ALL INDIA INSTITUTE OF MEDICAL SCIENCES

JODHPUR
COLLEGE OF NURSING

TOPIC-CURRICULUM MODELS, TYPES AND FRAMEWORK

SUBJECT- NURSING EDUCATION

SUBMITTED TO: SUBMITTED BY:

MR. HIMANSHU VYAS AISHWARYA SHARMA
ASSISTANT PROFESSOR MSc NURSING 1ST YR
COLLEGE OF NURSING COLLEGE OF NURSING
AIIMS JODHPUR AIIMS JODHPUR

1
CURRICULUM DEVELOPMENT
Curriculum development is a set of practices aimed at introducing planned changes in search
of better achievements.
Curriculum is a plan for ordering and directing the teaching-learning experiences that students
encounter in an educational institution. The process of providing the plan and keeping it
running smoothly is known as curriculum development. Curriculum development is the more
comprehensive term, which includes planning (determination of aims and goals), design,
implementation and evaluation.
Curriculum development is a process that continuously strives to find newer, better and more
efficient means to accomplish the task of educating the next generation.

MODELS OF CURRICULUM DEVELOPMENT

Curriculum is a dynamic, evolving entity shaped by learner needs and desired achievement,
faculty's beliefs about the science and art of nursing, and emerging needs of the populations
served within changing healthcare services, delivery structures, and organization. A well-
understood curriculum is critical to the preparation of practicing nurses at all levels. Once a
program's curriculum is designed, curriculum building becomes an on-going task that is
necessary for teaching and learning process.
Curriculum development is understood as a process implying a wide range of decisions
concerning learning experiences, taken by different experts at different levels, i.e., politicians,
experts and teachers at the national, provincial, local, institutions and international levels.
Objective Model
The objective model of curriculum design contains content that is based on specific objectives.
These objectives should specify expected learning outcomes in terms of specific measurable
behaviours.
This model comprises four main steps
1. Agreeing on broad aims which are analysed into objectives.
2. Constructing a curriculum to achieve these objectives.
3. Refining the curriculum in practice by testing its capacity to achieve its objectives.
4. Communicating the curriculum to the teachers through the conceptual framework of the
objectives (Gatawa 1990).

2
Product Model
The key elements of a product model of the curriculum are objectives, knowledge, experience
and evaluation. Behavioural objectives provide the foundations on which product models of
the curriculum are built. The intended outcome (the product) of a learning experience is
prescribed beforehand. The individual is in the center of the educational arena and is, to some
extent, regarded as a receptacle for knowledge. What is to be learned is predetermined by others
and the learner takes a passive role except for the processing of great masses of information
coming him from all directions.
Process Model
Process approaches to the curriculum as being more open- ended than the product approach.
Continuous development is emphasized and the outcome is perceived in terms of the
development of certain desirable processes and potentialities The elements of a process model
are evident that the elements which comprise the nursing process (assessing, planning,
implementing and evaluating) are used. Various components of process model are Curriculum
idea (goals), content, methodology, outcome and evaluation.
The Tyler Model
One of the best-known curriculum models is the Tyler Model introduced in 1949 by Ralph
Tyler in his classic book Basic Principles of Curriculum and Instruction in which he asked 4
questions:
1. What educational purposes should the school seek to attain?
2. What educational can be provided that are likely to attain these purposes?
3. How can these educational experiences be effectively organized?
4. How can we determine whether these purposes are being attained?
It is sometimes known as the Tyler rationale' or the objectives model. The model provides a
framework of how to construct a planned curriculum. The rationale for the model is based on
four questions which were posed in Tyler's book Basic Principles of Curriculum and Instruction
The Leyton Soto Model
Leyton Solo observed the linear nature of the Tyler model and the separation of the three
sources of objectives. He eliminated some of the objectives to the Tyler model and added some
of his refinements and clarifications.
Three basic elements Philosophy, psychology and source
Three basic processes Selection, organization, and evaluation
Three fundamental concepts: Objectives, activities, and experiences
These experiences are the behaviours that are written into the objectives and activities are
selected and organized. Tentative objectives are screened based on philosophy and psychology.
Selected tentative objectives are converted into precise objectives. Based on precise objectives,
only experiences, i.e., the terminal behaviours, are evaluated. This model clearly depicts inter
relationship between various components.

