Major Models of Curriculum Design Globally

Background: Curriculum is defined by the European Union education and training policy as the “inventory of activities related to the design, organisation and planning of an education or training action, including definition of learning objectives, content, methods (including assessment) and material, as well as arrangements for training teachers and trainers”. The design of curriculum or instruction should be formal and systematic. Once the purpose and context of a curriculum has been determined, the design process can begin, including its content, and assessment and evaluation mechanisms, which will determine its composition and duration. In general, the curriculum should specify the knowledge, skills and abilities – expressed in the Learning Outcomes (LOs) – that are proposed to be achieved; how learners will demonstrate their achievement; the lessons and/or assignments the instructors will use to support learner progression towards the LOs; the materials to be used; and the assessments for evaluating student learning and the effectiveness of the instruction. This presentation will describe Guidelines compiled to support the design and evaluation of successful curricula and instruction. Methods: An informal, qualitative evaluation of the curriculum- and instructional-development literature was conducted, and an established five-phase curriculum-design model (suitable also for instructional design) was selected as exemplar: 1. Select or identify LOs; 2. Select or develop learning experiences that will help students achieve the LOs; 3. Select or identify content that is relevant to LOs; 4. Identify or develop assessments to ensure learner is progressing towards LOs; 5. Evaluate the effectiveness of the learning experiences for leading learners to the LOs. The phases are iterative rather than strictly linear: the LOs specified at the outset thus influence later decisions, but later decisions may also reflect back to them. This provides opportunities to check for alignment of the output from each phase with the LOs. Once satisfied that all phases support achievement of the LOs, and the entire process has been evaluated and documented, the curriculum or instruction can be characterized, with concrete evidence, as successful. Two key aspects of teaching and learning were also integrated into the design process: i) a well-established taxonomy of cognitive complexity; and ii) psychometric assessment criteria. Outputs: Based on the literature, seven Guidelines were derived to support the design and evaluation of successful curriculum and instruction: A. Identify and follow a formal paradigm for curriculum or instructional design. B. Focus on LOs first, to inform all other decisions about the curriculum and instruction. B1: Leverage LOs to explore and identify appropriate learning experiences. B2: Leverage LOs to select content that is appropriate for the learning experiences and promotes the LOs. B3: Assess learning based on achievement of LOs using formative and summative assessment, as appropriate. C: Plan and execute an actionable evaluation of the curriculum and instruction. D: Document and share the features of the curriculum or instruction – including criteria for their success – with learners. Conclusions: Regardless of the framework chosen, using a formal paradigm will facilitate the development of a curriculum, or of any instructional endeavor, by leveraging what is already known about education and learning, and providing structure for decision-making (Guideline A). LOs provide the necessary context for decision-making – this is their primary role in curriculum and instructional design: when selecting or developing learning experiences, the key is to determine exactly what the specific learning experience can contribute to learning or how it will help move learners towards the LOs; LOs help to focus on relevant content, and to avoid material that is either non-essential/too broad or too narrow; in both curricula and short-form instruction, LOs clarify what specifically needs to be assessed and why (Guideline B). Ultimately, the design process must be evaluated to identify what works, and what needs remediation, for the instruction or curriculum to better support the achievement of LOs (Guideline C). Documenting this process, and sharing that documentation with instructors and learners, can support learning and the success of the curriculum or instruction (Guideline D). Successful curricula and courses ensure that instruction supports learners as they develop from entry-level performance to the minimum qualification for completing the program or course, articulated in terms of specific LOs. This may prove challenging, but investment in the process is likely to pay substantial dividends to instructors and learners alike. Following these Guidelines cannot guarantee successful outcomes for every learner, but does create the optimal circumstances for success in both teaching and learning.

