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Abstract Curriculum Development: Beyond knowledge and competencies Higher education as social practice may be considered contested terrain depending on which agencies hold sway over policy, curriculum development and curriculum enactment. Curriculum in higher education relates to what is considered privileged subject content, by whom, for what purposes and where autonomy is positioned. The importance of curriculum as construct, process and practice resides in how it shapes and prepares graduates for their role in their respective professions and society. Given the centrality of curriculum in higher education and the ramifications thereof for graduates, professions and society at large, it could be argued that there is an ethical and moral responsibility to ensure that curriculum provides for the holistic development of graduates. The thesis of this presentation is that curriculum development is more than decision-making about knowledge, skills and implementation, but that it should incorporate ontological perspectives of qualities, dispositions and capabilities for respective professions and the good of society. Yet the prevailing discourse of curriculum panders primarily to the knowledge economy and competencies that promote performativity of graduates. While these are no doubt important, it may be argued that knowledge and skills alone are not adequate for the holistic development of graduates. To this end, this study draws on curriculum development approaches of knowing, doing and being as well as the capabilities approach for graduate development as a literature framework. This presentation reports on the revision of five diploma programmes at a university of technology as to how academics conceived of curriculum. The extensive submissions for each diploma programme relating to the purpose, rationale, academic (subject) structure, teaching, learning and assessment, amongst others, were analysed by means of content analysis to determine the extent to which ontological perspectives were evident. The findings showed that the prevailing discourse was one of knowledge and skills across the diplomas in question with minimal recourse to developing an ontological stance. Epistemology was dominant in terms of knowing and doing with limited attention afforded to embedding and assessing qualities, dispositions and attributes befitting higher education vocational qualifications. By implication, graduates are meant to develop ontological perspectives by immersion in, acculturation to higher education, or in the workplace. The findings present challenges to curriculum development and curriculum developers to firstly, clarify appropriate qualities, dispositions and attributes for respective programmes of study, and secondly, how best to embed these into pedagogy to align epistemic and ontological values for societal good. Key Words: Curriculum development; higher education; vocational education; capabilities; ontology
Under the banner of constructivism, a world-wide change in the orientation to school learning has taken place. In the context of the constructivist movement an important question is how curriculum studies should view such concepts as 'development' and 'implementation'. If students and teachers together construct or enact their own curricula, what are the consequences in terms of curriculum theory and practice? What is the state of practice with respect to teaching and learning from a constructivist point of view?
This presentation represents the outcomes of our study about the draft curriculum framework (DCF) for pre-university education. Findings from the research, our comments and conclusions are set forth in four sections, interconnected. The study summarizes the main features of the contemporary epistemological hypotheses. Although the new curriculum is not based on a particular theoretical approach, new ideas need to be drawn from it so far as the central idea of both is that students are architects and key actors in the process of building new knowledge and competencies. The accomplishment of this idea is related to the new meanings of “the curriculum” and “the competency”. Key terms: Behaviourism; constructivism; curriculum; competency; content-based curriculum; competency-based approach.
2015 •
Educating marine engineers for their future job is quite a challenge for their professors respecting the changes occurred in shipping in past few decades. In some cases the approach is still focused on teaching the facts in the same way they were taught long time ago. But today’s students have changed and so has technology. Advances in educational technology are transforming the learning and teaching processes. Consequently, the education system must adjust to better accommodate the way students learn. The method of teaching based on real practical problems (faults, failures) seems to be giving an opportunity for students to be creative, to understand a specific problem and find a solution for it. To understand the process of decision making or risk assessment presents a real challenge. The students have been working in several teams sharing the information among the members, discussing and competing. Collaborative communication and interpersonal skills of students were developed, a...
Curriculum development" has recently been an issue of increasing significance, particularly at higher mari- time education and training. Curricula are the basic means through which goals and objectives are set. If the learners are to be well-equipped with such skills as reasoning, critical thinking, problem solving, informa- tion processing, independent working, and life long learning, curricula are to be developed accordingly. Considering the fact that maritime industry is one of the few industries where safety, security and environmental protection issues are vital elements while performing the activities, Dokuz Eylül University School of Mari- time Business and Management (SMBM) responded to the need with an executive graduate program in the field, namely "MSc Program in Maritime Security, Safety and Environmental Management". In 2003, SMBM got into effortful work to develop the curriculum emphasizing an integrated approach on the safety, secu- rity and environment...
2020 •
The curriculum in primary and secondary education in Indonesia is developed with the principle of diversification, which is based on local needs, school characteristic, and student needs. Maritime curriculum has been developed based on local need. The curriculum was developed in the framework of a national program to achieve the vision of Indonesia as a world maritime center. Implementation has been limited in 34 provinces since 2017. Implementation can be done through 4 (four) implementation models suggested in the implementation guidelines. The research objective is to see how far the implementation is in the schools. This research uses qualitative methods with documentation and interview study techniques. The school samples are 18 schools. The results of the study shows that: (1) only a view school put the maritime curriculum on their schools vision and mission, (2) all schools implement the curriculum as a context of subjects, (3) all schools implement the curriculum as an subje...
The most important element in education is curriculum, because it is of the order of a deliberately designed for the purposes of education. The word “education” does not mean anything without curriculum. When we mention education, indeed we mention the fact of the curriculum. Because of the importance of a curriculum role and function, the effort to make curriculum development is a creative, innovative and dynamic step to progress in accordance with the demand growth and progress of human civilization itself. This paper will attempt to explain the approach and the curriculum development models from the theoretical perspective. May this paper can provide insight overview on the development of curriculum for the postgraduate students.
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