Teachers’ Involvement in Curriculum Design in Higher Education
Main Article Content
Abstract
Complexities and incessant changes in all spheres of life in the global world ranging from climatic to socio-economic conditions such as increasing school enrolment, dwindling economic resources, high rate of unemployment, cultural and environmental challenges, place demand for emerging curriculum in higher education that will meet the evolving educational needs, so as to prepare learners for their future roles in the changing world. This calls for high level of proficiency in curriculum design on the part of faculty, either at the program or course level. This paper reveals that some of the key factors that affect the faculty from being proficient in curriculum design are, (1) beliefs and values of faculty, (2) gap in use of Information Technology (3) lack of design expertise (4) lack of collaboration among faculty and (5) inadequate support of faculty leadership. The paper suggests that these mitigating factors need to be addressed so that faculty can become more proficient in review and design of appropriate curricula that will meet the plethora of educational demands of the twenty first Century.
Downloads
Download data is not yet available.
Article Details
How to Cite
Olateru-Olagbegi, A. (2016). Teachers’ Involvement in Curriculum Design in Higher Education. SFU Educational Review, 9. https://doi.org/10.21810/sfuer.v9i.308
Issue
Section
Articles
The copyright for content in SFU Educational Review is retained by the author(s), with first publication rights granted to the SFU Educational Review. By virtue of the open access policy of SFU Educational Review, content may be used by others with proper attribution (to both the author and SFU Educational Review) for educational and other non-commercial use. No restrictions are placed on reuse of content by the author(s).
All contributors to the SFU Educational Review are required to sign an author contract.