development. The results of examining the five factors in the decision-making structure of early childhood curriculum management, such as children, parents, national level curriculum, directors of early childhood education institutions, and teachers are as follows. Children are divided into maturationism, behaviorism, and constructivism according to the perspective of viewing the development of children, and their influence on the decision-making structure is determined. Based on the stewardship code, parents' demands are reflected in the national level curriculum and directors of early childhood education institutions to affect the decision-making structure. The national level curriculum affects the decision-making structure through a re-understanding of the play-centered curriculum that reflects the educational backgrounds and constructivist educational beliefs of early childhood teachers. Directors of early childhood education institutions affect the decision-making structure according to the type of institution. Finally, teachers affect the decision-making structure according to the process of reforming the national level curriculum and educational beliefs. Therefore, it was discussed that children, parents, national level curriculum, directors of early childhood education institutions, and teachers can affect the decision-making structure of early childhood curriculum according to their perspectives.
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Karpov, Aleksandr Olegovich. "Knowledge transformation and educational recursion." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2015): 33–57. http://dx.doi.org/10.51314/2073-2635-2015-1-33-57.
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The idea of knowledge transformation in the process of open education leads to the concept of the “transformative curriculum”, which implies the ability of the curriculum to rebuild its structure and informative activity patterns with due regard for the current generative assessment of a student. The transformative curriculum is regarded as an open self-reorganizing cognitive system. The concept of transformative limits (inflexibilities) of a curriculum has been brought in. For the recursive curriculum as a particular case of the transformative one, the recursive system structures and the curriculum body structures are revealed, the recursive model describing the deductive and inductive successions of education is elaborated, and the role of educational recursion in creation of the active dialogue between a teacher and a student is shown.
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Hadi, Nurul, M. Abdul Hamid та Imam Asrori. "Mushkilatu Tanfīdhi Manhaji Qismi Ta’līmi al-Lughati al-Arabiyyati Khilāla Taghayyuri Siyāsati al-Tarbiyyati al-Indonesiyyati: Dirasatu al-Hālati fī Jāmi’ati Madura al-Islamiyyati al- Ḥukūmiyyati". OKARA: Jurnal Bahasa dan Sastra 15, № 1 (2021): 199–219. http://dx.doi.org/10.19105/ojbs.v15i1.4540.
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In Indonesia, higher education curriculum policies have undergone many changes, from KBI, KBK, KPT, KPT-KKNI, and now KPT-KKNI-Merdeka Campus. Every change must leave much time-space for understanding, evaluation to the implementation stage. The reality is that many universities cannot adapt quickly. This study aims to determine how the Arabic Teaching Education Program of IAIN Madura breaks down the courses in a curriculum structure and the problems they face in implementing the curriculum, especially in formulating its curriculum structure. This study used a case study approach. The main subject was the curriculum of Arabic Teaching Education Program of IAIN Madura. Data collection methods used were interviews and documentation. The data analysis technique consisted of three activity lines, data reduction, data presentation, and conclusion drawing. The results showed that the curriculum structure of the Arabic Teaching Education Program of IAIN Madura did not meet the curriculum structure standards as guidelines for curriculum formulation made by the government. The problems in formulating the curriculum structure are 1) Lack of understanding of policymakers on government policies. 2) There is no technical guideline for curriculum development along with the deadline for Study Program Accreditation Renewal. 3) Lack of curriculum development funds.
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Bisland, Beverly Milner (Lee). "Two Traditions in the Social Studies Curriculum for the Elementary Grades: The Textbooks of Paul R. Hanna and Harold O. Rugg." Journal of Social Studies Research 33, no. 2 (2009): 155–96. https://doi.org/10.1177/235227982009033002002.
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In the 1920s and 1930s, Paul R. Hanna and Harold O. Rugg developed new textbooks that integrated social studies curriculum bi the elementary grades for the first time. Each author' s curriculum; Hanna’s expanding environments framework and Rugg’s recurring concepts with a focus on contemporary issues has significantly impacted today’s elementary school social studies instruction, textbooks and standards. This study evaluates the Quality of the Hanna and Rugg curriculum materials based on an assessment of clear content goals in support of each author’s curriculum structure and categories that determine the strength of die concepts used to support the content goals. The study finds that each author meets his curriculum goal with instances of clear and vivid concept development. The authors’ inclusions in their curriculums of fundamental concepts that underlie the social sciences are elements within social studies education that continue to be emulated today.
