2.
PHILOSOPHY OF CURRICULUM DEVELOPMENT
Philosophy of curriculum development
encompasses the underpinning principles, which have a direct bearing on the
design and development of any curriculum. All decisions relating to curriculum
are taken keeping these principles in view. These principles guide the
curriculum development professionals in the design, development, implementation
and evaluation of the curricula. These underlying principles take into
consideration the following aspects:
a)
Technical education programmes aim at producing technical/professional
human resources for a wide range of occupations available in the world of work.
b)
The programmes, mostly, are generalized in nature and aim at developing
requisite knowledge, skills and attitudes, required by different occupations.
c)
The curricula of technical programmes should have learning
experiences/activities which contribute to:
-
Professional development for meeting present and future
needs of the profession
-
Self-learning (learning-to-learn skills)
-
Social responsibilities
Personal
development
Work
ethics.
d)
All curricula of technical programmes should provide opportunities to the
students to integrate knowledge, skills and attitudes, through activities like
project work, application-oriented tasks group activities etc.
e)
No engineering/technology programme can be said to be complete without
inclusion of adequate industrial/practical training as an integral component of
the curriculum in order to expose the students to the practices followed in the
world of work.
f)
Curricula of technical programmes should be designed keeping job
opportunities and personal aspirations of individuals in mind and making a
judicious choice between generalized and specialized programmes.
g)
All curricula must respond to the state and national priorities in
contemporary areas such as: information technology, environmental awareness and
pollution control, conservation of resources, use of renewable sources of
energy, maintenance and safety aspects, community development, laws, rules &
regulations etc.
h)
The design of the curriculum should take into account various entrant
groups with different qualifications of the students such as 10+, 12+, 12+
vocational, B.Sc., etc., and give recognition to their prior learning. At the
same time, the curriculum should offer flexibility in choice of courses for
study, depending upon the interest, ability and capacity of the students. All
these features can be accommodated by introducing Multi Point Entry and Credit
System (MPECS) of study.
i)
Assessment of students should be both continuous as well as at the end of
the term. The evaluation/assessment tools used should be valid, reliable and
objective.
j)
The curriculum will serve its purpose only if it is student centred,
client oriented and driven by the demand of the market.
k)
Every curriculum should prepare students for their future professional
growth and development.
l)
The curriculum should be feasible and balanced.
Introduction
Philosophy of CD
Approach to CD
Role of ET
Attributes of ET
Curricular Components
Combination of A &CC
Strategies for CI
Curriculum Evaluation
ACKNOWLEDGEMENT
CD : Curriculum Development ; ET : Engineering Technicians ; A& CC :Attributes and Curriculum Components
CI : Curriculum Implementation
