The transformation of education and education systems has emerged as a universal agenda across a broad range of societies. Despite the enormous differences both between and within ...countries--differences that have been exacerbated by the pandemic--there is a general awareness globally that profound changes in educational purposes, content, and strategies, underpinned by significant improvements in the availability and use of resources, are critical for building a better future that is sustainable for future generations. The author discusses here the critical need for a comprehensive approach to the curriculum as a mainstay of new ways of understanding and acting within the field of education, reflecting transformative, progressive, and forward-looking perspectives. The book first examines a broad conceptualization of curriculum and its implications for a transformative agenda (Chapter I. Reconceptualizing the Curriculum). Second, the author shares ten interconnected keys to rethinking the curriculum in light of the challenges posed by the post-pandemic era (Chapter II. Ten keys for rethinking the curriculum post-pandemic). Third, in a series of sections, the book discusses a set of pressing issues in light of the emergence of a transformative curriculum agenda. Though they share a common conceptual thread, these sections can be read separately. Because of this, there is some repetition in the issues they cover (Chapter III. The meaning and content of transformation). Foreword written by Yao Ydo. Funding for this book was provided by the Federal Foreign Office of Germany.
The curriculum plays an essential role in educational success. Quality education starts with a suitable and appropriate curriculum. The curriculum is also a necessary component of education. The ...curriculum must be changed and updated to face the demands of the times to create superior graduates or Human Resources (HR) who can compete globally. This research aims to find out the various forms of curriculum development procedures. The research method used is a literature review from different trusted sources or previous research. The study results indicate that curriculum experts apply various curriculum development procedures. When viewed from the perspective of curriculum innovation management, the guidelines for curriculum development include curriculum supervision, curriculum organization, staffing, and curriculum planning. The existence of curriculum innovation management can be the answer to changes in the demands of the direction of education, which are influenced by various factors that are later expected to be able to provide new experiences to students. AbstrakKurikulum memegang peranan yang penting dalam keberhasilan pendidikan dikarenakan pendidikan yang bermutu berawal dari kurikulum yang baik dan tepat. Perlu dilakukan perubahan serta pembaharuan pada kurikulum guna menghadapi tuntutan perkembangan zaman dalam upaya menciptakan Sumber Daya Manusia (SDM) unggul yang mampu bersaing secara global. Tujuan penelitian ini adalah mengetahui bentuk-bentuk prosedur pengembangan kurikulum yang beragam. Metode penelitian yang digunakan adalah kajian literatur dari berbagai sumber terpercaya atau penelitian terdahulu. Hasil penelitian menunjukkan bahwa terdapat berbagai prosedur pengembangan kurikulum yang diterapkan oleh para ahli kurikulum. Adapun prosedur pengembangan kurikulum apabila ditinjau dari segi manajemen inovasi kurikulum meliputi: pengawasan kurikulum; pengorganisasian kurikulum; penyusunan staf; dan perencanaan kurikulum. Keberadaan manajemen inovasi kurikulum dapat menjadi jawaban dari adanya perubahan tuntutan arah pendidikan yang dipengaruhi oleh berbagai faktor yang nantinya diharapkan juga mampu memberikan pengalaman baru kepada peserta didik.Kata Kunci: Kurikulum; pengembangan kurikulum; prosedur pengembangan kurikulum
The purpose of the study was to identify key themes, research gaps, and influential authors, as well as to examine the evolution of research and the quality and rigor of existing literature on ...hospitality education and its industry linkage. For this, a systematic literature network analysis, comprising a systematic literature review using the PRISMA framework, bibliometric analysis using R programming, network analysis, and thematic analysis was performed. The findings revealed that the most important clusters of research in this area are related to curriculum development, work-integrated learning, and industry partnerships. The review explored the importance of industry-academic collaboration, challenges, curriculum development, and employability as four main themes in the area of industrial linkage in hospitality education. As indicated by researchers, the review suggests the effectiveness of different approaches to industry-academia collaboration in hospitality education, the impact of industrial linkage on the quality of hospitality education in several regions, the role of technologies in enhancing the collaboration between academia and industry in hospitality education, and the development of a sustainable curriculum that incorporates environmental, social, and economic sustainability in hospitality education as future research areas.