3
Thus, the Leyton model presented an integrated or comprehensive model for curriculum
development from the point of selecting objectives to the point of evaluating experiences.
The Taba Model
Another approach to curriculum development was proposed by Hilda Taba in her book
Curriculum Development: Theory and Practice published in 1962 She argued that there was a
definite order in creating a curriculum. She believed that teachers, who teach the curriculum,
should participate in developing it which led to the model being called the grass roots approach.
She noted 7 major steps to her grass-roots model in which teachers would have major input.
Taba proposed 7 major steps to her grass-roots model in which teachers would have major
input throughout the curriculum development process:
1. Diagnosis of need: The teacher who is also the curriculum designer starts the process by
identifying the needs of students for whom the curriculum is planned. For example, the
majority of students are unable to think critically.
2. Formulation of objectives: After the teacher has identified needs that require attention, he or
she specifies objectives to be accomplished.
3. Selection of content: The objectives selected or created suggest the subject matter or content
of the curriculum Not only should objectives and content match, but also the validity and
significance of the content chosen needs to be determined, i.e., the relevancy and significance
of content.
4. Organization of content: A teacher cannot just select content, but must organize it in some
type of sequence, taking into consideration the maturity of learners, their academic
achievement, and their interests.
5. Selection of learning experiences: Content must be presented to students and students must
be engaged with the content. At this point, the teacher selects instructional methods that will
involve the students with the content.
6. Organization of learning activities: Just as content must be sequenced and organized, so
must the learning activities. Often, the sequence of the learning activities is determined by the
content. But the teacher needs to keep in mind the particular students whom he or she will be
teaching.
7. Evaluation and means of evaluation: The curriculum planner must determine just what
objectives been accomplished. Evaluation procedures need to be designed to evaluate learning
outcomes.
Criticism of Taba Model
Some experts argue that teacher involvement throughout the process assumes that they have
the expertise and, perhaps more importantly, the time to engage in such an extensive and
intensive curricular activity. Teachers being involved in the early stages of curriculum
development may not necessarily be an advantage as it will not necessarily guarantee an
effective curriculum since it is a highly specialized process

4
The Saylor and Alexander Model
Galen Saylor and William Alexander (1974) viewed curriculum development as consisting of
four steps. According to them, curriculum is 'a plan for providing s of learning opportunities to
achieve broad educational goals and related specific objectives for an identifiable sets
population served by a single school center
Goals, objectives and domains: The model indicates that curriculum planners begin by
specifying the major educational goals and specific objectives they wish to accomplish. Each
major goal represents a curriculum domain and they advocate 4 major goals or domains:
personal development, human relations, continued learning skills and specialization. The goals,
objectives and domains are selected after careful consideration of several external variables
such as findings from educational research, accreditation standards, views of community
groups and others.
Curriculum designing: Once the goals, objectives and domains have been established, planners
move into the process of designing the curriculum. Here decision is made on the appropriate
learning opportunities for each domain and how and when these opportunities will be provided?
Will the curriculum be designed along the lines of academic disciplines, or according to student
needs and interests or along themes? These are some of the questions that need to be answered
at this stage of the development process.
Curriculum implementation: After die designs have been created, the next step is
implementation of the designs by teachers. Based on the design of the curriculum plan teachers
would specify instructional objectives and then select relevant teaching methods and strategies
to achieve the desired learning outcomes among students in the classroom
Evaluation: Finally, curriculum planner and teachers engage in evaluation. The model
proposed that evaluation should be comprehensive using a variety of evaluation techniques.
Evaluation should involve the total educational program of the school and the curriculum plan,
the effectiveness of instruction and achievement of students. Through the evaluation process,
curriculum planner and developers can determine whether or not the goals of the school and
the objectives of instruction have been met.
The Oliva Model
According to Oliva, a model curriculum should be simple, comprehensive and systematic. The
Oliva curriculum development model is composed of 12 components, namely:
 Component 1: Philosophical formulation, target, mission and vision of the institution
 Component 2 Analysis of the needs of the community where the school is located
 Components 3 and 4: General purpose and special purpose curriculum
 Component 5: Organizing the design and implement curriculum
 Components 6 and 7: Describe the curriculum in the form of the formulation of general
objectives and specific leaming
 Component 8: Define the learning strategy
 Component 9: Preliminary studies on possible strategies or assessment techniques to
be used
 Component 10: Implement the learning strategy
 Components 11 and 12: Evaluation of learning and curriculum evaluation.

