Continuous curriculum development: An approach for quality curriculum development in the Caribbean
Date
2015-07-15
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Abstract
This is a case study of a curriculum reform and development project in the Anglophone Caribbean. The presentation reports on an ongoing project. Four phases of the curriculum reform process are identified, and these are important for the institutionalising of best practices. These are the situational analysis, visioning, curriculum development and alignment, and coordination and redevelopment. An important concern of the project was to create space for the Caribbean concerns to be heard and to deal meaningfully with approaches to the development of the ideal Caribbean person/worker. Some important practical approaches to the process of continuous curriculum development are highlighted, including time, data collection, and ongoing quality assurance checks.
Description
Paper presented at the Regional Conference on Institutionalising Best Practice in Higher Education, UWI, St. Augustine, Trinidad and Tobago, 24-26 June, 2015.
Centre for Excellence in Teaching and Learning, UWI; Quality Assurance Unit, UWI
Centre for Excellence in Teaching and Learning, UWI; Quality Assurance Unit, UWI
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Keywords
Curriculum reform, Curriculum development, Case studies, Higher education institutions, Caribbean