Editorial Kemp, Jonathan
Journal of the Institute of Conservation,
10/2022, Letnik:
45, Številka:
3
Journal Article
Recenzirano
The final issue of the 2022 volume of the journal begins with three articles that in their own ways address the perennial question of what kinds of skills educators should emphasise in their ...curricula for teaching conservation.
Pulmonary medicine specialists find themselves responsible for the diagnosis and management of patients with sleep disorders. Despite the increasing prevalence of many of these conditions, many sleep ...medicine fellowship training slots go unfilled, leading to a growing gap between the volume of patients seeking care for sleep abnormalities and the number of physicians formally trained to manage them. To address this need, we convened a multisociety panel to develop a list of curricular recommendations related to sleep medicine for pulmonary fellowship training programs.
Surveys of pulmonary and pulmonary/critical care fellowship program directors and recent graduates of these programs were performed to assess the current state of sleep medicine education in pulmonary training, as well as the current scope of practice of pulmonary specialists. These data were used to inform a modified Delphi process focused on developing curricular recommendations relevant to sleep medicine.
Surveys confirmed that pulmonary medicine specialists are often responsible for the diagnosis and treatment of a number of sleep conditions, including several that are not traditionally considered related to respiratory medicine. Through five rounds of voting, the panel crafted a list of 52 curricular competencies relevant to sleep medicine for recommended inclusion in pulmonary training programs.
Practicing pulmonary specialists require a broad knowledge of sleep medicine to provide appropriate care to patients they will be expected to manage. Training program directors may use the list of competencies as a framework to ensure adequate mastery of important content by graduating fellows.
There has been a call for nursing programs to shift to Competency-based education (CBE). Competency-based education has numerous benefits in nursing education. A curriculum that includes both ...concepts and competencies helps students and stakeholders understand what new nurse graduates will be able to do with the knowledge they construct throughout the program. Competency-based education is student-centered, flexible, and dependent on students actively engaging in their learning. A small faculty team developed a new direct-entry MSN program, based on essential components of CBE. This article describes the process of incorporating CBE into the development of the program, as well as challenges and barriers to fully implementing CBE into the curriculum.
•It is expected by CCNE that nursing programs shift to a model of competency-based education•A new direct-entry MSN program was developed based on essential components of competency-based education•Challenges and barriers continue to exist to fully integrating competency-based education into the curriculum•Building a program based on competency-based education was rewarding for faculty and students
Objective:
The objective of this study is to understand the significance of student’s feedback as a stakeholder so that we can incorporate their feedback in the development of Dental ...Curriculum.
Methods:
A qualitative explorative study was done a; duration was 6 months i.e. from 6th Feb to 18th Aug 2017. We conducted a two session focus group discussion (FGD) with likewise graded students as per their exam scores i.e. high achieving (75-85%) and low achieving groups (55-66%) in Oral Biology. A total of 14 students took part in the Focus Group Discussion FGD sessions.
Results:
Six common themes on which students expressed their reservations are as follows;
i) Teaching approach, ii) Issues regarding 1st year BDS education, iii) Teachers/Students collaboration, iv) Faculty qualification/experience status, v) Impact of student’s input in curriculum development and vi) Absence of collaborative sessions.
All these points that were emphasized by the student’s feedback about curriculum, teachers and assessment modes are critical for better learning.
Conclusion:
As per our study findings, integrating multiple teaching approaches and emphasizing on students feedback is significant for dental curriculum development.
Ühiskondlikud muutused on suunanud kõrgkoole võtma rolli lõpetajate tööhõives ja arendama koostöövorme. Nii on oluline eestvedamine, mis aitab selgitada praktika arendusvajadusi ja viia ellu muutusi ...õppekavas. Artikli eesmärk on välja selgitada praktikaarenduse suundumused ja eestvedamise viisid kõrgkoolides. Uuringu keskmes olid täienduskoolitusel koostatud 27 iseseisvat tööd, milles kavandati praktikaarendust. Kvalitatiivse analüüsi tulemusel selgus, et õppekavaarenduse eestvedamiseks uurivad praktikaarendajad peamiselt õppekavade rakendamist ning harvem ka õppekava konteksti. Praktikaarendusi kavandades kasutati eestvedamisviise, mis aitavad luua õppekava eestvedajate õppimise visiooni, suunata õppejõudude õpetamisviise ja arendada õpikultuuri. Arendusülesandena nähakse peamiselt muudatusi õppekavas, kõrgkooli töökorralduses ja koostöös praktika osapooltega. Summary
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