University Curriculum Design and Development: Human Resource Report

This report delves into the intricacies of curriculum design and development, specifically within the context of Human Resources. It begins by outlining the fundamental purposes of curriculum design, including academic, social, economic, and political objectives. The report then explores various approaches and models, such as learner-centered, subject-centered, and problem-centered approaches, along with models like Tyler's product model and Stenhouse's process model. A significant portion is dedicated to the importance of learner feedback, emphasizing its role in ensuring an inclusive curriculum, identifying strengths and weaknesses, and aligning the curriculum with learner needs. The report also addresses risk management strategies, including the Curriculum Activity Risk Assessment (CARA) process and essential considerations like student needs, material availability, and supervisor presence. Finally, it examines methodologies used to monitor and evaluate curriculum effectiveness, such as formative and summative evaluations, feedback from stakeholders, and comparisons with other institutions. The report provides a comprehensive overview of curriculum design and development, offering insights into creating effective educational programs.

Curriculum Design

Contents
INTRODUCTION...........................................................................................................................1
Main Body.......................................................................................................................................1
Task 1...............................................................................................................................................1
Purpose of curriculum design and development..........................................................................1
Approaches and models of curriculum design and development................................................1
Importance of learner feedback when developing curriculum....................................................2
Management of risk while developing curriculum......................................................................3
Methodologies used to monitor and evaluate curriculum............................................................5
Task 2...............................................................................................................................................6
Objectives and outcomes required for curriculum design...........................................................6
Development of a curriculum for an education and training program.........................................6
Plan assessment approaches to meet the learning outcomes of curriculum following the
necessary guidelines...................................................................................................................13
TASK -3.........................................................................................................................................20
3.1 Evaluating achievement of the learning outcomes..............................................................20
3.2 Evaluating the delivery of an education and training curriculum........................................20
3.3 Identifying areas for improvement for education and training curriculum..........................21
3.4 Make improvements to education and training curriculum.................................................22
Conclusion ....................................................................................................................................24
REFERENCES..............................................................................................................................25

