Curriculum Structure Research Articles

Impact of NEP-2020 on School, Higher & Teacher Education level: A holistic approach

The National Education Policy (NEP-2020) is the first education policy of the 21st century in India. The first education policy for education has established in 1968 & with the second one the National Education Policy was held in 1986. And third one the National Education Policy has been established in 2020. It is only the third education policy of India at post-independence period. The aim of NEP-2020 is universalization of education from pre-school to secondary level with 100% GER in school by 2030. Another its aim is holistic development of learners, reduction in curricular content and promote the essential learning etc. Besides, structure of school curriculum, higher education & teacher education has been changed. This paper has been discussed of all educational level in India. I think that NEP-2020 will great impact on education system & also will be developed human resource in our India. That’s why I hope that through reform of NEP-2020 quality of students & teacher will be developed in school level, higher education level & teacher education level and also beneficial impact overall educational stages in India.

Impact of curricular and institutional factors on Pharm.D. students' NAPLEX success: A comprehensive analysis of US pharmacy programmes

Background: Curricula and institutional factors in pharmacy schools play a pivotal role in shaping students' readiness for the North American Pharmacist Licensure Examination (NAPLEX). The factors that influence student success remain uncertain. This research explores the association between various aspects of pharmacy school curricula and NAPLEX pass rates. Methods: Data on various aspects of pharmacy programs across the United States were collected, including curricular structure and content. Multiple linear regression analysis was conducted to investigate the correlation of factors with NAPLEX pass rates. Results: The four-year programmes and research-focused institutions, with a curricular emphasis on practice management, pharmacology, pharmacotherapy, and APPE, had a positive relationship with NAPLEX pass rates. Focus on Pharmaceutical Calculations had a negative relationship with NAPLEX performance. All other factors were non-significant. Conclusion: This study provides valuable insights into the determinants of NAPLEX pass rates. It underscores the importance of a well-rounded curriculum and a balanced course selection to enhance student performance.

Análisis cualitativo de múltiples fuentes de programas de residencia en Medicina de Urgencia en Chile: un estudio de caso

BackgroundEmergency medicine (EM) is a developing specialty worldwide. In Chile, it has been developing for 25 years, however, there is a need for further progress. AimWe aimed to explore the current postgraduate curriculum in Chile and identify ways to standardise and improve it. MethodsA qualitative case study approach was used to explore perspectives on EM curriculum development via interviewing residents, graduates and programme directors and documentary analysis of academic and governmental guidelines. Both data sets were evaluated through thematic analysis. ResultsFour documents were analyzed, and eight interviews were conducted. Four main themes emerged: curricular structure, influence of context, expectations of an emergency physician, EM perspectives. Current programs focus on workplace learning and protected time for learning; however, they differ in clinical exposure and quality of training. Collaboration was identified as a priority, emphasizing the need for programs to work together to ensure quality. ConclusionThis study identifies the state of curriculum development of EM in Chile. It identifies similarities and differences between programs and areas for improvement. There is agreement on the need for a standardized curriculum, considering local context and societal needs.

Project-Based Learning as a Potential Decolonised Assessment Method in STEM Higher Education

Decolonising the curriculum (DtC) is an emerging concept that continues to challenge higher education institutions globally, with educators and scholars increasingly recognising how traditional curricular structures, content, and pedagogical practices can reinforce colonial biases and marginalise certain student groups. DtC can be seen as a process rather than a phenomenon, one which is ongoing and multiplexed, consisting of elements that aim to dismantle the hierarchy between staff and students and question the ways in which knowledge is produced, valued, and disseminated. The expected outcome is to provide students with an education which is equitable, inclusive, and relevant to their personal lives and experiences. Efforts in DtC have continued to gain traction, but assessment practices remain overlooked as a crucial component, with most decolonising efforts focussed towards content and pedagogy. As such, this review aims to contribute to the conversation by exploring the roots and impacts of colonisation on higher education, particularly within the context of assessment in STEM subjects. We examine various elements of decolonised assessment methods and ultimately suggest project-based learning (PBL) as a comprehensive approach that brings together the aforementioned decolonial elements, illustrating this concept through the examination of a PBL assessment mode study conducted at the University of Sussex.