5
Logical Model of Curriculum Development
A logical model of curriculum development was first presented by Cowan and Harding in 1986
The grey area represents the constraints within which any development operates, which can
and should have a powerful impact on what is and what is not possible within the institutional
and learning community context? Within the grey area, the arrows pointing inwards indicates
inputs from peers and other stakeholders such as employees or representatives of professional
bodies who have a vested interest in the curriculum being provided. The 'how?' and the 'what?'
at each step in the development cycle also have significance.
These are intended to encourage us to think through the point that the form of the program or
module should depend more on the type of content and expectation and learning outcomes than
the actual nature of it.
Wheeler's Model
Wheeler's model for curriculum design is an improvement upon Tyler's model. Instead of a
linear model, Wheeler developed a cyclical model. Evaluation in Wheeler's model is not
terminal. Findings from the evaluation are fed back into the objectives and the goals, which
influence other stages.
Wheeler contends that:
 Aims should be discussed as behaviours referring to the end product of learning which
yields the ultimate goals. One can think of these ultimate goals as outcomes.
 Aims are formulated from the general to the specific in curriculum planning. This
results in the formulation of objectives at both an enabling and a terminal level.
 Content is distinguished from the learning experiences which determine that content.
Kerr's Model
Most of the features in Kerr's model resemble those in Wheeler's and Tyler's models. However,
Kerr divided the domains into four areas (Urevbu, 1985).
1. Objectives
2. Knowledge
3. Evaluation
4. School learning experiences.
Evaluation in Kerr's model is the collection of information for use in making decisions about
the curriculum. School learning experiences are influenced by societal opportunities the school
community, pupil and teacher.

TYPES OF CURRICULUM
Corresponding to the changes in the education system in our country and in other countries
there have been changes in the concepts and form of curriculum. As new psychological,
philosophical and sociological principles modified the educational process, new types of
curricula came into being. There are various types of curriculum as mentioned here:

6
1.Traditional curriculum is one which has been in vogue for a sufficiently long time and is
concerned in terms of subjects:
 It is nothing but a statement of subjects of study with indications of their extent and
time limit.
 Each subject is separate entity and its nature and score is clearly defined.
 All stress is on intellectual attainment of child rather than on values of studies for the
personal and social development.
2.Activity curriculum:
 In activity curriculum, subject matter is translated in terms of activities and knowledge
is gained as an outgrowth and product of those activities. Activity is used as medium
for imparting the requisite knowledge, skills and attitudes.
 It emphasize on learning by doing or learning through activities.
3. Experience curriculum:
 A curriculum which gives rich and varied experiences of knowledge, skills, attitudes
and appreciation is called the experience curriculum.
 An educative and meaningful activity must end in a gainful experience.
 Experience is the product of education process.
 Teaching is considered as a bipolar process in which both the teacher and student must
share educational experience and there must be a constant interaction between them.
4.Undifferentiated curriculum:
 It means a curriculum which does not aim at specialized study of various subjects.
 At primary and junior secondary school stages, there is undifferentiated/fused
curriculum which lays stress on the formation of worthwhile habits, skills and virtues
5.Basic curriculum:
 With a view to bring about an all-round development of child, the curriculum of basic
education has been constructed around three integrally related centers: Physical
environment, social environment, craft
 All the subjects and activities are coordinated with these centers in order to give much
needed unity to school curriculum.
6.Life centered/balanced curriculum:
 This curriculum will include all the aspects of human activity and human development
and will thus cater the needs of both the individual and the society.
 We keep all the important principles of constructing in mind and then select activity
and subjects for various grades of pupils the result will be a balanced curriculum.
7. Overt, explicit, or written curriculum:
 Is that which is written as part of formal instruction of schooling experiences.
 Refers to a curriculum document, texts, films, and supportive teaching materials that
are overtly chosen to support the intentional instructional agenda of a school.

