Showing 3 results for Orientation
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Volume 4, Issue 8 (2-2017)
Abstract
The conceptions, practices and efforts of some education systems in ten countries and four continents of the world, in area of national curriculum, have been reviewed and analyzed in this inquiry to represent a brief look of their experiences and obtain some guidelines for delineating and developing national curriculum. The methodology in this inquiry has been descriptive and analytical research with emphasis on the qualitative dimension of inquiry. The selection of educational systems as inquiry sample has been purposeful. Data gathering from the countries has been done through the six components of the inquiry which are the main criteria in reviewing, assessing and delineating national curriculum practices and conceptions in these education systems. They are as below: 1- goals and other curriculum main elements; 2- conceptions and theorization; 3- necessities, preconditions and foregrounds; 4-structural and implementation characteristics; 5- attention to school based curriculum development; and 6-interest to the field of curriculum orientations.
Ms Ashraf Karimi, Dr Golamreza Haji Hossein Nejad, Dr Nematolah Moosapour, Dr Ahmad Beh Pajooh,
Volume 5, Issue 9 (9-2017)
Abstract
This study has compared the goals and objectives of orientation and mobility (O&M) curriculums in Iran and America. The Bereday’s comparative method was used in this research. Initially the goals were defined and interpreted based on two criteria including the level of generality and the level of coverage and then they were compared by juxtaposition. The study found that American O&M curriculum has 41 functional mobility tasks with 38 goals and 270 objectives solidly based on the students' needs in five different environments: home/living, campus, residential, commercial and public transportation. Furthermore, some of these goals were also devoted to low vision students. Iranian O&M curriculum had only developed 10 goals and 75 objectives exclusively for blind students, ingnoring their surrounding environment. American O&M curriculum with specific goals and objectives provides numerous opportunities for blind as well as low vision students to learn O&M skills through a meaningful learning environment extremely helpful in their daily lives.
Hamayon Rahyab, Kourosh Kouroshfathi2, Esmail Jafari, Nematollah Mosapor,
Volume 11, Issue 22 (9-2023)
Abstract
This Study aims to look into the evolution and revision of higher education curricula Post September 11, 2001. The study used a qualitative research method with an historical lens. The investigator shows the evolution of reviewing higher education curricula in 21st century from an analytical perspective. The study uses archival analysis primarily research publications and documents related to higher education curricula available online and printed in digital sources.The finding show that the higher education curriculum in Afghanistan has gone through different phases. The data suggest that the curriculum experience show a transition from a relatively irregular curriculum planning system before September 11 to a centralized curriculum system post September 11 leading towards opinion polls and the delegation of some autonomy for curriculum to prestigious universities.The study found that 165 majors were identified that needed to be reviewed;among them, the curriculum of 71 fields of study have been revised to date