An analysis of Chinese chemistry curriculum standards based on OECD Education 2030 Curriculum Content Mapping

The development of students' core competencies for the future society has become a shared goal in curriculum reform worldwide. Efforts are being made to investigate which core competencies should be cultivated and how they relate to the curriculum content. Specifically, designing core competency-oriented intended curriculum and translating it into implemented curriculum are common concerns and challenges encountered by countries during curriculum reform. In order to promote mutual sharing and learning among different countries and regions, the Organization for Economic Co-operation and Development (OECD) developed an analytical comparison framework and standards based on The Future of Education and Skills project. This study conducted a comparison between the 2011 edition and 2022 edition of the Compulsory Education Chemistry Curriculum Standards (CECCS) for students in grade 7 to grade 9. It identified 737 coding units for five learning themes and conducted a specific analysis and comparison using the Curriculum Content Mapping (CCM) and Theme Content Mapping (TCM). Heat maps are generated to reflect the correlation between China's grade 7 to grade 9 CECCS and the twenty-eight competencies identified in the OECD project, as well as the main emphasis before and after the revision of the curriculum standards. A mixed research method of qualitative and quantitative analysis was conducted to explore the characteristics of Chinese chemistry curriculum structure. This study provides insights into experiences regarding embodying core competencies, designing competency-oriented intended curriculum, and providing guidance for curriculum implementation in grade 7 to grade 9. It allows both teachers and educators to identify areas for improvement.

DEVELOPMENT OF INTEGRATED ISLAMIC SCHOOL CURRICULUM AT JUNIOR HIGH SCHOOL LEVEL IN ISLAMIC BOARDING SCHOOLS

This research focuses on describing and discovering a model for developing the Islamic boarding school curriculum at the junior high school level in integrated Islamic schools, where the presence of Islamic boarding schools is an integral part of the education model. Initially, as a full-day school, the concept of boarding school or Islamic boarding school emerged. In facing the expansion and development of Islamic schools, developing a curriculum model based on current products and the education market is essential. Education actors must be wise in preparing curriculum composition or structure that can adapt to recent developments. Actors in Islamic religious education and science will contribute maximally to determining curriculum content so that the Islamic Boarding School curriculum becomes at the forefront. This research aims to explore the integrated Islamic school model starting from the philosophical roots of the curriculum. By taking the example of the Ibnu Salam Nurul Fikri Boarding School in Serang, Banten, as a pioneer of integrated Islamic school-based Islamic boarding schools, it was found that the curriculum structure always refers to the national curriculum. Educational institutions' religious and scientific camps have become an unavoidable dualistic reality. This research seeks to develop the Islamic Boarding School curriculum structure at integrated Islamic schools at the junior high school level. The field study results show that the Islamic boarding school continues to prioritize science (dikes) as its curriculum philosophy, intending to produce quality graduates for state universities. This research uses qualitative methods with literature study and interviews as procedures, creating descriptive data from participants in written and oral form.

Design thinking como metodologia na elaboração de uma proposta de matriz curricular

Abstract Introduction: The medical school curricular structure may vary according to the educational planning of each higher education institution (HEI). The viewpoint of the coordination and the medical school faculty is not always aligned with the students’ opinions. Thus, using a methodology to identify the students’ point of view would be essential. Design thinking (DT) is a process that proposes a search, in an empathetic, collaborative, and creative way, for solutions to complex problems. Objectives: To present DT as a methodology to identify how clinical internship students believe the curricular structure from the 1st to the 4th year of a São Paulo state medical school should be, by collecting suggestions and points that require a re-evaluation process of the current curricular structure. Methods: This is a qualitative assessment, which will use the DT model. Students were divided into three groups of five, and each group was committed to having a free discussion on its ideas concerning the curricular structure. Then, a panel was presented to each group, dividing the semesters from the 1st to the 4th year with post-it notes representing the current curricular structure of the medical school, and each group had one hour to reassemble the curricular structure as they deemed appropriate. Results: After the discussion stage, each group assembled its curricular structure. Some changes concerning the year in which the discipline was provided were proposed, and the inclusion of others. Most of the suggestions were considered valid and were incorporated into the curriculum. Conclusions: The DT methodology contributed to the identification of several demands regarding the curricular structure in an orderly, empathetic, and collaborative way, taking into account the students’ opinions. It is, therefore, a planning strategy able to evidence weaknesses and strengths of the curriculum that might not have been noticed by the use of other strategies.