7
  Usually confined to those written understandings and directions formally designated
and reviewed by administrators, curriculum directors and teachers.
8.Societal curriculum:
Cortes defines this curriculum as the massive, ongoing, informal curriculum of family, peer
groups, neighbourhoods, churches, organizations, occupations, mass media and other
socializing forces that "educate all of us throughout our lives.
9.The hidden or covert curriculum
 The hidden curriculum consists of values and beliefs taught through verbal and
nonverbal communication by the faculty. Faculty may be unaware of what is taught
through their expressions, priorities, and interactions with students, but students are
very aware of the "hidden agendas of the curriculum, which may have a more lasting
influence than the written curriculum. The hidden curriculum includes the way faculty
interact with students, the teaching methods used, and the priorities set.
- Beris, 2000, Pommer, 1992
 The "hidden curriculum, refers to the kinds of learning children derive from the very
nature and organizational design of the public school, as well. as from the behaviours
and attitudes of teachers and administrators.
-Longstreet and Shane
10.The null curriculum:
According to Bevis, the null curriculum represents content and behaviours that are not taught.
Faculty need to recognize what is not being taught and focus on the reasons for ignoring those
content and behaviour areas. Examples include content or skills that faculty think they are
teaching but are not, such as clinical reasoning. All components and relationships need to be
evaluated, when faculty review curricula.
11. Concomitant curriculum:
 What is taught, or emphasized at home, or those experiences that are part of a family's
experiences, or related experiences sanctioned by the family.
 In the context of religious expression, lessons on values, ethics or morals, molded
behaviours, or social experiences based on the family's preferences

12.The formal curriculum (written or overt):

 Comprises those things in textbooks, and content and concepts in the district curriculum
guides. However, those formal elements are frequently not taught.
 The curriculum-in-use is the actual curriculum that is delivered and presented by each
teacher.
13.Received curriculum:

 Those things that students actually take out of classroom. Those concepts and content
that are truly learned and remembered.

8
14.The internal curriculum:
Processes, content, knowledge combined with the experiences and realities of the learner to
create new knowledge. While educators should be aware of this curriculum, they have little
control over the internal curriculum since it is unique to each student.
15.The electronic curriculum:
 Through searching the Internet for information, or through using e-forms of
communication.
 Either formal or informal, and inherent lessons may be overt or covert, good or bad,
correct or incorrect depending on one's views.
 Both for recreational purposes (as in blogs, chat rooms, list serves, through instant
messenger online conversations, or through personal e-mails) and for research and
information.
16. Competency curriculum:
 It consists of competencies.
 Assessment and certification of achievement of the competencies is sequentially
integrated into each year of the curriculum culminating with a competency transcript
upon graduation.
17.Medical curriculum: There are nine competencies of medical curriculum-effective
communication, basic clinical skills, using science to guide diagnosis, management,
therapeutics, and prevention, lifelong learning, self-awareness, self-care, and personal growth,
the social and community contexts of health care, moral reasoning and ethical judgment,
problem-solving, professionalism and role recognition.
18.Core curriculum:
 Core curriculum is the essential or basic parts of the curriculum of an educational
institution that are studied by all its students even though each has a choice of optional
subjects in addition.
 This type of curriculum develops in integration, serves the needs of the students and
promotes active learning and relates to life and learning.
 Core means all the essential things required for all the subjects.
CURRICULUM FRAMEWORK
Curriculum framework can be explained as an overarching document that fulfils some or all of
the following: places statements of vision, economic development and education policy in a
curriculum context; sets out broad aims and objectives of the curriculum at the various stages
of schooling explains the educational philosophy underlying the curriculum and approaches to
teaching, learning and assessment that are fundamental to that philosophy, outlines the
curriculum structure, its subjects or learning areas and the rationale for the inclusion of each in
the curriculum; allocates time to various subjects and/or learning areas in each grade or stage:
provides guidelines to subject curricula developers, teacher trainers and textbook writers;
prescribes requirements for curriculum implementation, monitoring and evaluation.
-UNESCO, IBE (2011)