INTRODUCTION
Curriculum development is the process of developing the habit and behaviour of students
to focus on their studies and help them to clear their vision toward the subject learning
(LaGrange and Ratliff, 2021). It is the plan of a subject about the topics to be covered for
students. In context of teachers, they analyse that which topic should be taught at which week
and for how many hours. Human Resource is the specialization taken for curriculum area of
development in this report. The following report covers purpose of curriculum design and
development, approaches and models of curriculum design, importance of learner feedback and
management of risk during development of curriculum. This report also covers methodologies
used to monitor and evaluate curriculum.
Main Body
Task 1
Purpose of curriculum design and development
 Academic purpose- The main academic purpose of curriculum design and development
is to sort out the syllabus for students and help them to analyse their learnings about the
particular subject.
 Social purpose- The curriculum design and development will also help the social groups
to enhance their standard of living and motivate them to generate their interest in studies.
 Economic purpose- The main purpose of curriculum design and development is to
enhance the literacy rate and employment rate for the economy (Said and Schwartz,
2021). When the curriculum is designed and developed effectively then it will generate
interest for students to study and this will enhance the literacy rate. When more students
will study then they will gain employment according to their interest and this will
enhance the employment rate.
 Political Purpose- The main political purpose to design and develop curriculum
effectively is to enhance their trading activities by attracting students from abroad.
Approaches and models of curriculum design and development
Approaches of curriculum designs-
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 Learner centred- According to learner centred approach, the curriculum is designed in
such a way which will consider the interest, needs and goals of learners. This approach
further mentioned that each student is not uniform and have same goals. Hence, the
curriculum which is designed under this approach will study the students first about their
needs and wants and then design it well.
 Subject centred- According to this approach of curriculum design, the main design of
curriculum is related to a particular subject or course (Tenney-Soeiro and Sieplinga,
2022). For example, curriculum is made for biology or chemistry subject. It cover all the
topics related to the particular subject which will help the students to enhance their
learnings related to the subject. Problem centred- According to this approach, the curriculum is designed for solving a
specific problem. Hence, the main focus of this approach is to generate effective problem
solving skill within students so that they will learn to provide solutions to a given
problem. Hence, here students are exposed to real life situations (Curriculum Design:
Definition, Purpose and Types, 2022). Case studies related to corporate sector is best
study material according to this approach.
Models of curriculum design-
 Product Model curriculum by Tyler, R. W. (1949)- The main focus of this model is
upon end result of any activity and it also helps in successful completion of assessments
and projects of the students. There are few benefits of curriculum which uses this model
and that is the progress is measurable in this model.
 Process Model curriculum by Stenhouse, L. (1975)- This model basically focuses on
the curriculum design which will help the students to gain experience of learning. Here,
the main focus is upon developing active learning, discussions and responses given by
individual student (Basic Concepts in Curriculum Development, 2022). The main aim of
this model is to develop the students behaviour and encourage them in discussions and
activities to develop practical skills.
Importance of learner feedback when developing curriculum.
 To ensure inclusive curriculum- Taking the learners feedback will help the teachers to
redevelop their curriculum to fulfil the needs and wants of targeted students in effective
manner.
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 To find strengths and weakness of curriculum- Taking feedback from learners will
help to analyse the strengths and weakness of the curriculum so that it will get redesigned
in such a way which will help to mitigate the weakness of the curriculum (Drake and
Reid, 2018). This will help to achieve the goal and purpose of curriculum design.
 To amend and adjust the curriculum with learners feedback- Asking the feedback
from learners will help the teachers to analyse what are additional requirements of a
learner so that the topics in curriculum will adjust in such a manner which will cover the
needs and requirements of the learner.
 To uphold professional values- Another importance of learner feedback in curriculum
development is that it will promote and uphold professional values for designing the
curriculum which is most important factor.
 Comply with organisational policies and legislations- While taking the feedback from
learners will help the curriculum designer to focus whether they develop curriculum
while covering all policies and legislation related to the university or not (Cunningham
and et. al., 2020). It will further help to analyse that which topic should be ethical to
cover in curriculum and which is required to avoid for the development of students.
 Maintaining Quality assurance and improvement arrangements- Taking the feedback
from learners will help to ensure the quality and also help the curriculum developer to
improve the arrangements as per the feedback.
Management of risk while developing curriculum
It is very essential to analyse the weak areas of the curriculum and the risk related to
development of curriculum so that the effective strategies will be planned to mitigate the risks as
soon as possible and design the curriculum as per the purpose of learners and teachers. There are
few techniques which can help to manage the risk while developing curriculum and these
techniques are mentioned below-
Applying Curriculum Activity Risk Assessment (CARA) process
This is the procedure to deliver the curriculum in safe manner in schools from prep to year 12.
This process also helps to analyse the responsibilities of different departments in schools and
universities (Shen, Chen and Lin, 2022). Non- curriculum activities like bus travel, sports
activities, school trips and many others are not the part of CARA process. According to this
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process, there are few factors which is required to consider while developing curriculum and
these factors are mentioned below-
 Meeting student needs- The main objective of curriculum development is to meet the
needs and wants of students. Hence, the main risk related to developing curriculum is that
whether the teachers will cover all those topics in their courses which will help their
students to meet their academic needs. Hence, CARA process will helps to mitigate this
risk and analyse the needs and wants of students and then prepare the curriculum for the
course.
 Availability of materials and equipment- There are various kinds of materials and
equipments which are required in studies like books, stationary items, smart boards and
many others (Xiao, 2019). This is very important that teachers will consider the
availability of these materials and equipments while developing curriculum. The absence
of these material can impacts negative upon the performance of teaching and learning.
 Location of the activity- In context of teaching students, the location is the factor which
is important to consider because teachers must avoid those locations where students will
