COMMON APPROACH TO CURRICULUM DEVELOPMENT

FOR TECHNICAL EDUCATION PROGRAMMES

1.

INTRODUCTION

Curriculum development is a complex exercise as it involves

integration of not only the current educational and training needs of
the profession but also the anticipated needs due to fast changing
national and international technological developments.
A strategic approach to curriculum development for technical
education programmes is imperative so that the graduates passing out
of the technical institutions acquire appropriate competencies as
required by the world of work. It is all the more important today, in the
light of recent technological advancements in the work places,
globalization and economic reforms undertaken by the Government of
India. Such curricula will ensure that the students are provided with
relevant professional knowledge and skills, in addition to developing in
them the capability to tackle industrial and field problems, sound
professional ethics and an awareness of their obligations to the society.
Curriculum Development Centers (CDCs), established at four TTTls, are
actively involved in curriculum development activities for the last 30
years. CDCs need to adopt a common approach for curriculum
development in order that (a) a minimum level of uniformity in
teaching/learning is maintained at the National Level, though specific
local needs can be accommodated by respective institutions, (b)
duplication of efforts in curriculum development is avoided, (c)
employment of students is enhanced due to their greater mobility and
acceptability and (d) uniformity in accreditation of institutions and
programmes is possible.

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.
m)

The curriculum should be validated by the users (different

industries in respective disciplines) of end-products of technical
institutions, in collaboration with industrial associations e.g.,
Confederation of Indian Industry (CII), State Chamber of ]

3. APPROACH TO CURRICULUM DEVELOPMENT

Curriculum design decisions are taken by laying major or exclusive
emphasis on each of the three primary data sources namely, the
organized subject matter specialization, the individual need based
social demand and job analysis, which have their own merits and
demerits/limitations.
In case of organized subject matter specialization, which is the most
commonly used data source for decisions to curriculum design, an
organized body of knowledge is thought to be essential to the
continuous progress of civilization. A logical organization of the
contents is emphasized in this model of curriculum design, so that a
logically organized body of content can be taught to the students
efficiently and effectively. Separate subjects, multi-disciplinary, interdisciplinary and broad fields are the variations possible in this
approach. The major limitations of this approach are that it tends to
compartmentalize and fragment the knowledge, overlooks individual
differences in the students and is rather passive and somewhat
superficial to learning.
In the model based on student or individual needs as a major data
source, the needs, interests, abilities and past experiences of the
students are chosen as the basis for curriculum decisions. The subject
areas become a means by which students pursue problems or topics,
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derived from their interest. In this approach, major emphasis is on

problem-solving and life-long learning, with components of flexibility,
cooperation and personalized treatment. The major limitations,
according to some critics of this model, are that the curriculum design
based on this model does not prepare the students adequately for life,
does not assure common learning outcomes and has administrative
difficulties involved in its execution.
In the model based on social demand and job analysis as a major data
source, contents of the curriculum design are derived from the needs
of society or communities. Problem-solving, human relations and social
skills are given major emphasis in this design. The inter-relations
among the curricular elements are broadly defined with an aim to
enable students earn their livelihood and groom them to be acceptable
persons in the society. The major limitations of this approach are that
scope and sequence of curriculum are not clearly defined and that
there is administrative difficulty to implement the curriculum.
Besides above models, some popular models of curriculum design are
"competency based approach", "process as contents", "humanistic
view", "core curriculum" etc.
However, the model incorporating the merits of above data sources
and based on the "systems approach" is recommended for technical
education programmes. The schematic representation of various
stages in curriculum development using "systems approach" is given in
Fig.1 (Appendix -I). The suggestive format for curriculum document is
attached as Appendix -II. It may be observed from Fig. 1 that the
activity analysis is undertaken to determine the programme objectives
and more specifically the skills/competencies, which will be developed
amongst the students. In the implementation of the curriculum, stress
is laid on the development of these competencies through a variety of
learning experiences. The evaluation of the students' performance,
both formative and summative, is carried out to determine the extent
to which these competencies have been achieved by the students.

4.

ROLE OF ENGINEERING TECHNICIANS

Understanding the roles to be played and responsibilities to be

assumed by polytechnic passouts is vital in preparation of an effective
curriculum. Such roles and responsibilities vary widely depending on
the specific field of their activity.
In the construction industry they work as junior engineers, in
manufacturing as senior technicians, and in many areas as assistant
managers, workshop superintendents, research assistants, technical
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assistants etc. In small establishments, they often work independently

and combine the jobs of an engineer and supervisory technicians
whereas in large establishments, they may work under the direction
and supervision of senior personnel /engineers. The role in most cases
would include the following:

6.