9
Curriculum framework refer to a document which specifies the general outcomes (to be
attained throughout the grades), the specific outcomes (to be attained by the end of a given
grade), and the achievement indicators (e.g., a representative list of the depth, breadth, and
expectations of the outcome) for a particular subject or subject area. It can also be used with
reference to an educational stage or level (e.g., primary education curriculum framework).
Characteristics of curriculum framework can be memorized by Pneumonic-C TIPS:
Curriculum framework should be comprehensive, targeted, informed, inclusive and
systematically planned
Functions of Curriculum Framework
 Curriculum framework sets the parameters, direction and standards for curriculum
policy and practice. It helps to place national statements of vision, socio-economic
context and development, educational values and education policy in a curriculum
context.
 Curriculum frameworks directly guide development of educational outcomes and end-
of-program competencies that are also levelled for more detailed planning purposes
 It organizes, control and/or regulate the content of the curriculum, i.e., the subject
descriptors or syllabuses, as well as textbooks and other learning materials.
 It helps to explain the educational philosophy underlying the curriculum and the
approaches to teaching, learning and assessment that are intrinsic to that philosophy
 It prescribes requirements for curriculum implementation, monitoring and evaluation,
including the provision of clear advice.
 It guides teachers about appropriate pedagogy and assessment methodologies.
 It provides guidelines to teacher educators and, if appropriate, textbook writers.
 It outlining the curriculum structure-its subjects learning areas, allocating time to
various subjects and the rationale for the inclusion of each in the curriculum
 It guides policy makers across the education system about the requirements of the
curriculum and how they can contribute to the realization of the curriculum vision.

Purpose of Curriculum Framework

The purpose in constructing frameworks is to systematically design a mental picture that is
meaningful to the faculty and students when determining what knowledge is important and has
value to nursing today, and how that knowledge should be defined, categorized, and linked
with other knowledge. The curriculum framework communicates expected learning outcomes
to teachers and learners. Expected learning outcomes include totality of information,
knowledge, understanding, attitudes, values, skills, competencies, or behaviours a learner
should master upon the successful completion of the curriculum.
Stages of Development of Curriculum Framework Basically, there are 5 stages of
development of Curriculum Framework:
1. Stage 1: Evidence-gathering/Pre-stage
2. Stage 2: Preparation
3. Stage 3: Development
4. Stage 4: Implementation

10
5. Stage 5: Monitoring and evaluation
Stage 1: This is like a 'pre-stage. It ensures that there are clear reasons and evidence for
supporting the process of developing a curriculum framework. Although not part of the
development process itself (and therefore it is shown in the model with 'broken' or 'dotted'
outlines), its importance should not be under-estimated.
Stage 2: The Preparation stage is critical in the process of developing a curriculum framework.
The preparation stage for developing a curriculum framework will determine how the
curriculum framework will be developed, how long the development process should take, the
challenges to be met during the process and the resources that will be needed.
Stage 3: During development stage, the curriculum framework itself is developed. Normally
the process involves a series of planned activities, including:

 Writing workshops
 Piloting significant ideas or proposals
 Consultations events (such as forums, community meetings and meetings with selected
stakeholder groups)
 Planned media briefings
 Periodic briefings to the Minister
During this process. Ministerial approval of drafts and other documents may be required.
Stage 4: During this stage, the curriculum framework is implemented across the education
system. Because the framework will have implications for both policy (in education and
perhaps other areas of government) and practice (including, for example, syllabus/standards
review and revision, changes to teaching and assessment practice, review of public
examinations and new requirements for textbooks), there would normally be demands made
on the developers of the framework to provide advice, conduct seminars, attend meetings and
participate in other activities). During this stage, the extent to which the requirements of the
framework are practical and achievable should be continuously monitored
Stage 5: The stage focuses on monitoring and evaluating the development and implementation
process, In other words, the emphasis here is not on whether or not the framework itself is
successful (that is, whether, for example, learning outcomes improve), but on whether or not
the various processes used to develop and implement the framework were efficient and
effective.
Approaches for Organizing Curriculum Frameworks
Organizing curriculum framework are the educational road maps to teaching and learning. A
number of approaches are used in defining and shaping frameworks. Basically, two approaches
may be used to construct organizing curriculum framework
1. Single-theory framework: A traditional approach to constructing an organizing framework
to use a particular nursing theory or model to help shape the visual image that is consistent with
the philosophy of the faculty.
The advantage of this framework is the ability to use a single image with a defined vocabulary
that is shared by both the learner and the teacher. But, it may not reflect everybody's view of