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PAPAJANI, Adrian. "Curriculum reform in pre-university education in Albania." Polis 20, no. 1 (2021): 7–19. http://dx.doi.org/10.58944/kpug2790.
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The study aims to provide a concise overview of the progress of the process of curriculum reform in pre-university education in general, the achievements and problems identified after 1991.After some initial corrections, the pre-university education curriculum changed but they did not follow the same philosophy at different levels of education, which affected the coherence of the changes. In the early 2000s, experts identified the main challenges related to improving the situation in this system. They were: a. national curriculum reform; and b. creating a stable and efficient structure for the professional development of teachers working in pre-university education. The new curricular framework would indicate the directions in which the country’s education system needed to be developed to meet its intended educational policies. But the curricular reform of upper secondary education in 2010 did not follow the same curricular philosophy and approach as the curricular reform of basic education in 2004. Although this reform aimed at aligning with new trends in competency-based curriculum development, it did not managed to realize a curriculum that reflected the development of competencies in all aspects. The basic education curriculum reform in 2013 tried to offer a new curriculum, but despite the efforts made, it failed to develop a competency-based curriculum. The Strategy for the Development of Pre-University Education 2014-2020 envisages a broad and competency-based conception of the curriculum. This important development complemented a shortcoming identified in the process of reforming Pre-University Education until 2013. Defining key 8 POLIS / No. 20, 2021 POLIS / No. 20, 2021 9 competencies, expressed through learning outcomes, as well as defining criteria for assessing outcomes provide the conditions for opportunities to equal education for all students, for accurate assessment of the quality of education offered at national or local level, for fair assessment of the level of student achievement, etc.
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Adrian, PAPAJANI. "Curriculum reform in pre-university education in Albania." POLIS, no. 20/1 (January 22, 2021): 7–19. https://doi.org/10.5281/zenodo.7682923.
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<strong>Abstract</strong> The study aims to provide a concise overview of the progress of the process of curriculum reform in pre-university education in general, the achievements and problems identified after 1991.After some initial corrections, the pre-university education curriculum changed but they did not follow the same philosophy at different levels of education, which affected the coherence of the changes. In the early 2000s, experts identified the main challenges related to improving the situation in this system. They were: a. national curriculum reform; and b. creating a stable and efficient structure for the professional development of teachers working in pre-university education. The new curricular framework would indicate the directions in which the country’s education system needed to be developed to meet its intended educational policies. But the curricular reform of upper secondary education in 2010 did not follow the same curricular philosophy and approach as the curricular reform of basic education in 2004. Although this reform aimed at aligning with new trends in competency-based curriculum development, it did not managed to realize a curriculum that reflected the development of competencies in all aspects. The basic education curriculum reform in 2013 tried to offer a new curriculum, but despite the efforts made, it failed to develop a competency-based curriculum. The Strategy for the Development of Pre-University Education 2014-2020 envisages a broad and competency-based conception of the curriculum. This important development complemented a shortcoming identified in the process of reforming Pre-University Education until 2013. Defining key competencies, expressed through learning outcomes, as well as defining criteria for assessing outcomes provide the conditions for opportunities to equal education for all students, for accurate assessment of the quality of education offered at national or local level, for fair assessment of the level of student achievement, etc.
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Skrabankova, Jana. "Matrix Model of Structure of Biochemistry Curriculum." Journal of Modern Education Review 5, no. 12 (2015): 1118–31. http://dx.doi.org/10.15341/jmer(2155-7993)/12.05.2015/003.
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Perlman, Baron, and Lee I. McCann. "The Structure of the Psychology Undergraduate Curriculum." Teaching of Psychology 26, no. 3 (1999): 171–76. http://dx.doi.org/10.1207/s15328023top260302.
