Abstract
The current study aims at assessing the quality of higher education curriculum of Bu-Ali Sina University stressing on: curriculum objectives, curriculum contents, teaching and learning strategies and curriculum assessment strategies. The study population consists of higher education students and professors of human science department: 149 students and 20 professors in 2013-2014. Using Morgan table, sample volume is 103 students and 16 faculty members and simple random sampling was used at two levels of M.A. and PHD. Descriptive survey is the method. Research tool is a self-made questionnaire including 68 items whose validity and reliability were calculated using formal and content validity and Cronbach’s alpha coefficient of 0.94 respectively. Analyzing the data gathered from the questionnaire, single-sample and independent t-test was used. The results show that curriculum objective, curriculum content, learning and teaching strategies and curriculum assessment strategies live up to the students’ needs. Also, the perspective of the students and professors towards curriculum objectives, implementation strategies, curriculum content and curriculum assessment strategy is different. DOI: 10.5901/mjss.2015.v6n5p507
Highlights
Human is the most wonderful creature and the highest sign of God’s power
One of the most important organizations in charge of creating such abilities is higher education which must meet these needs through curriculum of different majors
In the realm of curriculum, heart of educational system, there are a variety of approaches, each stressing on different aspects of human
Summary
Human is the most wonderful creature and the highest sign of God’s power. Human tends to reach to all the attributes and perfection of God and reach to “caliph of Allah” and this is not possible but for true education (Gourchiyan & Tansaz, 1995). One of the most important organizations in charge of creating such abilities is higher education which must meet these needs through curriculum of different majors. In our country’s educational system and many educational systems in the world, curriculum and teaching largely address cognitive domain of learners. This approach has trapped the learners within scientific issues. Curriculum is regarded as the missing link in higher education or at least little attention is given to its quality as it does not seriously and extensively step into higher education issues, policy and its implementation and there is not enough effort to analyze, evaluate, modify and change them. Regarding Iran’s twenty-year perspective plan, the available capacities within higher education are not exploited in line with the country’s scientific development goals
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