feel tough to travel. The location should be centre of the city and the transportation
facilities are good for students to reach the school and universities.
 Supervisor presence in activities- It is also essential that a supervisor will present while
conducting curriculum activities so that he/she will assist the students that what is
supposed to do and how. Easy flow of all essential curriculum activities is ensured by
supervisor. It will also helps to mitigate the risk of injury for any student while
performing the academic activities.
 Ensuring Personal Protective Equipments (PPE)- It is essential to provide personal
protective equipment to students like eye protection glasses while teaching students on
digital screen for mitigating the risk of irritation in eyes. Leather gloves while testing any
electronic equipment project can also help to reduce the risk of hazardous activities of
curriculum.
 Planning and assessing curriculum activities- Planning is essential for managing
curriculum activities effectively (Hall, and et. al., 2022). Here, teachers are required to
evaluate the plans of their activities and analyse the risk of different factors upon that
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particular activity. A good planning will help to analyse all risks and mitigate them
before they impacts hazardous upon students learning.
 Recording curricular activities flow chart- It is essential for curriculum activity
organiser to record the activities which they are conducting and the performance as well
as the risks so that in case of next activity, the authority team will make consideration of
all those tasks and risks which they faced earlier.
 Reviewing and evaluating curriculum activities- it is essential to review and evaluate
the curriculum activities appropriately.
Methodologies used to monitor and evaluate curriculum
There are few methodologies which are used to monitor and evaluate curriculum activities and
these methodologies are mentioned below-
 Formative Evaluation- This is the monitoring technique where main task is to improve
and develop the program or course (Stehman and et. al., 2022). This will help in
providing the suggestions on the spot while planning the curriculum activities. This
methodology are used while testing the curriculum.
 Summative Evaluation- This technique will involve to make judgements about the
efficacy of the programs and courses. It is suggested that the schools and universities
must ask for experienced and well known personality to provide judgement on the
curriculum which was planned by the school and universities. It will analyse the final
result of the curriculum.
 Feedback from faculty, peer and students- It consist of asking from faculty members,
peers and many others that whether the curriculum is effective from their point of view or
not. Taking feedback about the curriculum performance from peer, faculty and students
will also help to analyse the effectiveness of the curriculum. Taking feedback from
students is essential because they can help to analyse what else they are expecting from
the curriculum so that changes are made accordingly.
 Reviewing past records- It is also essential to analyse and evaluate the past experience
related to curriculum activities so that it will help in monitoring the present curriculum
performance. Using this method will used to analyse what all opportunists can be gain by
the organisation and what all risks should be avoided.
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 Comparison with high developed organisation- This is also one of the best method to
monitor and evaluate the performance of curriculum activities (Wark and Ally, 2020).
Here, a school and university will compare their curriculum with those other schools and
universities which have almost same courses and which are able to attract more students
toward their teaching facilities. This will help to recognize where they are lacking behind
and what else they can do better represent a good curriculum assessment.
Task 2
Objectives and outcomes required for curriculum design
The main objective of Human Resource Curriculum is to create a good understanding about the
course to the students and make them understand about effective HR manager skills and qualities
which will help them to develop their professional career. Human Resource is a broad term
which cover lot of topic. Hence, the expected outcome which is planned for Human Resource
course to divide the wide range of topics of HR in such a way which will help the students to
understand the concept the course and the usage of the knowledge which they gain through this
course.
Development of a curriculum for an education and training program
Program
me/
Course:
Certificate in Human Resource Management (HRM)
Level: 2/3
Duration: 14 weeks
Teaching
Hours:
78 hours
Method
of
Teaching
:
Face to face learning in classrooms
Aim: To understand the concept of Human Resource and learn the
effective applicability of HR qualities and skills.
Objective
s:
The main objective of Human Resource Curriculum is to
create a good understanding about the course to the students
and make them understand about effective HR manager skills
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and qualities which will help them to develop their professional
career.
Assessm
ent
Methods/
Strategie
s:
Students need to be evaluated on their performance by Group
Discussion, PPT presentation, Report writing, Solving case
studies related to business issues and many others.
Formative assessment is to be considered to evaluate the
course and at the end of every week Summative assessment
will be considered.
There will be no other grade than PASS and FAIL.
Venue
and
Resourc
es:
Text books, PPT presentation, white board, digital screen for
smart classes, Projector, market and internet connections.
Learners
:
Learners for this course should be 14+.
Teachers
:
Delivery of the programme should be done by a teacher who
is also a retired and well experienced HR manager of a well
reputed company.
Course Content
MODULE/UNIT-1 Aim
Human Resource
(HR): Introduction
This is the introduction part about the
course which will clear the basic
understanding related to Human Resource,
Scope of HR and important roles of HR
within a company. This unit will give a clear
vision to the students about their learnings
from this course.
UNIT- 2 Aim
HR manager :
Qualities, skills, roles,
responsibilities and
duties.
This unit will help the students to
understand the skills and qualities which
make an effective HR manager. This unit
will further help the students to analyse the
main roles and responsibilities of HR
manager within different industries.
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UNIT- 3 Aim
Theories of Human
Resource
This unit will help the students to learn
about the theories of HR and their effective
implementation within organisation. This
unit will help the students to enhance their
understanding about effective
implementation of HR qualities and skills at
right place on right time.
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UNIT-1
Human Resource (HR):
Introduction
LO:1
Be able to understand
concept of Human
Resource
AC-1.1: What is the basic concept of
Human Resource?
AC-1.2: Human Resource in 21st Century.
LO-1
Topics to be covered:
Meaning and Definition of Human
Resource, the condition of current Human
Resource situation in 21st century,
Difference between traditional HR and
Advanced HR.
LO: 2
Be able to understand
scope of HR
AC-2.1: Explain the main scope of HR
within current scenario
LO-2
Topics to be covered:
Evolution of HR, current growth of HR and
Future development in HR.
LO: 3
Be able to understand
basic roles of HR within
a company.
AC-3.1: Identify the roles of HR within a
company.
AC-3.2: What happen in the absence of
HR manager within a company?
LO-3
Topics to be covered:
The roles performed by HR manager
within the company and mismanagement
when HR department is not present within
the company.
9

