ERIC Number: ED392957
Record Type: RIE
Publication Date: 1995-Nov
Reference Count: N/A
Maintaining Quality during Curriculum Change.
This document, which is designed for individuals responsible for curriculum development and delivery at further education (FE) colleges in Britain, offers guidance on curriculum planning, implementation, and evaluation and contains an instrument for monitoring quality throughout the curriculum change process. The first half of the document details an ongoing curriculum development process that includes the following steps: initial stage (recognizing the need for change and deciding to initiate planning for a specified development); planning stage (identifying a planning team and obtaining approval of the new development and detailed plans for implementing it); implementation stage (conducting a continuous process of identifying an implementation team and making initial contact with prospective learners); and evaluation stage (conducting periodic and ongoing evaluations concurrently with the preceding three stages). The next section lists for team leaders and college curriculum managers the specific guidelines that pertain to the following aspects of curriculum development/implementation: planning; leadership, people, and communication; resources; and evaluation. The second half of the document discusses considerations in developing an instrument to monitor program quality throughout the curriculum change process. The appendix contains a red alert form to use when problems identified in a curriculum require urgent action. (Contains acknowledgements and a list of seven related documents). (MN)
Descriptors: Curriculum Development, Curriculum Evaluation, Educational Quality, Foreign Countries, Guidelines, Postsecondary Education, Quality Control, Records (Forms), Technical Institutes, Vocational Education
Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, England, United Kingdom (3.50 British pounds).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Further Education Development Agency, London (England).
Identifiers: United Kingdom