– MOOCs

Learning Material

Fundamentals of Outcome-based
Curriculum in Engineering
Education

MODULE–1: Introduction to Curriculum Development in

Engineering Education

Unit 1.2: Curriculum Definition and Significance

Dr. V.H.Radhakrishnan
Professor of Curriculum Development ( Engg. Related Fields),
National Institute of Technical Teachers’ Training & Research,
Shamla Hills, Bhopal M.P.INDIA 462002
 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 1.2 Curriculum definition and Significance

OBJECTIVES OF THE COURSE

The main objective of this course is to develop in the participant (means teacher or potential
teacher) the following competency:
 Plan to scientifically design an outcome-based engineering curriculum for
employability enhancement and fulfillment of the industry/society needs
following the principles of curriculum development.

Outcome of Module 1– Introduction to Curriculum Development in Engineering Education

The participant (means teacher or potential teacher) of this course will be able to:
 Select relevant approach to develop occupation specific engineering education
curriculum.

Unit 1.2: Contents of ‘Curriculum Definition and Significance’

S. No. Title Page No.

1.2.1 Introduction 3
1.2.2 Curriculum Definitions 3
1.2.3 Significance of Curriculum in Engineering Education 5
1.2.4 The Institution and Curriculum 5
1.2.5 Summary 6
References and Bibliography for further reading 6

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 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 1.2 Curriculum definition and Significance

UNIT 1.2

CURRICULUM DEFINITION AND SIGNIFICANCE

Unit Outcomes: After studying this unit you will be able to:
1. Explain the meaning of ‘Curriculum’.
2. Explain the importance and significance of curriculum in respect of Engineering
Education.
3. Relate curriculum with institution and instructions.

1.2.1 INTRODUCTION
Literature survey in the field of curriculum reveals that the term curriculum is perceived and
defined by authors in different ways. Some of them emphasize the content, some place
emphasis on the process of imparting education while many are concerned with the end and
means, and mode of thinking. Thus, there are many factors leading to the variance in
definition of curriculum. Curriculum as generally thought , is not restricted to the "course of
study" , but it also addresses different questions for taking decisions on various aspects of
needs expressed by the society in order to meet developmental and employment needs of'
world of work'. Before we go in details of needs and other aspects of curriculum let us see
how curriculum is defined? The work which teachers and students do in the classroom or
associated places, and the opportunities for learning which surround and relate to the
formal learning, are key to the curriculum.

1.2.2 CURRICULUM DEFINITIONS

Many authors have defined curriculum in varying contexts of their work. Some of them are
discussed over here to get a better understanding in the context of developing engineering
education curriculum:
a) Saylor (1966) stated that curriculum encompasses all learning opportunities provided
by the school.
b) Johnson (1967) described the term curriculum as "structured series of intended
learning outcomes".
c) Harris et. al., (1978) stated that the term 'curriculum' is used in a broad sense to
include the totality of :
i. What is to be taught in school?
ii. The relationship between subjects,
iii. Teaching materials,
iv. Teaching methods,
v. Technological and other aids and
vi. Organization of teaching learning
d) Tanner Daniel (1980) stated that curriculum is planned action for instruction.

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 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 1.2 Curriculum definition and Significance

e) According to UNESCO, curriculum is an organized programme of both theoretical and

practical studies, the successful completion of which is considered necessary to
achieve specified educational goals corresponding to different levels of knowledge
and qualification.
f) Ralph W.Tyler (Tyler 1949)has made a lasting impression on curriculum theory and
practice, and his theory was based on four basic questions:
i. What educational purposes should the school seek to attain?
ii. What educational experiences can be provided that are likely to attain these
purposes?
iii. How can these educational experiences be effectively organized?
iv. How can we determine whether these purposes are being attained?
g) Patil P.B., in a publication of CPSC (1982) defined Curriculum is “an educational
programme designed and implemented to achieve specified educational objectives.
This definition takes into account the facts that –
i. Education is purposeful.
ii. There is an organised plan of action (programme) contemplated.
iii. Such a plan is translated into action through appropriate strategies of
implementation
If we look critically at these definitions, there are some important elements of the
curriculum:
 It is a planned and organized programme of study/structure, describing achievement
of intended educational aims and objectives and relevant learning outcomes.
 Will have formal mechanisms of design, organisation of programme, scheduling of
learning experiences and implementation strategies of programme.
 With focus on learning, and this centers on factors of curriculum implementation
process- especially instructional strategies, learning resources to be used,
assessment of learning and feedback.