UNIT-2
HR manager : Qualities, skills,
roles, responsibilities and
duties.
LO:1
Be able to understand
qualities and skills of
HR manager
AC-1.1: What are the basic qualities of a
HR manager?
AC-1.2: What skills are required by a HR
manager?
LO-1
Topics to be covered:
Qualities: sympathetic attitude, integrity
patience, formal authority, well mannered,
effective influencer and motivator.
Skills: Communication skill, time
management skill, problem solving skills,
decision making skill and analytical skill.
LO: 2
Be able to understand
roles, responsibilities
and duties of HR
manager
AC-2.1: Explain the main roles of a HR
manager.
AC-2.2: Explain the main responsibilities
of a HR manager.
AC-2.3: Explain the main duties of a HR
manager.
LO-2
Topics to be covered:
Roles: Recruitment, maintaining on
boarding process, training, talent
acquisition, policy maker, resolving
conflicts, management of payrolls and
conducting performance and wage
reviews.
Responsibilities: Analyse opportunity for
organisational growth, prepare fair policy
and resolve the conflicts of employees
and motivate them.
Duties: hiring and interviewing staff,
administering pay and enforcing company
policies and practices.
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UNIT-3
Theories of Human Resource
LO:1
Be able to understand
theories of HR.
AC-3.1: What are the basic theories of
HR and their application?
LO-1
Topics to be covered:
Organization life cycle theory, Role behavior
theory, Resource dependency theory, Institutional
theory, Transaction cost theory, Comparative
advantage theory, General systems theory, Human
capital theory:
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Justification of this Programme/ Course/ Curriculum:
This program will helpful; for those students who are looking their
professional career in HR field.
Learners will gain theoretical as well as practical knowledge about
the HR from this program.
12