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Palacios Zumba, Efrén Mesías, María Gladys Cóndor Chicaiza, Martha Cecilia Peñaherrera Cueva, et al. "Competency-based Curriculum: A New Approach to Curricular Change." Salud, Ciencia y Tecnología - Serie de Conferencias 3 (May 20, 2024): 779. http://dx.doi.org/10.56294/sctconf2024779.
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After the pandemic, education in Ecuador needed to align the curriculum with 21st-century skills and technological advances that occur in a global world. This adjustment must ensure that students acquire not only theoretical knowledge but also practical skills and essential competencies to thrive in a digitalized and interconnected world. The aim of this article is to justify why a competency-based curricular change is necessary, adopting a new educational paradigm. This article is based on theoretical research using the document review technique. The findings suggest a change to a new curricular structure that overcomes the existing gaps between academic education and the competencies required in the current labor market, promoting an education that integrates practical skills with advanced theory, preparing students to face the challenges of a technologically advanced and competitive work environment. The need to review and update the national curriculum is emphasized to foster an education that is truly relevant and applicable in the future professional context.
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Underwood, Sonia M., David Reyes-Gastelum, and Melanie M. Cooper. "When do students recognize relationships between molecular structure and properties? A longitudinal comparison of the impact of traditional and transformed curricula." Chemistry Education Research and Practice 17, no. 2 (2016): 365–80. http://dx.doi.org/10.1039/c5rp00217f.
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The ability to use a chemical structure to predict and explain phenomenon is essential to a robust understanding of chemistry; however, previous research has shown that students find it difficult to make the connection between structure and properties. In this study we examine how student recognition of the connections between structure and properties evolves during the first two years of college chemistry courses. In addition, we investigate how an alternative general chemistry curriculum (Chemistry, Life, the Universe and Everything (CLUE)) impacts students' understanding during these first two-years. Using discrete-time survival analysis to analyze student responses to the Implicit Information from Lewis Structures Instrument (IILSI), we found that it takes multiple semesters for students enrolled in a traditional curriculum to recognize that chemical structures can be used as models to predict chemical and physical properties. Students in the CLUE curriculum, however, tend to make this connection earlier than a matched cohort of students from a traditional curriculum, and this advantage is maintained throughout the two semesters of organic chemistry. In general, the control group takes an additional year of organic chemistry to reach the same level as the CLUE students after a year of general chemistry.
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Park, Mi Jeong, and Nan Sook Yu. "Exploration of the Knowledge Structure in the Field of Home Economics Education Using Social Network Analysis (SNA): Focusing on the Papers Published in the Journal of Home Economics Education Research." Korean Home Economics Education Association 36, no. 2 (2024): 65–88. http://dx.doi.org/10.19031/jkheea.2024.6.36.2.65.
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This study aims to explore the knowledge structure of the field of home economics education. To achieve this, the knowledge network of the field of home economics education was analyzed using social network analysis on 758 articles published between 2004 and 2023, focusing on those in the Journal of Home Economics Education Research. The main findings of the study are as follows: First, the knowledge network exhibited charac teristics of a small-world network. Papers on children, family, and career maturity significantly influenced the knowledge structure. Second, the knowledge structure is centered around the home economics subject and curriculum and is organized into four groups. A temporal analysis revealed that the influence of core keywords such as perception, content, unit, home economics teachers, practice, behavior, and influence has decreased, while the influence of curriculum, textbook, and development has shown a trend of increasing. Third, the sub-knowledge structures were identified as seven categories. The study found that the influence of ‘perception and demand for home economics education’ is decreasing, whereas the influence of ‘home economics curriculum and textbooks’ and ‘application of home economics teaching and learning process’ is increasing. Additionally, ‘adolescent self-esteem and family relationships’ and ‘home economics curriculum and textbooks’ were found to be the most influential in the knowledge structure of home economics education. This research is significant as it demonstrates the temporal changes in the core keywords and sub-structures of the knowledge structure within the field, thereby providing a foundation for understanding and expanding the research knowledge structure in the field of home economics education.
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Mejia-Mejia, Elias, and Francis Díaz-Flores. "Discrepancy analysis in university curriculum evaluation." Salud, Ciencia y Tecnología - Serie de Conferencias 2 (November 11, 2023): 541. http://dx.doi.org/10.56294/sctconf2023541.