Traditional
role
of
interpreting
engineers
wishes/concepts/designs in a practical pragmatic technical
format to craftsmen/skilled workers
Planning skilled workers/craftsmen schedules and distributing
work to individual work stations to optimize physical/human
resources
Supervising quality of work and ensuring that it meets
specifications and standards
Training
junior
colleagues/craftsmen/skilled
workers
in
commissioning, operation and maintenance of existing and new
equipment and in carrying out specific duties
Involvement in fault location and giving training in fault
diagnostics
Estimating cost of engineering operations and assisting in bill
preparation and scrutiny
Satisfying safety considerations of engineering operation and
ensuring strict observance of national labour laws and
engineering standards
Minimising occupational health hazards and ensuring availability
of emergency medical aid
Advising engineers on social and technical constraints on any
work undertaken and suggesting alternative methods of
implementing given tasks
Preparing technical reports on the progress of the job and
removing bottlenecks if within his competence or jurisdiction
Working harmoniously in groups with or without supervisor.

CURRICULAR COMPONENTS TO MEET ATTRIBUTES

The general attributes given above combine knowledge, skills, and

attitudes, the development of which have to be ensured through the
curriculum offered to students in the Institution. The curriculum must
include:
a. Detailed theoretical and practical knowledge of existing technology
in the selected discipline

b. Basic science and engineering science knowledge on which existing

technology is built.
c. Training and repeated exercises in fault diagnostics
d. Exposure to maintenance schedules, preventive maintenance
practices, and hands-on training on repair
e. Exposure to safety, occupational health and quality standards
f.

Training in making cost estimates of engineering activities and

making time and resource schedules for implementing engineering
Projects

g. Training in entrepreneurship including writing DPR

h. Familiarity with current industrial practices in the selected discipline
i.

Experience in group working

j.

Opportunities for developing communication skills

k. Involvement in information search and self-learning activities

l.

Training in environmental impact analysis and knowledge of

techniques to reduce or eliminate environmental damage created
by engineering activities

m. Familiarity with national laws, rules and standards governing

engineering activities in the selected discipline
n. Exposure to issues relating to globalization of engineering activities
o. Some understanding of basic management principles and practices.

7. COMBINATION OF ATTRIBUTES AND CURRICULAR

COMPONENTS
The attributes and the curricular components mentioned in para 5 and
6 respectively would need a combination of

Structured courses

Tutorials for developing problem identification and solution ability

Laboratory and workshop practice

6

Challenging assignments, mini and major projects

Specialized training in fault location and repair

Industry attachment

Field visits and surveys

Group working activities

Colloquia and discussion sessions

Invited lectures/workshops on important topics not covered in

course work

Information search and self-learning exercises.

A check list should be made for each curriculum developed to ensure

that all the attributes and curriculum components, as enumerated
earlier, have been adequately covered. Such a check list would also
help teachers identify the objectives of their work in lectures, tutorials,
laboratories, and workshops, and in giving assignments, supervising
colloquia and group activities, industry attachment, community and
field work etc.
The various contributions of curricular components for acquiring the
required attributes may be indicated in the following format for each
curriculum
Curricula
r
Compone
nts
Attributes

8.