Plan assessment approaches to meet the learning outcomes of curriculum following the necessary
guidelines
Programme/
Course:
Certificate in
Human Resource
Management
(HRM)
Aim: To understand the
concept of Human
Resource and
learn the effective
applicability of HR
qualities and
skills.
Objectives: The main
objective of
Human Resource
Curriculum is to
create a good
understanding
about the course
to the students
and make them
understand about
effective HR
manager skills
and qualities
which will help
them to develop
their professional
career.
Assessment
Plan/ Methods/
Strategies:
Students need to
be evaluated on
their performance
by Group
Discussion, PPT
presentation,
Report writing,
Solving case
studies related to
13

business issues
and many others.
Formative
assessment is to
be considered to
evaluate the
course and at the
end of every week
Summative
assessment will
be considered.
There will be no
other grade than
PASS and FAIL.
UNIT-1:
Human
Resource (HR):
Introduction
1. Learning
Outcome
s
2. Assessment
criterion
3. Pass of threshold
level descriptor
4. Description of
assessment
LO:1
Be able to
understand
concept of
Human
Resource
AC-1.1: What is
the basic concept
of Human
Resource?
AC-1.2: Human
Resource in 21st
Century.
Meaning and
Definition of Human
Resource, the
condition of current
Human Resource
situation in 21st
century, Difference
between traditional
HR and Advanced
HR.
Students will be
assessed by learning
through digital board
and text books about
the topic. Class test
will be held to test
whether students
understand the
concept of HR or not.
LO:2
Be able to
understand
scope of
HR
AC-2.1: Explain
the main scope
of HR within
current scenario
Evolution of HR,
current growth of HR
and Future
development in HR.
Students will be
assessed by PPT
slides of maximum 20
minutes in each topic.
LO: 3 AC-3.1: Identify The roles Students will be
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Be able to
understand
basic roles
of HR
within a
company.
the roles of HR
within a
company.
AC-3.2: What
happen in the
absence of HR
manager within a
company?
performed by HR
manager within the
company and
mismanagement
when HR
department is not
present within the
company.
assessed by a Eassy
consisting 1000
words.
Excluding Table of
content, Cover page
and list of references.
Turnitin submission
required
15

UNIT-2
HR manager :
Qualities, skills,
roles,
responsibilities
and duties.
5. Learning
Outcome
s
6. Assessment
criterion
7. Pass of threshold
level descriptor
8. Description of
assessment
LO:1
Be able to
understand
qualities
and skills of
HR
manager
AC-2.1: What are
the basic
qualities of a HR
manager?
AC-2.2: What
skills are
required by a HR
manager?
Meaning and
Definition of Human
Resource, the
condition of current
Human Resource
situation in 21st
century, Difference
between traditional
HR and Advanced
HR.
Students will be
assessed by learning
through digital board
and text books about
the topic. Class test
will be held to test
whether students
understand the
concept of HR or not.
LO: 2
Be able to
understand
roles,
responsibilit
ies and
duties of
HR
manager
AC-2.1: Explain
the main roles of
a HR manager.
AC-2.2: Explain
the main
responsibilities of
a HR manager.
AC-2.3: Explain
the main duties
of a HR
manager.
Roles: Recruitment,
maintaining on
boarding process,
training, talent
acquisition, policy
maker, resolving
conflicts,
management of
payrolls and
conducting
performance and
wage reviews.
Responsibilities:
Analyse opportunity
for organisational
growth, prepare fair
policy and resolve
the conflicts of
Students will be
assessed by PPT
slides of maximum 20
minutes in each topic.
16

employees and
motivate them.
Duties: hiring and
interviewing staff,
administering pay
and enforcing
company policies
and practices.
17