The Islamic religious education curriculum model in the 21st century underwent significant changes, especially in the massive 21st century by collaborating between the education curriculum and technology. This fact is based on the many researches that have been published with an emphasis on the Islamic religious education curriculum model. In line with the above situation, the researcher will conduct an in-depth analysis of several research results. The focus of this research problem is how to model the Islamic religious education curriculum in the 21st century. The research uses a qualitative method with a systematic literature review approach. Sources of research data using search results on Google Scholar, Publish and Perlish and Garuda Ristekbrin with a vulnerability of the last 5-7 years with the keywords "Islamic religious education curriculum design", "education curriculum development and design" and "Islamic religious education curriculum in the 21st century" specifically the study criteria selected by the researcher, including; curriculum design, Islamic religious education curriculum design, education curriculum in the 21st century. The results show that some research results of Islamic education curriculum want to give a new color without losing the initial foundation, by designing Islamic religious education curriculum which aims to increase faith and piety to Allah, and make students have a culture of noble character which is collaborated with the development of information technology in the 21st century. Thus, the core design curriculum presented by Murray Print can be a foundation through direct understanding and practice, so that students can absorb lessons optimally. So that the creation of two paths of education, namely vertical (relationship with God) and horizontal path (relationship with humans).

Implementing information systems in higher education curriculum design is a crucial tool for academics, enabling them to design, develop, and evaluate the curriculum more dynamically, responsively, and structurally. However, it is not just about having a tool. It is about ensuring that the tool aligns with curriculum design standards. This study, therefore, measures and analyses the conformity of the Bauran system as a curriculum management information system with the established stages and standards of curriculum design. The analysis is based on the Indonesia National Standards for Higher Education (Standar Nasional Pendidikan Tinggi (SN DIKTI)) by referring to the Guidebook for Higher Education Curriculum Development in Indonesia and best practices in the implementation of Outcome-Based Education (OBE) curriculum design. The method used in this research is feature-oriented domain analysis (FODA), which includes context analysis, domain modeling, and architecture modeling. Experts in the field of OBE curriculum then validate the results of feature measurement and mapping. The study compares 27 Bauran features to 10 stages in the curriculum design guidebook and nine stages in the OBE curriculum design flow. The analysis results show that the Bauran system has implemented 10 out of 10 stages (100%) of curriculum design according to the curriculum design guidebook. However, Bauran has only implemented 8 out of 9 stages (89%) in the OBE curriculum flow. These findings not only provide feature recommendations for future Bauran development and other higher education curriculum management systems but also highlight the potential of the Bauran system for future development.

This study aimed to activate the role of schools in the Kingdom of Saudi Arabia in curriculum design, drawing on the experiences of the United States and Finland. The researcher employed a comparative descriptive-analytical approach, following Brady’s methodological steps (description, interpretation, comparison, and conclusion). The study tool consisted of analyzing official documents and reviewing previous studies, with a total sample of 70 diverse documents. The analysis focused on educational policy and the school's role in curriculum development across six dimensions: (1) educational policies, (2) curriculum quality, (3) teacher competence, (4) learning environment, (5) community partnership, and (6) innovation. The results revealed that successful international experiences share common features, such as clear policies, a balance between centralization and decentralization, and reliance on research and experimentation in curriculum design. In contrast, the role of Saudi schools in curriculum design was found to be very limited compared to the United States and Finland. The findings underscored the urgent need to enhance this role in line with modern global trends toward decentralization, community involvement, and aligning the curriculum with real-world needs. Based on the results, the researcher proposed a comprehensive framework consisting of foundations, a vision, a mission, and an action matrix to strengthen the role of Saudi schools in curriculum development. The study recommends adopting participatory educational policies that grant teachers and local communities a greater role in shaping curriculum objectives and content, alongside investing in teacher training and capacity-building at the school level to foster educational development and contribute to achieving the goals of Saudi Vision 2030. The study also presents two additional research proposals related to the topic///هدفت الدراسة إلى تفعيل دور المدرسة بالمملكة العربية السعودية في وضع المنهج في ضوء خبرات الولايات المتحدة الأمريكية وفنلندا، واستخدمت الباحثة المنهج الوصفي التحليلي المقارن، وفقا لخطوات منهجية بيردي (الوصف، التفسير، المقارنة، الاستنتاج)، وتمثلت الأداة في تحليل الوثائق الرسمية ومراجعة الدراسات السابقة، وشملت العينة ما مجموعة (70) وثيقة متنوعة؛ مع التركيز على تحليل السياسة التعليمية ودور المدرسة في وضع المنهج؛ في ستة أبعاد: 1-السياسات التعليمية. 2-جودة المنهج. 3-كفاءة المعلمين. 4-البيئة التعليمية. 5-الشراكة المجتمعية. 6-الابتكار. وكشفت نتائج الدراسة أن التجارب العالمية الناجحة تشترك في وجود سياسات واضحة، وتوازن بين المركزية واللامركزية، والاعتماد على البحث والتجريب في وضع المناهج، وفي المقابل كان دور المدرسة السعودية في وضع المنهج محدود جداً مقارنة بأمريكا وفنلندا، وتبين أن هناك حاجة ملحة لتفعيل دورها؛ بما يتماشى مع التوجهات العالمية الحديثة نحو اللامركزية والمشاركة المجتمعية، وربط المنهج بالواقع العملي، بناء على النتائج قدمت الباحثة تصوراً؛ تضمن (منطلقات، رؤية، رسالة، مصفوفة إجراءات) لتفعيل دور المدرسة السعودية في وضع المنهج وتطويره، وتبني سياسات تعليمية تشاركية تتيح للمعلمين والمجتمع المحلي دورا أكبر في تحديد الأهداف والمحتوى، إلى جانب الاستثمار في تدريب المعلمين، وبناء القدرات المدرسية؛ كمؤسسة تسهم في تطوير التعليم وتحقيق أهداف رؤية المملكة 2030. إضافة لمقترحين بدراستين في الموضوع