Comparative Analysis of Music Education Systems in New Zealand, Hong Kong and the UK

This paper aims to compare and analyze the music education systems in New Zealand, Hong Kong and the United Kingdom. First, in New Zealand, Hong Kong and the UK in education policies and regulations, curriculum structure and content, training and certification bodies, education resources and facilities, teacher training and professional development five aspects, and then to New Zealand, Hong Kong and the UK in education policies and regulations, curriculum structure and content, training and certification institutions, education resources and facilities, and further understand the similarities and differences, for music education in other countries.

Design of UG Electronics and Telecommunication Engineering Curriculum aligned to NEP 2020

Abstract— The increasing youth population of India requires high-quality educational opportunities to shape their future. It is the urgent need to design education policy which provides the key to scientific advancements, national integration and economic growth to ensure India’s continued progress globally. Thus Ministry of Education of Government of India passed National Education Policy (NEP) in 2020 and thus Directorate of Technical Education of Government of Maharashtra decided to design and implement the curriculum in all autonomous Higher Educational Institutes (HEIs) with effect from academic year 2023-24. This paper describes the implementation of Electronics and Telecommunication engineering curriculum structure at the department of Electronics and Telecommunication Engineering of Rajarambapu Institute of Technology, Islampur, Sangli, Maharashtra, India. Author has summarized components of different categories mentioned in Government Resolution of Government of Maharashtra on NEP 2020 as well as AICTE Model curriculum and compared the category wise credits suggested by both. The author further highlighted the courses and credit requirements to get Honors, Double Minor, Honors with Research degrees for gifted students and multiple entry multiple exit for students facing obstacles in their learning path. The designed curriculum has ensured the multidisciplinary and holistic education and is in line with NEP 2020. Keywords— Curriculum Structure, Education Policy, Holistic Education, Model Curriculum, Multidisciplinary Education

Competency-based Curriculum: A New Approach to Curricular Change

After the pandemic, education in Ecuador needed to align the curriculum with 21st-century skills and technological advances that occur in a global world. This adjustment must ensure that students acquire not only theoretical knowledge but also practical skills and essential competencies to thrive in a digitalized and interconnected world. The aim of this article is to justify why a competency-based curricular change is necessary, adopting a new educational paradigm. This article is based on theoretical research using the document review technique. The findings suggest a change to a new curricular structure that overcomes the existing gaps between academic education and the competencies required in the current labor market, promoting an education that integrates practical skills with advanced theory, preparing students to face the challenges of a technologically advanced and competitive work environment. The need to review and update the national curriculum is emphasized to foster an education that is truly relevant and applicable in the future professional context

A proposed vision for developing the structure of physical education curriculum within the framework of digital giving and technologies of the age of artificial intelligence

A proposed vision for developing the structure of physical education curriculum within the framework of digital giving and technologies of the age of artificial intelligence

Research on the Construction of a Diversified System of Preschool Physical Education Curriculum Based on Kruskal Algorithm

Abstract This study constructs a diversified system of physical education curriculum suitable for young children and explores the application of personalized service method in early childhood physical education curriculum. The study designed the structure of early childhood physical education curriculum based on the principles of science, relevance and playfulness. It used the K-means clustering method improved by Kruskal algorithm to recommend early childhood physical education resources. The influence of the curriculum resource system on early childhood physical exercise was investigated by regression analysis. The study results showed that the number of weekly workouts of young children was significantly influenced by the comprehensive developmental features of the curriculum and the diversity of workout programs, (P<0.05). In contrast, the duration of consecutive workouts was mainly influenced by the comprehensive developmental features of the curriculum structural setup and the holistic nature of the curriculum goal setup (0.01<P<0.05). In addition, the cumulative duration of weekly exercise of young children was significantly influenced by regularity perception, comprehensive development and holistic goals in the curriculum resource system (P<0.005). The effectiveness of the personalized service approach in enhancing the efficacy of physical exercise in young children was demonstrated, and it was emphasized that the diversification and comprehensiveness of curriculum content should be emphasized in early childhood physical education.