UNIT-3
Theories of
Human
Resource
9. Learning
Outcome
s
10.Assessment
criterion
11.Pass of threshold
level descriptor
12.Description of
assessment
LO:1
Be able to
understand
theories of
HR.
AC-3.1: What are
the basic
theories of HR
and their
application?
Organization life cycle
theory, Role behavior
theory, Resource
dependency theory,
Institutional theory,
Transaction cost theory,
Comparative advantage
theory, General systems
theory, Human capital
theory.
PPT presentation and
projects and
assignments like
essay on any 4
theories of HR within
2000 words (500
words for each
theory)
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UNIT-3: Human
Resource (HR):
Introduction
Design assessments PowerPoint Presentation, face to face
teaching, case studies
✔
Tools for assessments.
Report and Essay in Turntinin PowerPoint
Presentation- face to face in the class
✔
Assessment criteria and
rubrics Assess in Rubrics on Turnitin
✔
Feedback support Formative and summative ✔
Feedback strategy Students, peers and faculties ✔
Assessment time End of the semester ✔
Assessment opportunity
Final submission and Resubmission ✔
Assessment Guideline Assignment Brief ✔
Assessment weight 60% + 20% +20% =100% ✔
Assessment grade Pass or Fail
2.4 Producing resources to support the curriculum.
It would include the books and materials that would help in making the task much easier
and the achieving the desired outcomes in well-defined manner. Moreover, all the important
resources would be provided online so that students would be able to access to such information
anytime and anywhere without facing any kind of difficulties (Choppin and et.al., 2018.). Also,
this would be done through developing the online portal that would be supported by the online
password and login id that would be kept private from the outsiders.
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TASK -3
3.1 Evaluating achievement of the learning outcomes
The lesson plans that have been designed would the evaluated through collecting the
feedback from the students so that both positive and negative reviews might be gained. Also, the
right feedback from the students would help in best designing of the lessons plan in the future so
that students are able to grasp the concepts in easier way (Grant, 2018). Also, lessons plans
related with the human resource would also be evaluated through taking the collective opinions
from the teachers that are also quite professionals and thus know certain concepts in more
detailed manner. Moreover, teachers would help in suggesting certain ways of developing right
curriculum and also help in identifying the mistakes that are made often in framing certain
sentences or questions thus developing more efficiencies among others.
Moreover, the evaluation is not totally based on teachers and students review but rather
the management would also allow in providing the required guidelines' so that right curriculum
might be designed of large number of students who wish to seek the best of knowledge in subject
like human resource management for all its future growth and success. However, learning
outcomes are not only based on the views from other people but it could be easily identified
through own monitoring and evaluation methods were the students learning could be easily
identified(Hrivnak, G. A., 2019). Furthermore, this would help in easy comparison with past
performance and would help in setting certain standards for the future designing of any
curriculum. Also, the students' achievement in accomplishment of certain objectives from the
curriculum is also the best method of evaluation as it assures that things are carried out in right
way and on right time. Thus, evaluation is also symbolized that concepts like theories and
models are better understood by each and every student and also they are less dependent on
others for the clarifying the doubts with others. Moreover, it also shows that least amount of
mistakes is committed by students and there is no level of confusion among them. Thus, these
are some ways that helps in assuring that learning outcomes among the students are designed out
in positive manner.
3.2 Evaluating the delivery of an education and training curriculum.
The evaluation and delivery of training curriculum would be identified through
comparing primary and the post learning outcomes. This means that students output will
20

help in deciding that there learning had been become effective or not. Furthermore, post
learning outcomes will help in analysing where the problem is coming from and whether
these are repeated mistake found in all students output so that corrective measures might
be taken on time (O’meara and Vaidya, 2021). Also, the practice of inclusion will also be
the helpful in this aspect as it would allow in identifying the differences among all the
students and therefore would help in ensuring that all the students in future are able to get
easy access to learning materials and does not find many difficulties in learning. Also,
this practice will help in making believe that all students in-spite of differences need to be
treated equally so that best delivery of the curriculum is ensured and positive learning
outcomes are achieved in the end. Further, in any training session there are different types
of students such as visual, auditory, Kinesthetic learners and much more. Thus, delivery
of education and training would be evaluated through analysing the suitable learning
styles that are been adopted so that all the students are able to gain maximum out of it.
Further, these learning style would help in identifying that all the learners are able to
understand the concept in detail manner or not.
Furthermore, evaluation would be based on inclusion of the feedback in the review
cycle else all the efforts that are been put in teaching certain concepts to the students
would be wasted (Patton and Prince, 2018). Also, such positive and negative feedback
would help to update way of delivering the training and also allow in maintaining the
curriculum. Also, other way that would be used is through analysing the resources that
are used in delivery of curriculum. Thus, this also means lot because resources would
help in knowing that students have face difficulties in understanding the data that is been
provided through books and material of not. Furthermore, if the resources are provided in
correct manner than it would simply mean that best communication are established
between the students that would also promote better relationships in long run.
3.3 Identifying areas for improvement for education and training curriculum.
There are certain major areas that needs to be improved in the education and training
curriculum and one of being is that all the curriculum objectives needs to be reasonable and
attainable. Hence, if objectives are not clear and consist lot of confusion than it would fail the
21