Structured
courses

Tutorials

Labs &
Workshop
s

Assignment/
Projects

Fault
Diagnostic Trg

Industry
Attachme
nt

Field Visits
& Surveys

STRATEGIES FOR CURRICULUM IMPLEMENTATION

Curriculum implementation is the stage wherein curriculum document

is used for administering appropriate learning experiences to the

Group
Worki
ng

Colloquia

students for developing desired competencies in them for gainful

employment. Curriculum implementation thus is a major area of
concern for the Directorates and Boards of Technical Education,
Principals, Heads of Department, Faculty and students of polytechnics.
Curriculum implementation involves advance planning for procuring
required physical, human, informational and financial resources so that
the instructional process provides meaningful learning experiences to
the students. A variety of instructional strategies such as lectures,
tutorials, hands-on-experience in workshops and laboratories, project
works, field visits, industrial training of students etc., comprise the
instructional process.
The quality of the product passing out of the technical institutions
not only depends upon the quality of the curriculum but is also greatly
influenced by how well the curriculum is implemented. The major
factors, which influence the quality of curriculum implementation
include:
Clarity of aims and objectives of the curriculum amongst faculty, staff
and students
Availability of competent faculty: their training and retraining to
develop desired knowledge and skills in the students as prescribed in
the curriculum document
Availability of appropriate physical facilities (building, equipment and
other infrastructure)
Availability of appropriate instructional resources (print and non-print)
for instruction and learning
Effective leadership qualities exhibited by the Principals and Heads of
Department
Monitoring of teaching-learning process
Networking with industries and other organizations for ~haring
resources and experiences
Availability of administrative support for implementing the curriculum
The details of main objectives at the implementation stage and
relevant key effectiveness areas are given in the following table:
Table:
Objectives of Curriculum Implementation Stage and
Key Effectiveness Areas*
Sr.
No.

Main Objectives of
Curriculum Implementation

Relevant Key Effectiveness Areas

1.

To orient the staff with the

objectives of new curriculum,
changes in courses and
contents, study and evaluation
scheme

Orientation programme for faculty and

Heads of Department by the academic consultants

2.

To design and develop

appropriate learning resources
where gaps exist and procure
new instructional resources for
effective curriculum
implementation

Preparation of print and non-print instructional

resources by respective subject teachers under the
guidance of TTTIs/ NTTF et. al.
Procurement of new instructional resources by
Principal/ HODs

3.

To upgrade the knowledge and

skills of faculty in emerging
areas/new additions for effective
instruction

Planning of faculty development programme by

Principal and HODs
Induction programme for newly recruited faculty
Orientation programmes on curriculum processes,
educational and institutional management for
HODs and Principals by TTTIs

4.

To plan, procure and utilize

resources in most economical
and effective manner

Identification of gaps in physical resources

(buildings, equipment and furniture etc) and their
procurement in a phased manner by DTEs,
Principals and HODs

5.

To orient the faculty regarding

type of learning experiences to
be provided to students

Orientation programme for faculty on instructional

strategies by Principals/HODs in collaboration with
development agencies like TTTIs

6.

Effective Student Evaluation

Design appropriate tools for student assessment/

evaluation with TTTIs

7.

To implement the curriculum and

monitor the progress

Design tools for monitoring curriculum

implementation by HODs and development
agencies

8.

To make improvement in
curriculum process

Review appropriateness of curriculum, teachinglearning process, student evaluation

Check employability of students by an internal or
external team

Key effectiveness areas are activities, which have direct bearing on effective
curriculum implementation

9.

CURRICULUM EVALUATION

Education and training needs are constantly changing with changing

technology, educational technology, management processes and
modes of delivery. In order to determine the effectiveness of various
curricula, it is essential to carry. out curriculum evaluation. Therefore,

continuous updating and revision of curricula is required. A systematic

and comprehensive evaluation of existing curricula can provide
information for further revision of curricula. Evaluation also helps the
policy makers, planners, administrators, curriculum designers and
teachers in bringing out required changes in subject contents, policy
formulation, planning and implementation of educational programmes
to make these more relevant and effective.
Curriculum development process includes design, development,
implementation and evaluation phases. Evaluation has to be done at
each phase of curriculum development. Thus, both formative and
summative evaluation should have would have to be carried out.
There are different approaches to evaluate curriculum The popular
models used for the curriculum evaluation are CIPP model, Stake's
model, Scriven's model and Tyler's model A generalized approach to
curriculum evaluation should have the following steps:
-

Focus on the goals and objectives with respect to changing

employment pattern

Identifying information/data required for evaluation

Identifying sources of information

Developing/selecting tools for data collection

Collecting and organizing data

Analyzing data

- Findings and the proposed changes in the process and upgradation

in the implementation
- Report writing
-

Dissemination of findings to State Boards of Technical

Education/Directorates of Technical Education

Follow-up action

The task of curriculum evaluation may be undertaken by:

- Directorates of Technical Education/Boards of Technical
Education/Curriculum Development Centre

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- Resource institutions and professional organizations such as

TTTIs/NTTF etc.
Curriculum evaluation must be a continuous process. It should not be
intermittent or a "once only. event. It must consist of constant
observation, measurement. And reporting of all the stages of
curriculum development so that corrective measures at appropriate
stages can be taken at right time.

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