Since the late 1940s a 'technical rationality' has been advocated for curriculum planners (Tyler, 1949). Curriculum improvement, it was advised, could only count as a 'rational' activity if the planned actions were guided by quite clear behavioural statements of intended educational outcomes that were operationally defined in terms of empirically verifiable changes in pupil behaviour. This model of curriculum designa known as the 'objectives model', has been widely taken up, although curiously curriculum designers in Ireland have resisted its lore. One of the most obvious shortcomings noted by curriculum scholars of Irish education has been the inability of curriculum designers and policy-makers to specify clear and valued intentions for curriculum (Mulcahy, 1981; Crooks & McKernan, 1984; O'Buachalla, 1988; Mulcahy & O'Sullivan, 1989), and to construct a common 'core' curriculum based on an agreed set of outcomes for all pupils. Indeed, curriculum development and innovation has not generally been regarded as a rational activity with either clear objectives or the procedural means for realising such goals or intentions. In recent years, however, there has been a recognition of this impoverished state of affairs by central authorities (CE NCCA, 1989) and a declared commitment to what is generally considered to be rational curriculum planning and assessment. It is not the purpose of this paper to exhume the many criticisms of such work (Elliott, 1988; Simons, 1988). In extreme cases, these can lead to distorted forms of normreferenced testing and even a 'league division table' for schools through national assessment and monitoring of student achievement along the lines developed in the United States and Britain through the various National Assessment of Educational Performance projects, notably the work of the Assessment of Performance Units in the UK (Welford et al., 1986) and the kind of debate brought about by the establishment of 'National Curriculums' in the UK and many other European nations, including Ireland. Rather, it is my intention to describe a conceptual tool which has been constructed to act as a model for curriculum design and evaluation in light of the declared statements made by central educational decision-makers. Thus, the chief outcomes of this paper will be, first, an evaluation grid by which school staff and others can reflect upon the intentions and declared goals of their work; and second, a reaffirmation and commitment to the concept of a core curriculum.

Policy change is an integral part of the modern education policymaking process. Policy changes can be done with different tools, one of which lies in policy transfer. The cons and pros of the education policy change and transfer can be seen comprehensively in post-socialist states, as the education system changed fundamentally in line with transferring policies and its aims, content, and instruments. The article deals with the process of education policy transfer and change based on the National Assessment and Examination Center (NAEC) case of Georgia. Based on the orthodox framework proposed, elaborated with the policy change concept, the article tries to determine the links between policy change and policy transfer and to identify facilitating and hindering factors of education policy change in the case of NAEC. Results show that all hindering factors are more or less linked to Soviet Inertia and post-soviet heritage: societal fears and pressure and the supra-centralization way of policymaking slow down the path of education policy transfer. However, if political, financial, and organizational support, both from outside and inside the country, coincides, it is more likely that education policy transfer and change to be successful. The article's findings can benefit the education policy theory in terms of developing and criticising the proposed assumptions, focusing on either post-soviet education transformation or policy administration.

