Curriculum and Syllabus
I see a lot of people unaware of the difference between a curriculum and a syllabus. In my understanding (having worked on couple of curriculum design projects myself), curriculum is a superset of syllabus and does not just stop with mentioning the contents and session plan for a program (course).
Curriculum defines the scope of the program. The key aspects that you have to look for in a curriculum are:
1. Objective of the program (what level of competency can you expect of the participants at the end of the program)
2. Goals of the program (what will be acheived during the program. This is more elaborate than the objectives)
3. Program overview with specification on any affiliation with some univ or an edu body, duration of the course, intended audience, all this in a nutshell
4. Program detail to define the features such as duration of the course, courseware design, delivery mechanism, evaluation of performance, guidance (mentor), support systems (EPSS etc)
I have observed that it is a good practice to keep your curriculum document as elaborate as possible. Design phase is the best time to think of cause and effect of any new methodology or delivery mechanism. A dry run would help find holes to be cemented.
For example we were planning a whiteboard-marker driven classroom methodology coupled with computers for the students to practice after every topic is discussed in the classroom. When we did a dry run with a top brass we did find that we had not taken into account the most trivial thing of identifying where the course coordinator would get the necessary props for the class! Trivial, yet vital
(to be continued)
Curriculum defines the scope of the program. The key aspects that you have to look for in a curriculum are:
1. Objective of the program (what level of competency can you expect of the participants at the end of the program)
2. Goals of the program (what will be acheived during the program. This is more elaborate than the objectives)
3. Program overview with specification on any affiliation with some univ or an edu body, duration of the course, intended audience, all this in a nutshell
4. Program detail to define the features such as duration of the course, courseware design, delivery mechanism, evaluation of performance, guidance (mentor), support systems (EPSS etc)
I have observed that it is a good practice to keep your curriculum document as elaborate as possible. Design phase is the best time to think of cause and effect of any new methodology or delivery mechanism. A dry run would help find holes to be cemented.
For example we were planning a whiteboard-marker driven classroom methodology coupled with computers for the students to practice after every topic is discussed in the classroom. When we did a dry run with a top brass we did find that we had not taken into account the most trivial thing of identifying where the course coordinator would get the necessary props for the class! Trivial, yet vital
(to be continued)
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