11
nursing and nursing practice. This becomes problematic when faculty have developed or been
educated in curricula that have used a different theory or orientation to the discipline.
2. Eclectic-theory framework: A second, more commonly used approach is more eclectic and
blends concepts from multiple theories or models.
Components of curriculum framework
The cornerstones in nursing curriculum framework are:
Nursing knowledge
It is influenced by formal education and ongoing develop- ment of nursing skills, values,
meanings, and experience. Concepts of nursing knowledge include areas relevant to the
provision of care and the advancement of the profession.
Nursing skills
These are deliberate acts or activities in the cognitive and psychomotor domain that
operationalize nursing knowledge, values, meanings, and experience.
 Nursing skills are selected, implemented and evaluated for with or on behalf of those
for whom we care.
 Implementation of skills requires reasoning that reflects nursing knowledge, values,
meanings and experience.
 Nursing values are enduring beliefs attributes or ideals that establish moral boundaries
of what is right and wrong in thought, judgment, character, attitude, and behaviour and
that form a foundation for decision-making throughout life.
 Values identified within nursing profession are honesty, integrity, and ethics. These
values guide the behaviour of nurses and directly influence patient care.

Nursing meanings
Meanings define the context, purpose and intent of language.
The language and associated meanings in nursing are derived from nursing knowledge, skills,
values and experience and are shared among nurses,
Nursing experience
• Experience commonly refers to longevity or length of time in a position.
• Nursing experience refers to the unique and active process of defining, refining and changing.

12
RECENT UPDATES IN INDIAN CURRICULUM ( NEP- 2020)

13
RESEARCH ARTICLE

Simulation-based curriculum development: lessons learnt in Global

Health education

Rasha D Sawaya 1, Sandra Mrad 1, Eva Rajha 2, Rana Saleh 1, Julie Rice 3
Affiliations expand PMID: 33413346 PMCID: PMC7792073 DOI: 10.1186/s12909-020-
02430-9

Abstract

Background: Simulation based medical education (SBME) allows learners to acquire clinical
skills without exposing patients to unnecessary risk. This is especially applicable to Emergency
Medicine training programs where residents are expected to demonstrate proficiency in the
management of time critical, low frequency, and highly-morbidity conditions. This study aims
to describe the process through which a SBME curriculum was created, in a limited simulation
resource setting at a 4-year Emergency Medicine (EM) residency program at the American
University of Beirut Medical Center.

Methods: A case-based pilot simulation curriculum was developed following Kern's 6 step
approach to curriculum design. The curricular objectives were identified through an
anonymous survey of the program's residents and faculty. Curriculum outcomes were assessed,
and the curriculum was revised to address curricular barriers. Evaluations of the revised
curriculum were collected during the simulation sessions and through a whole revised
curriculum evaluation at the end of the first year of its implementation.

Results: 14/20 residents (70%) and 8/8 faculty (100%) completed the needs assessment from
which objectives for the pilot curriculum were developed and implemented through 6 2-h
sessions over a 1-year period. Objectives were not met and identified barriers included cost,
scheduling, resources, and limited faculty time. The revised curriculum addressed these
barriers and 24 40-min sessions were successfully conducted during the following year. The
sessions took place 3 at a time, in 2-h slots, using the same scenario to meet the objectives of
the different learners' levels. 91/91 evaluations were collected from participants with overall
positive results. The main differences between the pilot and the revised curricula included: a
better understanding of the simulation center resources and faculty's capabilities.

Conclusion: Simulation-based education is feasible even with limited-resources. However,

understanding the resources available, and advocating for protected educator time are essential
to implementing a successful EM simulation curriculum.

14
SUMMARY

To summarize today we discussed about-

 Curriculum development
 Models of curriculum development
 Types of curriculum development
 Curriculum framework
 NEP 2020

CONCLUSION

The curriculum should be inclusive promoting equality and diversity in today's diverse society.
In curriculum design, implementation and evaluation teacher plays a very important role. It
should focus to make study more meaningful and enjoyable, influence learners to be more
creative, self- reliant.

References

1.Sawaya RD, Mrad S, Rajha E, Saleh R, Rice J. Simulation-based curriculum development: lessons
learnt in Global Health education. BMC Med Educ. 2021 Jan 7;21(1):33. doi: 10.1186/s12909-020-
02430-9. PMID: 33413346; PMCID: PMC7792073.

2.Jaspreet kaur sodhi, comprehensive textbook of Nursing Education, 2 edition; jaypee brothers
2022, p. 318-324
3.http://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

15