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Curriculum evaluation in university education is crucial to improve the quality of professional education. This paper proposes a rubric to evaluate the university curriculum in order to obtain accurate information on its current state and to guide its restructuring according to the needs of updating and institutional demands. Emphasis is placed on the adoption of an objective methodological approach as opposed to subjective criteria. The methodology used, called "discrepancy analysis", is based on a theoretical model of an ideal curriculum with 10 components, each with a weighted value according to its importance. The evaluation of the curriculum is based on how close or far it is from this ideal model, reflecting its effectiveness and quality. The professional profile stands out as a fundamental source in the development of the curriculum, and must be relevant, comprehensive and consistent with the educational concept adopted by the institution. A rubric is presented to evaluate the professional profile in terms of coherence, relevance, completeness, clarity and structure. The constituent elements of the curriculum, such as the situational diagnosis, the doctrinal framework, the institutional decisions and the scope of work performance, are evaluated to ensure their alignment with the professional training objectives and the needs of the labor market. The organizational structure of the curriculum, the generation of curricular units, the design of the syllabus, the writing of summaries and the recommendations for the development of syllabi are crucial aspects that are evaluated to ensure the coherence and effectiveness of the university curriculum.
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Zhao, Linglan, and Wei Fan. "Conception, Features, and Framework of Curriculum and Instruction Integration." Education Research International 2023 (September 11, 2023): 1–9. http://dx.doi.org/10.1155/2023/8728567.
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Experience shows that the separation of curriculum and instruction can seriously block the process of curriculum reform. In the context of the new round of elementary education reform, curriculum and instruction plans should involve developing in an integrated way to implement the goal of students’ key competencies. Therefore, there is great value to resist one-size-fits-all thinking and reassess the issue of curriculum and instruction integration from a practical perspective. Following the practical essences of the key competencies, the research involved constructing three dimensions, practice, system, and structure, to reconstruct the connotation of curriculum and instruction integration. Curriculum and instruction integration is defined as the process of reorganizing and sequencing the internal elements of the system to form a new structure and new educational function in practice. There are three characteristics: it takes student learning practice as the goal, the existing curriculum and instruction structure as the basis, and the system hierarchical structure integration as the result. Based on the determined connotation and characteristics, authors constructed a hierarchical framework model for curriculum and instruction integration that was oriented around the key competencies. Research may provide useful references for promoting the high-quality development of curriculum and instruction.
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Zuardi, Antonio Waldo, Fernando Del Guerra Prota, and Cristina Marta Del-Ben. "Reduction of the anxiety of medical students after curricular reform." Revista Brasileira de Psiquiatria 30, no. 2 (2008): 136–38. http://dx.doi.org/10.1590/s1516-44462008005000006.
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OBJECTIVES: Curricular structure may interfere in students' anxiety level at medical schools. The objective of this study was to assess anxiety levels in medical students before and after a curriculum reform at the Medical School of Ribeirão Preto and to compare them with students at other courses that had no curricular changes in the same university campus. METHOD: Study samples were obtained in two moments: 1) two years before the reform; 2) after the reform when the reformed curriculum completed its fourth year. The pre-sample (former curriculum) consisted of 307 medical students and 217 students from psychology and biology courses. The post-sample (new curriculum) was composed of 330 medical students and 194 students from psychology and biology courses. Anxiety was assessed by the State-Trait Anxiety Inventory (STAI). RESULTS: Comparing the pre with the post sample, we found STAI-T scores of the students under the former curriculum were significantly higher in the first (42.9 + 1.08) and second (41.9 + 1.1) years than the STAI-T scores of the medical students under the new curriculum (38.1 + 1.0 and 37.9 + 1.06, respectively). Students from other courses and 5th year medical students, who followed the same curriculum, did not show any significant differences between different samples. CONCLUSION: These results suggest that changes to medical school curricula may reduce the medical student' levels of anxiety in the first two years of the course.