objectives that needs to be derived out from it. Furthermore, another area of improvement is that
there need to be clear identification of the future goals and objectives that would result from the
learning activities so based on that best training curriculum might be designed. However, this
need to be improved as unclear objectives would only results in wastage of resource and efforts
in the end (Hung, 2022). Also, improper goals would not allow in making students understand
human resource theories and models that are very essential for their own personal growth and
development in the future. Moreover, such type of improvement would also allow in developing
new strengths so that all the challenges could be overcome in well-defined manner.
Furthermore, another are that need more development is employing more of formative
and summative assessment strategies so that better results might be derived in the end. Moreover,
the formative assessment would be done through In-class discussions, weekly quizzes, clicker
questions etc. so that students are able to learn the sessions in much effective manner. On the
other hand the Summative assessment would be done through the Final essays, Standardized
tests and much more, that are completed of the whole session and are conducted in more detailed
manner (Formative and Summative Assessments, 2022). Hence, this need to be improved so that
more students are able to remember things for longer time. Moreover, another are that need to be
kept in mind and need to be improved while delivering the education and training curriculum is
that all the curriculums that are designed need to be flexible enough and not rigid so that they
could be mould according to the needs of the learners and are not affected much by the changing
circumstances at any point of time.
3.4 Make improvements to education and training curriculum.
It is very necessary that all improvement within the training are made in right manner so
that best positive outcomes are derived. One of the most basic improvement that could be made
is that certain strategies need to be applied for reviewing the current curriculum. Furthermore,
this could be done through conducting the open discussions so that all the students are able to
share about learnings and teaching style from training session in positive or negative way. Also,
another strategies that could be chosen for the review purpose would be through asking the open-
ended question at the end of training sessions so that all the relevant information might be
collected for the same that would be helpful in the best curriculum design later. Distributing the
survey forms is another strategy that would prove to be useful in making improvements as it
22

would help in identifying the students choices and preferences in the learning so based on that
certain changes than might be made.
Moreover, another improvement that is required is that there need to be involvement of
professionals in the curriculum review. Furthermore, these are the professionals that knows the
minute details and aspects of the learning and therefore are capable enough to suggest some
changes in the current one (Manwaring, Holloway and Coffey, 2020). Also, such involvement of
professionals would further ensure that chances of delivering ineffective lessons is minimum and
there is higher level of accuracy. Furthermore, choosing the right evaluation model will also help
in analysing the current requirement in the curriculum that will further help in building up strong
identity and will help in the best involvement of learners while delivering the training of various
field apart from the human resource field. Thus, it can be said that improvements to education
and training curriculum is very much required as it would assure that right skills among the
learners developed.
Conclusion
From the above information it is concluded that curriculum activities are those activities
which will help the students to enhance their academic performance. It consist of the list of
topics within the course which is going to covered by students during their academic period.
There are various approaches for curriculum design such as learner centred, problem centred and
subject centric. The two famous model of curriculum design are Product Model curriculum by
Tyler, R. W. (1949) and Process Model curriculum by Stenhouse, L. (1975). learners feedback
plays an important role in developing effective curriculum. There are various activities which
can be considered while managing risk during developing curriculum. Formative evaluation and
summative evaluation are two main methodologies for monitoring and evaluating curriculum.
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REFERENCES
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elementary students’ engineering and science learning. Journal of Research in Science
Teaching, 57(3), pp.423-453.
Drake, S. M. and Reid, J. L., 2018. Integrated curriculum as an effective way to teach 21st
century capabilities. Asia Pacific Journal of Educational Research, 1(1), pp.31-50.
Grant, J., 2018. Principles of curriculum design. Understanding medical education: Evidence,
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O’meara, J. and Vaidya, A., 2021. A Network Theory Approach to Curriculum Design. Entropy.
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Shen, J., Chen, Y. and Lin, J., 2022. Curriculum Design of College Students’ English Critical
Ability in the Internet Age. Wireless Communications and Mobile Computing, 2022.
Stehman, C. R. and et. al., 2022. Ideas to Action: Using Curriculum Design to Develop a
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Basic Concepts in Curriculum Development. 2022. [Online] available
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