Therefore, we can infer from the above that the curriculum is not just about the
content matter of programme, but an overall educational plan and design ,which assists
educational administrators, examiners, teachers and especially students through a set of
teaching, learning and assessment experiences toward the achievement of intended and
unintended learning outcomes. The plan guides them for developing required graduate
attributes in terms of their knowledge, skills, abilities and attitudes. Students’ directed and
self-directed engagement with learning resources and information becomes part and parcel
of the entire design.

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 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 1.2 Curriculum definition and Significance

1.2.3 SIGNIFICANCE OF CURRICULUM IN ENGINEERING EDUCATION

Curriculum decisions are based on the purpose of education, that is, what is expected from
education. We must therefore, know what is expected of engineering education. Changes are
continuous and all the times there are developments happening in the 'world of work',
especially in the context of engineering and technology. There is a need to incorporate them
systematically and scientifically in the curriculum of engineering education to address the
society’s needs.
Curriculum matters mainly because of its potential impacts on students. Curriculum
is all those experiences that are designed and provided by the institution or agency to foster
students' learning. What students perceive from Curriculum should be relevant. The
curriculum of any educational programme can be considered as the ‘constitution’ which sets
the direction for educational administrators, teachers and students to accomplish the aims
for which it is designed. Curriculum should not only focus on contemporary and current
needs but also be future oriented. Some significant elements of curriculum are; structure
and presentation of content, prerequisites for the course/lesson under study and logical
sequencing and connection amongst courses and lessons or units. There must be an
important feedback& review mechanism to plan for continual curriculum revision.
Curriculum development is a planned, purposeful, progressive, and systematic process in
order to create positive improvements in the educational system.
Since India is a large country with several languages and the spread of the different
types of industries the ramifications of the employment of the graduates are also varied. In
this background, the importance of engineering education curriculum in Indian context is
also to be seen
a) Based on the curriculum, teaching− learning process is planned & implemented
to ensure learning of students for preparation of suitable technical manpower.
b) It helps learner i.e. student to understand the scope of study.
c) It assists teacher to know what and how to teach and impart appropriate
learning experiences to students for equipping them with knowledge & in
developing abilities, skills & attitude.
d) To facilitates the Universities/ Directorate of Technical Education (DTE) /Board of
Technical Education (BTE)/ Technical Education Board or other similar bodies to
conduct examinations as per Examination Scheme & Specification Table/s.
e) To facilitate Universities/ BTE/ DTE/ Institutions for planning physical, human,
and financial resources for effective implementation of the curriculum.

1.2.4 THE INSTITUTION AND CURRICULUM

The institution i.e. Engineering College or polytechnic has aims and objectives that it aspires
to achieve and to some extent their achievement will depend on the exchanges that takes
place with its external environments. For implementation, the curriculum is dependent on

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 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 1.2 Curriculum definition and Significance

teachers who function within the department or in associated departments and centres that
gives coherence to the course being taught. The tension among departments and/or faculty
members sometimes arise from the fact that curriculum implementation demand resources
like faculty time, departmental resources, timely coverage of syllabus/ curriculum content
despite shortage of teachers, accountability of teachers and so on. But such resources can
be better planned and used, if the curriculum addresses all these issues in a balanced
manner giving proper weight to all the essential courses to be learned by the students. In
this context it is important that the programme objectives, vision and missions of the
department shall be aligned with the institute's vision and mission.
The institutional performance in terms of its goals and missions are assessed through
its engineering programmes and accomplishments of students and teachers, which is
primarily reflected through the dynamic responsive curriculum of the programme and its
implementation. From the systems perspective, the inputs like curriculum , teachers,
resources etc and processes/mechanisms are to be appropriately placed and made
functional for quality assurance at all levels of the institution. Therefore for any institution in
respect of any programme, the curriculum is an important and significant input to be well
understood by all the teachers, teacher managers/leaders and students. A holistic and
integrated approach will demand a considerable change on the part of teachers to the
analysis, planning, design, development and implementation of the curriculum.