A Critical Study of Provisions Related to School Education with Special Reference to National Education Policy 2020

National Education Policy (2020) is an education policy whose main objective is to ensure what should be the direction and condition of the country’s education system and educational system. This policy lays special emphasis on promoting the use of technology in the context of various educational dimensions and aspects, developing the creative abilities inherent in every individual, removing linguistic constraints, making education accessible to students with disabilities, etc. In fact, the National Education Policy 2020 is an education policy based on Indian constitutional values and fundamental obligations that emphasizes on connecting with the country and creating awareness of the role and responsibilities of a citizen in a changing world that promotes human rights, sustainable development and livelihood, and global Be committed to welfare. There are some such provisions under this education policy; Such as ensuring equal access for all at all levels of education, emphasis on basic literacy and numeracy, multilingualism and language power, early childhood care and education with new curriculum and educational structure and inclusive education etc. This in itself makes it a unique and important education policy in the context of the current educational and school perspective.

Analysing ESL Proficiency and its Nexus with Higher Education: A Comprehensive Study on English Language Competency among Indian Engineering Students

This empirical study analyses the role played by Indian National Curriculum Framework and its instructional materials in imparting English language as in relevance with the academic achievement and career development of Indian engineering learners. This endeavour has been studied with an impartial assessment of ESL (English as a Second Language) proficiency among Indian engineering students, encompassing those from both regional and English-medium educational backgrounds. The study used random sampling method to identify 150 mechanical engineering students as its target papulation. It tested the English language proficiency of engineering students from both regional and English medium school backgrounds separately and compared the frequency and mean values of the results. The observations from the tests results (IELTS practice tests - Band Score) showed that students who were educated in an English-speaking environment fare somewhat better than their peers educated in a regional medium background. The outcome and findings from the result opines that ESL teaching and learning among students in regional medium schools in India has not attained its zenith. It is below par excellence when compared with English medium schools. This is owing to a curricular structure that does not appear to be suitable for India's diverse classrooms (Indian heterogeneous classrooms). Therefore, the researchers proposed a curriculum which is flexible, impartial, and capable of supporting all sorts of students’ educational needs by pairing with English language skills

Design thinking as a methodology in the elaboration of a curricular structure proposal

Resumo Introdução: A matriz curricular do curso de Medicina pode variar de acordo com o projeto pedagógico de curso (PPC) de cada instituição de ensino superior (IES). Nem sempre a visão da coordenação e do corpo docente do curso de Medicina está alinhada às opiniões dos alunos. Assim, a utilização de uma metodologia para identificar a visão do corpo discente seria fundamental. O design thinking (DT) é um processo que propõe a busca, de forma empática, colaborativa e criativa, de soluções para problemas complexos. Objetivo: Este estudo apresenta o DT como uma metodologia para identificar como os alunos do internato acreditam que deva ser a matriz curricular do primeiro ao quarto ano de um curso de Medicina no estado de São Paulo, e, para tanto, coletaram-se sugestões e pontos que exigiram a reavaliação na matriz original. Método: Realizou-se uma avaliação qualitativa com base no modelo do DT. Os alunos foram divididos em três grupos de cinco alunos, e cada grupo dedicou-se a discutir livremente sobre suas ideias acerca da matriz curricular. Posteriormente, apresentou-se um painel para cada grupo com a separação dos semestres correspondentes - do primeiro ao quarto ano - com post-it representando a matriz curricular vigente do curso de Medicina, e cada grupo teve uma hora para remontar a matriz curricular da maneira que julgasse mais adequado. Resultado: Após a fase de discussão, cada grupo montou sua matriz curricular, e propuseram-se algumas mudanças do ano em que a disciplina era ministrada e a inclusão de algumas matérias. A maioria das sugestões foi julgada procedente e incorporada na matriz curricular. Conclusão: A metodologia do DT contribuiu para a identificação de várias demandas acerca da matriz curricular de uma forma ordenada, empática e colaborativa, levando em consideração a opinião do estudante, sendo, portanto, uma estratégia de planejamento capaz de evidenciar fragilidades e fortalezas do currículo que talvez não fossem percebidas por outras estratégias.

