The Need for Curriculum Leadership to Sustain Systematic and Collaborative Curriculum Design Practices

Nabeel Albashiry

doi:10.1007/978-3-030-20062-6_19

Nabeel Albashiry

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https://doi.org/10.1007/978-3-030-20062-6_19

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Publication Date: Jan 1, 2019
Citations: 2	License type: CC BY 4.0

Affiliation: University of Auckland

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AbstractThe study presented in this chapter is a synthesis of four sub-studies conducted in the context of Technical Vocational Education and Training (TVET) and the emergence of community colleges as TVET institutions in Yemen. Academic departments in these institutions, particularly the Heads of Departments (HoDs), are increasingly expected to lead curriculum (re-)design processes. This study elaborates on the concept of curriculum leadership and the competencies needed by HoDs to lead and sustain systematic and collaborative curriculum design activities within their departments. A two-round professional development arrangement was designed and implemented to support HoDs in achieving these expectations. The findings of the study are presented and implications for practice discussed.

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TVET Curriculum Development in Developing CountriesIn response to a growing demand for qualified middle-level professionals by businesses and industry, developing countries are paying an increasing attention to Technical Vocational Education and Training (TVET)
A growing body of research indicates a gap between the educational programs offered by TVET institutions in developing countries and the needs of the labor market, which hampers the realisation of the stated intentions of this form of education (e.g., Agrawal, 2012; Baqadir, Patrick, & Burns, 2011)
The research reported in this chapter was based on the premise that in-service professional development of HoDs and teachers that is geared towards HoDs’ curriculum leadership and teacher collaborative curriculum design (TCCD) holds great promise for the professionalisation of curriculum design practices in TVET academic departments, which can eventually lead to sustainable curriculum consistency

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TVET Curriculum Development in Developing CountriesIn response to a growing demand for qualified middle-level professionals by businesses and industry, developing countries are paying an increasing attention to Technical Vocational Education and Training (TVET). The overall research question of this study was: How can professional development support help TVET college middle managers and teachers improve their curriculum design practices with regard to enhanced curriculum consistency?

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