A FRAMEWORK FOR ANALYZING THE INFERENCE STRUCTURE OF EDUCATIONAL ACHIEVEMENT TESTS

The competitiveness of the workforce and the country's productivity in the future depend mainly on the quality of education. The strategic mindset of education leaders and planners, policymakers, administrators, researchers, teachers, students, and engagement of external stakeholders are some of the critical foundations of effective human capital development. Future-proof professionals are products of the quality of minds of the crafters and implementors of the graduate education curriculum. Therefore, education planners must be equipped with the necessary knowledge and skills of curriculum planning. The University of Southeastern Philippines, College of Development Management (USeP-CDM), explores the opportunity to create a global community of professionals by developing an Outcomes-based Graduate Education (OBGE). Thus, this study aimed to determine the collective knowledge and skills of planning and executing curriculum design of graduate education of the college. This study employed a qualitative method of research using action research. Action research is an appropriate design of the study because it is anchored on the principles of participation, empowerment and critical reflection in curriculum planning. Data were collected from the in-house faculty workshops and meetings, external stakeholders' consultations, and research conferences. Action learning and reflective practice were used to validate the predetermined themes of the collective knowledge and skills in the planning and executing curriculum design and development. The study revealed seven collective knowledge and skills demonstrated in planning and implementing the curriculum design and development. These knowledge and skills include Innovation, Design Thinking, Futures Literacy, Collaborative Foresight, Systems Thinking, Creative Thinking, and Reflective Practice. Finally, the study's findings showed that a newer sensibility of planning and execution of future-proof graduate education curriculum emanates from cultivating the knowledge creation process of the education planners, faculty, students, and administrators.

Contemporary curriculum design and implementation require the use of appropriate educational practices to enhance positive teaching and learning outcomes. This article discusses the study of educational practices and related curriculum antecedents applied during the design and implementation of the Medical Laboratory Technology (MLT) at Mulago Paramedical Schools in Uganda. This study utilized mixed methods (quantitative and qualitative) in which checklists, document analysis, questionnaires, focus group discussions, and interviews were used to gather data at different compliance levels. The sample comprised of 10 educators, 30 clinical supervisors and 63 students. This study revealed that the MLT diploma curriculum was implemented with a multi-disciplinary focus in order to develop confident and dependable health professionals that could function harmoniously in interdisciplinary collaborative teams. The study also revealed that the curriculum designers and educators complied with important curriculum antecedents in its design and implementation process and it’s clear that student-centered approaches were used. Furthermore, practicum training and strategies used oriented students to basic practical clinical skills and competencies. The use of a variety of educational practices during curriculum implementation made the teaching and learning process more friendly and interesting. It was concluded that considerable utilization of appropriate educational practices during curriculum development was critical. This area of curriculum development being extremely dynamic further research is needed to ensure continued relevance of curricula in the medical field.

The purpose of this study is to analyze and compare the differences in educational paradigm, curriculum design, developmental mode, and curriculum practice in culinary art between Taiwan and USA. Based on the findings of the study, recommendations are made with the purpose of improving culinary education in Taiwan. This study adopts comparative education methodology and content analysis. The points of comparison are educational objectives, definition, curriculum design, and development. The length of schooling, curriculum design, and degree offering are similar between Taiwan and USA. The article concludes with a series of recommendation. doi:10.1300/J385v05n02_08