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Kusuma Dewi, Ni Wayan Sri Prabawati, I Wayan Lasmawan, and I Gusti Putu Suharta. "CRITICAL ANALYSIS OF THE FORMAL PASRAMAN CURRICULUM." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 8, no. 1 (2024): 13–20. http://dx.doi.org/10.25078/vidyottama.v8i1.2840.
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Formal Pasraman is a form of Hindu Religious education, which consists of Primary Widya Pasraman, Adi Widya Pasraman, Madyama Widya Pasraman, Main Widya Pasraman and Maha Widya Pasraman. The Pasraman curriculum is regulated in articles 8 and 9, which state explicitly that the curriculum consists of the Hindu religious curriculum and the general education curriculum. The formal pasraman curriculum must be able to meet the competencies of 21st century graduates. The relevance of the formal pasraman structure as well as the rationalization of the curriculum structure that has been stipulated in PMA No. 10 of 2020 is very important to study. For this reason, this research was conducted using a qualitative descriptive research method, in a critical study with a literature study approach. The results of the research were found as follows; 1. The relevance of the pasraman curriculum structure; analyzed from the nine national education standards of education, taking into account aspects of flexibility, the basic logic of the curriculum, dimensions and supporting aspects, it is concluded that the formal pasraman, especially in terms of curriculum structure, is not yet relevant to the needs of the 21st century. others, as well as the orientation of the analysis of the planning context, process and results of formal pasraman content, to create Hindu-based superior quality schools. Keywords: Formal Pasraman, Curriculum Structure, PMA 10 of 2020, National Education Standards, Critical Studies, Hindu-Based Schools.
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Curtis, C., and A. Mineyko. "P.118 Curriculum mapping can facilitate transition to Competence by Design." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 48, s3 (2021): S52—S53. http://dx.doi.org/10.1017/cjn.2021.394.
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Background: Curriculum maps outline the content of an educational program identifying links between targeted outcomes, educational opportunities, and assessments. The transition to Competence by Design (CBD) in Canadian specialty residency programs requires thoughtful reorganization of educational programming. A curriculum map may assist with understanding the existing curriculum and thereby facilitate planning for CBD. Methods: A map of the pediatric neurology residency curriculum at the University of Calgary was constructed by linking objectives with related learning activities and assessments. Qualitative line-by-line analysis was then conducted to identify gaps in the existing curriculum. The map was used as a framework to plot CBD outcomes and curricular structure as these were established. Results: Generating the traditional curriculum map was time-consuming, requiring 48 hours. Careful review identified several objectives that did not link to formal learning activities or assessments. Many such gaps were recognized to link to non-clinical activities. Using the scaffold of the traditional curriculum reduced the time required for mapping the planned CBD curriculum to 4 hours. Conclusions: The creation of a curriculum map prior to transition to CBD improved understanding of the existing curriculum and will facilitate transition to CBD. Ongoing evaluation of the fit of our predicted CBD map will support effective implementation.
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Ennis, Catherine D. "Analyzing Curriculum as Participant Perspectives." Journal of Teaching in Physical Education 9, no. 2 (1990): 79–94. http://dx.doi.org/10.1123/jtpe.9.2.79.
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For this study, curriculum was defined as a holistic set of perspectives that interact to create the educational environment. The Goodlad et al. (1979) domain concept was used as the theoretical structure for the examination of content in three elementary physical education programs. Two of the programs used a movement education curriculum (Logsdon et al., 1984) while the third was structured based on a traditional activity or sport and games approach. Data collection consisted of an examination of documents (ideological and formal domains), interviews with teachers and students (perceived and experiential domains), and observation (operational domain). Data were analyzed using constant comparison. The ideological domain was found to be the most influential curriculum perspective in these programs. Major differences were detected in the use of shared decision-making and in the students’ cognitive involvement with the content.
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Valdivia, Pedro Rolando Apolo, Fernando Esteban Núñez Vara, Francis Díaz Flores, and Felipe Guizado Oscco. "Integration of competencies to the curriculum lines of the Professional School of Art." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e15613. http://dx.doi.org/10.20952/revtee.v14i33.15613.
