CURRICULUM DESIGN FOR INDUSTRY RELEVANT AND INTERDISCIPLINARY POSTGRADUATE PROGRAMMES IN ENGINEERING AND TECHNOLOGY Dr.V.Thanikachalam FMR Professor and HOD, CIA, National Institute of Technical Teachers Training and Research, Chennai, India Abstract Innovative methods of curriculum development based on the reverse system approach coupled with national engineering qualification framework provide promise to develop industry relevant postgraduate programs in engineering technology. By close collaboration
According to ACARA, the Australian Curriculum sets the expectations for what all young Australians should be taught, regardless of where they live in Australia or their background. ACARA draws on the best national talent and expertise, and consults widely to develop the Australian Curriculum. (Acara.com.au, 2015) The curriculum can be divided into five key concepts namely the intended curriculum which is what teachers want children to learn. The enacted curriculum is what the teacher actually teaches
‘The Foundation Phase curriculum its roll out during the academic year 2011-2012. Making references to the key messages from the Framework of Children’s Learning for 3 to 7-year-olds in Wales, what experiences should all children in the Foundation Phase be receiving?’ The Foundation Phase emphasises the developmental needs of the children and ensures that the curriculum is well rounded as well as building on their previous experiences and skills. The statutory curriculum allows children to have
through hands on learning experiences. The learning takes place in a wood or a natural environment with trees. Tovey (2012) believes that the notion of Forest Schools resonates with Froebel’s emphasis on the importance of children learning outdoors in contact with the natural world. This curriculum allows children to play while they learn about their world. Forest Schools consider children’s contact with nature important from early age. The children also get the chance to develop the life skills of
Since 2002 work began to create a new curriculum framework for schools to follow in Scotland. After 8 years of development, the Curriculum for Excellence was implemented throughout schools across Scotland in 2010 (Scottish Government, http://www.educationscotland.gov.uk/learningandteaching/thecurriculum/whatiscurriculumforexcellence/howwasthecurriculumdeveloped/processofchange/timeline.asp, no date). The Curriculum for Excellence foundation and principle values is to help children and young people
Part B: Analyze a Philosophy Statement A childcare Centre’s philosophy statement is a brief and concise representation of the values and beliefs that guide the Centre’s daily practice and programming. Factors, which influence the development of a philosophy statement, include ideas about how children learn and develop, the needs of children, the role of family and culture, and how quality care is defined (Standards for Early Childhood Programs in Centre-Based Child Care , 2004, p. 14). These beliefs
second language taught in Norwegian schools today is English. This paper takes a closer look at an historical overview of English curricula in Norway, by focusing on some of the basic skills from the curriculum in English. The aim of this paper is to show the significance of oral skills development in the classroom, This research also proposes most possible activities and methods to be used by teachers in It will be focused
an indispensable instrument for human progress, empowerment and effecting national development. It is seen as the best legacy a country can give her citizens. Education is also as essential tool for achieving sustainability. According to Osahon (2001), the school as an institution is primarily established for instruction and learning purposes. Within the ambit of education, educational goals, personnel, curriculum, knowledge, physical facilities, materials, finances and even the students are inputs
global economy, the need for skills, attitude and knowledge are of critical importance to advance the competitive advantage which is so desperately lacking in many nations. In this global 21st century environment, education must be preparing people for uncertainty; preparing people who are adaptable, flexible and multi-skilled. Integrating Technical Vocational Education and Training (TVET) into the general education curriculum can act as the catalyst to equip the country’s human resources with the necessary
The Essentials The “Essentials” document supports the transformation of nursing education programs by laying the groundwork from which to build the nursing curriculum. The expected outcomes of graduates such as to achieve knowledge, skills, and attitudes preparing them to practice within complex healthcare systems are well defined (AACN, 2008). The priorities of the 21st century related to nursing education focus on disease prevention and geriatric care because of the healthcare professional shortage