An international overview of how policy makers, curriculum developers, and school practitioners can integrate computational thinking into K–12 curricula. In today's digital society, computational thinking (CT) is a critical component of all children's education. In Computational Thinking Curricula in K–12, editors Harold Abelson and Siu-Cheung Kong present a range of professional perspectives on the most effective ways to integrate CT into school curricula. Their edited volume, which offers an overview of educational policy, curriculum development, school implementation, and classroom practice, will appeal especially to policy makers, curriculum developers, school practitioners, and educational researchers. The essays cover twelve countries and regions across three continents: Australia, China, Finland, Hong Kong, India, Israel, New Zealand, Singapore, South Korea, Spain, Taiwan, and the United Kingdom, with a particular emphasis on Asia. A companion to the editors' earlier Computational Thinking Education in K–12, this book consists of two sections: 1) educational policy and curriculum development and 2) school implementation and classroom practice. The authors delve into issues of regional history; governmental planning; official initiatives; leadership commitment; curriculum design; pedagogical implementation; equity, diversity, and inclusion; assessment, including longitudinal assessment across age groups; formal and informal learning approaches to CT; and teacher development. Specific topics include core competencies and CT education, robotics education and CT, AI and CT, and game-based platforms for computational problem-solving. The varying ways that CT is being integrated into the early grades, in particular, presents an interesting case study in international comparative education.

Dental education continuously strives to provide students with positive and meaningful learning experiences. Developing or improving a curriculum usually encompasses three main phases: design, implementation, and evaluation. Most research on curriculum development in dental education has focused on the last two phases. Our commentary addresses this gap by describing a new model for curriculum design that effectively guided the design phase of the complete overhaul of the four-year Doctor of Dental Surgery curriculum at the School of Dentistry, University of Alberta. Built on the strengths of pre-existing curriculum design models, the new model provided enough structure and rigour to support the complexity required during a complete curriculum redesign whilst still allowing sufficient consultation and flexibility to encourage stakeholder engagement. The steps of the new 4P's model (preparation, planning, prototyping, and piloting) and main actions within each step are described. Challenges observed in each step and strategies to address them are reported. Other institutions embarking on renewing or redesigning a curriculum at a program level may benefit from using a curriculum design process similar to the 4P's model. Recommendations are discussed including the inclusion of educational consultants in the curriculum renewal committee, the importance of a leadership that effectively supports curriculum reform, purposeful engagement of stakeholders during each step of the design phase and ensuring that project and change management occur concurrently.

Learning outcomes rather than syllabus content have become a key feature of curriculum design across many jurisdictions. The authors' intentions are to provide a theoretical framework for their planned study of this changing approach to curriculum design in the Republic of Ireland. These changes are situated in the broad context of educational paradigms, curriculum cultures, and models of curriculum design. The introduction of teleological learning outcomes is placed in the historical context of the Learning Outcomes Movement. Drawing on a desk-based study, the key characteristics of these outcomes are identified. Involving elements of both Anglo-American and Didaktik curriculum cultures, the emerging picture is one of hybridisation. While fully recognising the importance of curriculum aims and pedagogical intentions, the authors raise significant concerns regarding the ‘canonisation’ of pre-determined learning outcomes, that, being teleological rather than emergent (Stoller, 2015) in nature, are expressed in behavioural language. Philosophical and ideological aspects of this emerging hybridisation are discussed, along with associated curriculum implementation matters. Key issues and conundrums are identified which provide valuable reference points for engagement with actors at the macro, meso, and nano levels during subsequent phases of the proposed study.

Editor's Column: “We are the jury”: Steinbeck's America under Threat

Educational theories provide a guiding basis for coherent medical curriculum development and instruction in a similar way that evidence-based medicine provides a rational basis for medical treatment. The purpose of this review is to provide general organizational, theoretical and educational principles for developing or modifying an anesthesia curriculum. This paper draws from the general educational and cognitive psychology literature, the medical educational literature from the period 1996-2006, as well as our experience in renewing the anesthesia clerkship curriculum at McMaster University. Successful curriculum development includes the consideration of stakeholder needs, organizational issues, funding and sustainability, curriculum design, implementation and evaluation. Curriculum design includes the development of curricular goals and objectives, determination of the content and its organization, instructional methods and strategies, and assessment of the learners. Curriculum evaluation is used to judge the curriculum's merit and worth. The findings and recommendations from these evaluations feed back into the curriculum development cycle for further curricular improvements or modifications. The current medical environment requires a responsive and efficacious curriculum that is able to keep up with its rapid pace of change. By providing a discussion of the educational and theoretical principles which underpin coherent curriculum development, this paper advocates a rational, theory-based approach to curriculum development.