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This article includes in essence the revision of the curriculum structure in force at the Professional School of Art of the University of San Marcos, where the curriculum has been analyzed in detail, with the intention of showing the articulation of competences and their proper integration into the curricular lines that make up the educational program of the career. Also, for this purpose has it been prevailing to observe the egress profile, since only through the proper identification of the process’s evaluation can measure the achievement of skills, skills and skills required in artistic training. The study is based on the curriculum design strategies proposed by the authors Becerra and La Serna (2019).
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Chae, Youngran, and Myaw Htang. "Comparison of Structure, Purpose and Contents of Early Childhood Education Curriculum in Korea and Myanmar." Asia Europe Perspective Association 20, no. 1 (2023): 149–69. https://doi.org/10.31203/aepa.2023.20.1.008.
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This study aims to compare and analyze the structure, purpose and goal, and contents of each area of early childhood education curriculum in Korea and Myanmar. The subjects of the study are Korea's 2019 revised Nuri curriculum (Ministry of Education, Ministry of Health and Welfare, 2019) and Myanmar's curriculum for early childhood development (Myanmar Ministry of Social Welfare, 2007). In order to compare and analyze the early childhood education curriculum in Korea and Myanmar, data such as notices and commentaries of the 2019 revised Nuri curriculum, curriculum and class guidelines for early childhood development in Myanmar were collected and analyzed. As a result of the analysis, first, the composition system of the 2019 revised Nuri curriculum in Korea is organized with the systematic structure of the curriculum with general theories and goals and contents by area, but the curriculum in Myanmar is simplified with the curriculum and class outline for early childhood development. Consists of. Second, the 2019 revised Nuri Course presents the purpose and goal to realize the human image that it seeks. Curriculum in Myanmar presents only the purpose. Third, the Nuri curriculum is composed of content categories and contents in five areas, but Myanmar's curriculum is composed of goals, necessity, and class titles according to areas. Fourth, the commonality of early childhood education courses in both countries is based on the healthy development of young children. However, Korea’s 2019 revised Nuri curriculum is a curriculum centered on infants and play, which systematically organizes the curriculum so that infants can learn on their own, focusing on the content they need to experience. The early childhood education curriculum in Myanmar does not present specific contents, but consists of contents at a level that can be referred to as guidelines for teacher education. Through this study, it will be possible to understand the actual condition of early childhood education in Myanmar and to provide basic data for future revision of Nuri curriculum in Korea.
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Rohimajaya, Nur Azmi, and Welliam Hamer. "MERDEKA CURRICULUM FOR HIGH SCHOOL ENGLISH LEARNING IN THE DIGITAL ERA." KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) 7, no. 1 (2023): 1–8. http://dx.doi.org/10.33479/klausa.v7i1.673.
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The digital era is a digital education environment where technical resources support teaching and learning. To determine educational performance, the curriculum must be adaptive to all contemporary concerns and changes. Following several curriculum reforms, the Merdeka Curriculum is currently being implemented in Indonesia. The Indonesian government has fully changed the curriculum possible to complete the educational goals anticipated in this digital era. This study compares the 2013 curriculum to the Merdeka curriculum for learning English at the senior high school level in terms of the basic framework, targeted competencies, curriculum structure, learning, assessment, teaching materials, and curriculum tools. The research design used in this study is a qualitative approach with content analysis. Based on the basic framework, targeted competencies, curriculum structure, learning process, assessment, teaching resources, and curriculum tool, this study shows similarities and differences between the 2013 and Merdeka curriculum.
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Setiawati, Yulis. "Building a Foundation for Global Competence: Improving English Language Instruction in Indonesian Curriculum." Journal Of Foreign Language Learning and Teaching 3, no. 2 (2024): 11–20. http://dx.doi.org/10.23971/jfllt.v3i2.6955.
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The study intends to examine (1) curriculum planning for English study programs, (2) the English language curriculum's structure, (3) how the English language curriculum is put into practice to raise the caliber of graduates, and (4) other related topics. (5) To determine the encouraging and discouraging variables. To evaluate the English learning curriculum. The research technique uses qualitative methods to characterize study site activities, gather data through interviews, observations, and documentation, and evaluate planning and implementation to improve English study program graduates' achievement. research output (1) Students can work out issues with learning English (2) can produce findings regarding the topic of learning English (3) To study English, students can plan, manage, analyze, and apply themselves (4) The ability to speak and understand English is essential for the growth of the curriculum in Indonesia since it opens doors to worldwide communication and boosts one's ability to compete. This article emphasizes the significance of English in Indonesian curriculum and offers tips for successful integration. It aims to develop a curriculum that promotes linguistic proficiency, cultural sensitivity, and global competence by assessing advantages and difficulties.