Hypothetical Subjects in Curriculum Structure for Developing Managerial Competencies in Educational Technology

Hypothetical Subjects in Curriculum Structure for Developing Managerial Competencies in Educational Technology

Re-Designing Curricula for Engineering Graduates: An Innovative 3-Dimensional Model Using Students’ Perceptions, Teachers’ Reflections, and Industry Demands

Abstract:A scientifically designed curriculum is a key to achieving outcomes of any engineering education program. Engineering education has become a highly transformative field in the past few years; its conventional curriculum requires rigorous face-lifting and redesigning. The new age engineering program curriculum demands the inclusion of several transformative teaching-learning models and modern methods of assessment. These modern pedagogical practices have been well incorporated from time to time within the engineering education framework at various levels and stages. However, owing to the lack of explicit information on the modern curriculum attributes, the curriculum design has remained an area of exploration. This paper represents a systematic and scientific approach of designing the curriculums for undergraduate engineering programs. There are three important aspects of curriculum attributes namely knowledge, skills and experiential learning have been emphasized constructing the base of 3-dimensional model of curriculum designing. The paper discusses the current scenario for the engineering curriculum, the present needs and feedback from three important stakeholders namely students, teachers, and employers. The feedback revealed that students are looking forward to learning inter-disciplinary courses in their regular curriculum. The teachers require freedom of re-planning sessions unconventionally and the variations in theassessment models. The employers expect state-of-the-art knowledge, skills, and industry exposure from the students. The article finally extracts the significant attributes from the feedback analysis received from the stakeholders and suggests the micro-contents and attributes to be incorporated within the existing curriculum structure. The article provides one of the most effective ways to design the curriculum for the undergraduate engineering programs by achieving the desired outcomes and attainment levels. Keywords:Curriculum design, Learners, Teachers, Employers, Engineering education

Research on Optimization Design of Physical Education Curriculum Structure Based on Genetic Algorithm

Abstract Factors such as class, class time, teachers, courses, and classrooms influence the optimization of the physical education course structure, making it challenging for the traditional physical education course structure to adapt to the current standards. For this reason, the article uses a genetic algorithm to optimize the structure of the physical education course. Class time, teachers, classrooms, courses, and classes are selected as the variables of the physical education course structure optimization model, and according to the actual situation of physical education course structure in colleges and universities, hard and soft rules for course optimization are formulated, and the construction of the optimization model of physical education course structure is completed based on the principles of physical education course structure optimization. We optimize the traditional genetic algorithm using the simulated annealing algorithm, which addresses the local optimal solution issue in the sports course structure optimization model. Examine the parameters of the improved genetic algorithm, and use the algorithm from this paper to conduct a case study on optimizing the structure of physical education courses. The fitness function value of this algorithm is higher than that of the traditional genetic algorithm from both the students’ and teachers’ points of view. The improved genetic algorithm can get rid of the issue of course structures that don’t work well with each other, which makes the best use of physical education course resources.

2022 개정 중등 가정과 교육과정의 개발 방향과 전략, 미완의 과제: 교육과정 개발 경험을 통한 성찰적 관찰을 중심으로

This study was approached as a method of reflective observation to build practical knowledge about home economics by reevaluating the experience of participating in the national development of the 2022 revised home economics curriculum through self-questioning, review, and reflection. The results are as follows: First, “all learners will still live in an unpredictable future society and choose the best actions to better themselves, their surroundings, and the world.” Second, the value of home and education in the overall curriculum structure is “home economics education are life lessons that help future generations develop the competence necessary to lead a better life.” Third, “in order to ensure the sustainability of all humanity and the world in the future society, the area of intentional learning that helps young people choose and lead better lives should be the core, and home economics education should focus on ‘Good life Literacy’.

Agroforesty Curriculum Management at Tunas Rimba I Kindergarten Purwokerto

This research aims to describe the management of the agroforestry curriculum at Tunas Rimba I Kindergarten, Purwokerto. This research is qualitative. Data was collected using interview, observation, and documentation techniques. The data that has been collected is then analyzed through the data reduction, data presentation, and verification stages. The research results show four activities carried out in the agroforestry curriculum management at Tunas Rimba I Kindergarten, Purwokerto. These four activities include planning the agroforestry curriculum. These planning activities prepared an agroforestry learning schedule and a Daily Learning Implementation Plan (RPPH). Second, organizing the agroforestry curriculum. In this organization, teaching tasks are distributed, the academic calendar is prepared, the curriculum structure is prepared, and the study group is determined. Third, implementing the agroforestry curriculum, where in implementing the curriculum, agroforestry learning activities are held through intracurricular and extracurricular activities so that young children can achieve the agroforestry learning objectives set out in the RPPH. Fourth, an evaluation of the agroforestry curriculum is aimed at determining the success of teachers in implementing the agroforestry curriculum.