SEMINAR

ON
CURRICULUM DEVELOPMENT
INTRODUCTION

The term “curriculum” was first used in

scotland as early as 1820 and became part of
education.
The term “curriculum” is a latin word “currere”
which means running race or runway, which
one takes to reach goal.
DEFINITION

Curriculum:
curriculum is defined as the formal and
informal content and process by which learners
gain knoweledge and understanding, develop
skills, and alter attitudes, appreciations and
values under the auspices of that school.’’
- Ronald .c.doll, 1996
 curriculum is a tool in the hands of the
artist(teacher) to mould his material(pupils)
according to his ideals(aim & objectives) in his
studio(school)
- cunningbam
Nursing curriculum:
nursing curriculum is the learning
opportunities(subject matter) and the learning
activities(clinical experience) that the faculty plans
and implement in various settings for a particular
group of students, for a specified period of time in
order to attach the objectives.
CHARECTERISTICS

 Continous process
 Felt needs of the pupil
 Democratically conceived
 Long term effort
 Complex of detail
 Logical sequence of subject matter
 Co operates with other program
 Educational quality
 Administrative flexibility
NEED OF CURRICULUM
DEVELOPMENT
 Advancement of nursing science and research
 Reexamination of traditional concepts
 Fills the gap of current curriculum
 Challenging long held traditions
 To ensure quality program
 Provides guidelines for learning Promote inter
professional & trans professional education
 To nurture a culture of critical inquiry
BENIFITS OF CURRICULUM

 Gives guidelines to newer school or university

system
 Facilitates whole person development
 Acquire broad knoweledge
 Gives national identity
 Develop independency of each individual
 Promote lifelong learner
 Understand one’s own potentiality
 Leading to health life
GOALS OF NEW CURRICULUM

 Balance between breadth & depth

 Balance between theoretical & applied learning
 Gives a flexible & diversified curriculum
 How to learn & inquiry based learning
 Smoother articulation to multiple pathways
 Greater coherence & alignment with curriculum
 Develop the assessment for basic education
PHILOSOPHICAL FOUNDATION

 What educational purposes should seek the

school to attain?
 What educational experiences can be
provided that are likely to attain these
purposes?
 How can they be organized?
 How can we determine whether these
purposes are being attained?
TYPES OF CURRICULUM

 Recommended curriculum
 Written curriculum
 Taught curriculum
 Supported curriculum
 Learned curriculum
 Hidden curriculum
DETERMINENTS OF CURRICULUM

 Scientific
 Political
 Sociological
 Philosophical
 psychological
PARTICIPANTS OF CURRICULUM

 Political participants
 School participants
 Students
 Principal
 Curriculum specialists
 Assistant superintendent
 Superintendent
 Board of education
 Lay citiizens
PRINCIPLES OF CURRICULUM

 Principles of conservative
 Forward looking principle
 Creative principle
 Activity principle
 Principle for preparation of life
 Principle of maturity
 Principle of individual differences
 Principle of vertical & horizantal articulation
PRINCIPLES OF CURRICULUM

 Principle of linking with life

 Comprehensiveness & balance
 Loyalties
 Flexibility
 Principle of core or common subjects
 Principle of leisure
 Principle of all round development
 Democracy, secularism & socialism
 Principle of character building
 Dignity of labour
PROGRESS OF CURRICULUM
DEVELOPMENT
Variables in progress of CD:
 Triggers for change
 New or old
 Program complexity
 Pre registration & post registration program
DEFINITION OF CURRICULUM
DEVELOPMENT
It is the process of deciding what to teach
and learn, along with the consideration needed
to make such decisions. It includes aspects such
as tasks, roles, expectations, resources, time
and space. The ordering of all these elements to
create a curriculum plan or document.
Types of process of CD

 National process of curriculum development

 Institutional process of curriculum
development
TASK OF NATIONAL CURRICULUM
COMMITTEE
Task Expertise
 find and develop curricula which Curriculum experts, nursing education
facilitate high quality care researches

Gain a working agreement among key opinion formers from service,

stakeholders on curriculum initiatives
Implement curriculum initiatives in a
widespread authentic, lasting wa
education & policies (student,
professional organization, labour
un ions)
Nurse educators from all
implementation levels

Evaluate the outcomes and impact of Program evaluation experts

the new curriculum guidelines on implementers & health service
nursing education institutions, persone;
graduated and the health services
STEPS OF PROGRESS IN CD

Establish the context and foundations

Formulation of outcome or objectives

Select a curriculum model & develop macro-curriculum

Develop the micro curriculum

Plan for the evaluation of implementation and outcomes

PRODUCT OF CD

 Situation analysis
 A philosophy or mission statement
 Curriculum design
 Macro-curriculum
 Micro-curriculum
 Models of nursing education
CURRICULUM DESIGN

curriculum design is statement which is to

identify the elements of the curriculum, states
what their relationships are to each other and
indicates the principles of that organization
and the requirements of that organization for
the administrative conditions under which it is
to operate.
-Taba,1962
SOURCES OF CURRICULUM DESIGN

 Science as a source
 Society as a source
 Eternal or divine source
 Knowledge as a source
 The learner as a source
TYPES OF CURRICULUM DESIGN

 Subject centered design

 Learner centered design
 Problem centered design
SUBJECT CENTERED DESIGN

 Subject design
 Discipline design
 Broad field design
 Correlation design
 Process design
LEARNER CENTERED DESIGN

 Child centered design

 Experience centered design
 Romantic(radical) centered design
 Humanistic design
PROBLEM CENTERED DESIGN

 Life situation design

 Core design
 Social problems & reconstruction design
MODELS OF NURSING EDUCATION

 Nightingale model
 The secondary model
 Higher secondary model
 The tyler model
 Hilda taba model
 Hunkin’s decision making model
 Deliberation model
TYLER’S MODEL
TTH

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