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Alfaini, Sania. "Kurikulum Muatan Lokal Berbasis Pesantren Dengan Bī’ah Luġowiyyah ‘Arabiyyah." Taqdir 8, no. 1 (2022): 111–24. http://dx.doi.org/10.19109/taqdir.v8i1.11673.
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Curriculum is an important focus for educational institutions of various levels. Because it describes the vision, mission, and educational goals of the nation, there needs to be a good pattern and form of curriculum. To carry out the curriculum at an institution requires organized curriculum management, including concepts, planning, implementation and evaluation. MA Al-Ukhuwah sukoharjo is one of the educational institutions that has a structured curriculum management. The research method used is qualitatively descriptive, , by retrieving data through interviews and documentation from related parties. The results found are the curriculum concepts used in MA Al-ukhuwah covering the national and local pesantren curriculum, Seen how the planning carried out by all stakesholders, the implementation of curriculum structure and the equitable self-development of santri as well as curriculum evaluation that produces many achievements as well as alumni of Islamic character and has advantages in their fields.
 Keywords: Local Content Curicculum, Arabic Language
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Jones, Anne, Kristin Bertsch, Deborah Williams, and Millicent Channell. "The Tensegrity Curriculum: A Comprehensive Curricular Structure Supporting Cultural Humility in Undergraduate Medical Education." Advances in Medical Education and Practice Volume 15 (May 2024): 381–92. http://dx.doi.org/10.2147/amep.s442569.
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Ahmadi, Aneka, Aceng Ali Nurdin, Ishmahani Sobarningsih, and Asep Herry Hernawan. "IMPLEMENTASI INTEGRASI KURIKULUM 2013 DAN MERDEKA BELAJAR DI SDIT AL FITRAH KOTA BANDUNG." Jurnal Visi Ilmu Pendidikan 15, no. 1 (2023): 60. http://dx.doi.org/10.26418/jvip.v15i1.54841.
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Education has a goal to create a generation that is intelligent and has good character. This study aims to describe the implementation of the Education Unit Level curriculum, K-13 or the Operational Curriculum of the SDIT Al-Fitrah Driving School in Bandung, which is based on KSDIT-AF Number 54 of 2021 and in accordance with the guidelines for developing KTSP in accordance with Permendikbud no. 81a of 2013 and This year's Al Fitrah SDIT curriculum adheres to the 2013 Curriculum. Using a qualitative descriptive approach. The object being observed is SDIT Al-Fitrah in Bandung. Data in the form of documents. The research strategy uses content analysis. The results showed that the curriculum design at SDIT Al-Fitrah Bandung was designed with various patterns, including the use of a curriculum structure that applies to all general subjects and Mapel Mulok Khas Islam Terpadu for all classes. Supporting curriculum such as intracurricular, curricular and extracurricular. Then regarding implementation guidelines in the form of priority programs, self-development and life skills education. As for the implementation of independent learning, SDIT Al-Fitrah Bandung has only implemented it in grades I and IV of the Driving School Program.
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Lee, Misuk, Ae-Young Yoon, In-Jung Ra, and BoMin Kim. "Literature Review on Internal and External Structure of Special Education Curriculum Textbooks and Utilization of Electronic Resources." Special Education Research Institute 27, no. 2 (2023): 115–32. http://dx.doi.org/10.56460/kdps.2023.27.2.115.
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Purpose: This study examined how the internal and external structure of special education curriculum textbooks are organized and how electronic resources are utilized. Method: For this study, journal articles and books related to curriculum, research forum data, and special education curriculum-related policies and government reports were included in the scope of the literature review. Results: The themes of the literature review included the legality of special education curriculum textbooks, the format of special education curriculum textbooks, development of special education curriculum textbooks according to the revision of special education curriculum, internal and external structure, electronic resources of special education curriculum, and development of special education curriculum reflecting on future education. Conclusion: It is required to develop curriculum textbooks that could be flexibly modified based on the characteristics of each subject area to promote students’ self-directed learning.