1.2.5 SUMMARY
In the context of engineering education curriculum is a planned and organized programme
of study, describing achievement of intended educational aims/ objectives and relevant
learning outcomes. It will contain formal mechanisms of design, organization of programme,
scheduling of learning experiences and implementation strategies of programme and
learning resources to be used, assessment of learning and feedback.

*****
REFERENCES AND BIBLIOGRAPHY FOR FURTHER READING
[1] Balu S.A. Overview of Curriculum Design and Development- CPSC Course Module-Course in
Technician Curriculum Design, and Evaluation Process- 83/106 /1983)
[2] Colombo Plan Staff College for Technician Education- 'Aspects of Curriculum for Technician Education'
, CPSC publication 1989 ,MIA D 3120 Philippines
[3] Jain K.K. and Radhakrishnan V.H. " Identification of labour market oriented abilities for curriculum of a
diploma programme: industry perspective-a case in India" International Journal of Business and
Management Studies, CD-ROM. ISSN: 2158-1479 :: 03(03):329–339 (2014) Copyright c 2014 by
University Publications.net
[4] John Heywood ,Engineering Education -Research and Development in Curriculum and Instruction IEEE
Press Willey –Interscience
[5] John Heywood ,Engineering Education -Research and Development in Curriculum and Instruction IEEE
Press Willey –Interscience
[6] Radhakrishnan V.H. and Jain K.K."outcome based curriculum of diploma programmes in the state of
Gujarat: implications with respect to Implementation and assessment" Journal of Teaching and
Education,CD-ROM. ISSN: 2165-6266 :: 07(01):393–406 (2017)

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 Course Name: Fundamentals of Outcome-based Curriculum in Engineering Education
Unit 1.2 Curriculum definition and Significance

[7] Radhakrishnan V.H. and Joshua earnest ; "A snap study to ascertain the labour market orientation of
the skills required of technicians as listed by curriculum development centre of the state of Gujarat"- a
report May 1997 TTTI Bhopal
[8] Radhakrishnan V.H.: Power point Presentation and video progranmme on " Syllabus, Curriculum and
Implementation Aspects" , NITTTR Bhopal Production Nov. 2013
[9] Radhakrishnan V.H.: " PPT on Approaches to Curriculum Development" NITTTR Bhopal 2009
[10] Radhakrishnan V.H.: "Employability and curricular Interventions in Technical Education "-Journal of
Engineering, Science and Management education-Vol. (6) III 145-154, 2013
[11] Radhakrishnan V.H.: “Revised PPT on Curriculum implementation - System's View NITTTR Bhopal 2013.
[12] Radhakrishnan V.H.: Handout- Resource material on “quality learning in the context of effective
curriculum implementation" March, 2004,NITTTR Bhopal
[13] Radhakrishnan V.H.: PPT & notes on "Curriculum Framework -Curriculum Development
Methodology” in a National Workshop on Innovations in Curriculum, Teaching and Instruction for
Teachers of Professional and Technical Institutions Organized by CEDBEC, Christ University,
Bengaluru 4-6 the March 2015
[14] Susan Toohey, “Designing courses in Higher Education, -'The society for Research into Higher
Education & Open University Press 1999.
[15] Taba, H. (1962) Curriculum Development: Theory and practice, New York: Harcourt Brace and World.
[16] Technical Teachers' Training Institute (TTTI)-Bhopal, Publication, Module -7 "Develop Curriculum for a
subject/ programme"-' A competency- based self- learning module' REC-British Council Project July
1999 coordinated & authored by a team led by Dr . N.K.Banthiya et.al.
[17] Tyler, R. W. (1949) Basic Principles of Curriculum and Instruction, Chicago: University of Chicago Press.

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