Guidelines for the Implementation Phase

During the implementation phase, the new/revised curriculum is put into practice. For effective implementation of the curriculum, the teaching staff must be made fully aware of the intent and content of the curriculum, the resources to be harnessed, types of learning experiences to be provided and the techniques to be adopted for evaluating performance of students. The steps involved in curriculum implementation are:

(1) Analysis of new curriculum with a view to determine changes in the detailed • contents, additional resource requirement (in terms of physical, human and informational) etc

(2) Orientation of faculty and staff for highlighting important feature of new/revised curriculum so as to cause its effective implementation

(3) Organisation of resources in a phased manner

(4) Training of faculty in new and emerging areas as stipulated in the curriculum (5) Preparation of appropriate instructional resources (print and non−print) for effective instruction

(6) Monitoring teaching−learning process

A systematic methodology for implementing curriculum changes present in revised curriculum may consist of the following steps:

(1) Identification of the main objectives and thrust of revised curriculum and the key effectiveness areas that require the attention of the institution for their accomplishment (2) Identification of relevant tasks in these key effectiveness areas, priorities and targets following consideration of time, resources, expertise and urgency

(3) Giving responsibility to different persons for the key effectiveness areas, and other relevant tasks based upon their experience, interests and the requirement of the institution (4) Synthesizing the details worked out in the earlier steps and preparing an operational plan for the institution indicating the key areas, their sequencing and period for completion with a brief description of each of the main tasks

(5) Actual implementation of the operational plan

These five steps will provide a feasible way in which the curricula may be implemented. Depending upon the particular situation, some variations may be necessary.

Table 6.1 provides details of main objectives at implementation stage and relevant key effectiveness areas.

Table 6.1 Objectives of Implementation Stage and Key Areas

Sr. No. Main Objectives of 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 staff by the Head of

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. − Procurement of new instructional resources by Principal/HODs 3. To up grade the knowledge and skills of faculty in

emerging areas/new additions for effective instruction

− Planning of faculty development programme by Principal and HODs − For newly recruited faculty induction programme − Curriculum processes, educational and institutional

management for HODs & principals 4. To plan, procedure 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

− Items needing sharing of resources with industry and other institutions/organisations by HODs 5. To orient the faculty regarding type of learning

experiences to be provided to students

− Orientation programe for faculty on instructional strategies by Principal/HODs in collaboration with development agencies like TTTIs 6. To implement the curriculum and monitor the

progress

− Design tools for monitoring curriculum implementation by HOD and development agencies

7. To make improvement in curriculum process − Appropriateness of curriculum; teaching−learning process; student evaluation

− Employability of students by an internal or external team

Staff responsible for key effectiveness areas for curriculum implementation are given in Table 6.2

Table 6.2 Staff Responsible for Key Effectiveness Areas Sr. No. Relevant Key Effectiveness Areas Persons Responsible For

Action

Remarks

1.1 Staff Development/orientation Respective Heads of

department

The

responsibilities for the key

effectiveness 1.2 Norms and Standards for physical, human

and informational resources as stipulated in the new curriculum.

Respective Heads of department

Areas has been assigned by considering the following aspect: − The responsibilities and areas of work of the faculty member (on the basis of specifications of the job)

Development of Learning Resources (Print)

− The degree of specialization of the faculty, their status,

competencies and attitudes

2.2 Development of Learning Resources Respective subject expert/Media expert

2.3 Assessment of Material Heads of Department − Coordination

warranted with other department or within

department 2.4 Procurement of instructional resources

print and non−print

Heads of Department assisted by the faculty − Uniform distribution of Working among as many faculty members as possible 3. Identify training needs and organise

training programme for the faculty

Heads of Department Prinicipal

DTEs

− Vertical mobility of the individual in the near future 4.1 Plan Buildings (Workshops, laboratories,

etc.)

Principals, Heads of Department

4.2 Construct building Principals, Heads of

Department 4.3 Furnish building, purchase equipment

4.4. Select Faculty Principal/DTE

4.5 Other resources Principal/DTE

5.1 Implementation of curriculum with emphasis on the instructional process

Heads of Department and faculty

5.2 Organisational design including duties and procedures

Principal and HODs

5.3 Guidance and Counselling HODs and selected trained

teachers

5.4 Training and Placement Training and placement officer,

HOD and faculty

5.5 Industry−Institute Cooperation Principal/Training Officer/HOD 5.6 Industry−Institute gathering feedback/data Heads of Department

6.1 Evaluation of curriculum at institute level Heads of department, for faculty

6.2 Curriculum revision, design and development

External team: curriculum development experts, industrial experts, selected faculty