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Vladimir, GUȚU. "PECULIARITIES OF MANAGING CURRICULUM FOR NON-FORMAL LEARNING AND EDUCATION OF ADULTS." STUDIA UNIVERSITATIS MOLDAVIAE Științe ale Educației, no. 5(155) (2022): 3–11. https://doi.org/10.5281/zenodo.6616975.
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This article tries to solve a problem which is current and opportune for the development of educational sector, in general, and also for the creation of conditions for adult learning and education. The emphasis is done on substantiating a managerial and pedagogical concept for designing and implementing the non-formal curriculum. The needs, theoretical approaches and methodology for designing the basic curriculum and curricula for training profiles and different types of activities specific to these profiles are described in detail. At the same time, the structure and description of the constituent components of non-formal curriculum are proposed. It also conceptualized a model for monitoring the non-formal cur­ri­culum in various forms of operation.
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Pellai, Alberto, Barbara Tamborini, and Bollini Maria Mussi. "Il segreto di Fata Lina: progetto di prevenzione dell'abuso sessuale per la scuola primaria e secondaria di primo grado." MALTRATTAMENTO E ABUSO ALL'INFANZIA, no. 2 (June 2009): 113–24. http://dx.doi.org/10.3280/mal2009-002009.
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- This paper describes a new child sexual abuse school-based prevention program targeting schoolchildren attending grades 5-8. This curriculum is based on a special episode, titled "Fata Lina's secret", belonging to the popular RAI3 television show for children named Melevisione. The paper allows to understand this curriculum's rationale, goals, structure and format. Some activities, included in this curriculum, are presented to show how teachers, educators and parents can easily involve children in child sexual abuse prevention activities.Key words: child sexual abuse, school-based programs, primary prevention.Parole chiave: abuso sessuale, programmi scolastici, prevenzione primaria.
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Vallejos Silva, Natalia F. "Supuestos y marcos conceptuales de Formación Ciudadana que subyacen en el Currículum Ministerial de Historia, Geografía y Cs. Sociales en la enseñanza básica Chilena." education policy analysis archives 24 (April 11, 2016): 45. http://dx.doi.org/10.14507/epaa.24.2235.
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This article shows the conceptual framework of a school curriculum prescribed on citizenship education from an analysis of the documentary content of the curricular guidelines of Ministerial Programs in History and Social Sciences in 2012 from first to sixth grade in Chilean primary school, along with the History Program and Social Sciences in 2011 for sixth grade. The analysis allowed free knots and categorical structure trees up three matrices: Curriculum Guidelines, Citizenship Education Content, and Deficiencies and Omissions. They demonstrate a curricular speech that combines extensive presence of concepts of civil society and coexistence with inaccuracies, contradictions, lack of content, and discursive strands in the social dimension which appear to be dependent on the individual development of the subject.
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Nafisah, Nisa'atun. "ISLAMIC EDUCATION CURRICULUM DEVELOPMENT MODEL 2013 CURRICULUM VERSION." Journal on Research and Review of Educational Innovation 1, no. 1 (2023): 25–33. http://dx.doi.org/10.47668/jrrei.v1i1.722.
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Position Islamic Religious Education Curriculum (PAI) as the center in the whole process of education, as direction for all activity education to achieve the purpose. Because of that to reach something successful curriculum it is necessary a nice system that loads components of the best curriculum and is supported by the structure of the best curriculum. The Aim of PAI curriculum is to Upgrade productive, creative, innovative, and effective operating faith and piety, for Upgrade what ever studied participants educate about religion as well as life practice every day. The method used in the study is with method search references or studies literature. Research results show that component curriculum at least must consist of four components that are purpose, content, process, and assessment. because the discussion previously about PAI learning then special for PAI curriculum in it must load values Islamic teachings on each component of the course must each other related. The criticism writer needs he added mark religious and collaborative for maximizing the PAI curriculum in implement inside the school.