Tsl3143 Topic 3

CURRICULUM STUDIES
(TSL3143)
TOPIC 3:
CONSIDERATIONS IN DESIGNING
A CURRICULUM
LECTURER: MS KEE LI LI
OPTION: PISMP SEM 8 TESL 1
SYNOPSIS
• Topic 3 introduces you to the considerations in

designing a curriculum.
2
LEARNING OUTCOMES
• By the end of Topic 3, you will be able to:

 discuss the factors involved in curriculum
design
 discuss the importance of knowledge of the
curriculum in organising teaching and
learning
3
FRAMEWORK OF TOPIC
4
A CURRICULUM
• Tutorial Task
 Discuss some of the considerations in

designing a curriculum.
5
A CURRICULUM
• The curriculum design phase is the systematic
process of research, planning, identifying and
specifying the complete design of the course
objectives, lesson planning ,topic content,
training methodology, learner exercises,
courseware content, and assessment criteria.
6
A CURRICULUM
• Need Analysis
• Target Group
• Aims and Objectives
• Content Selection
• Learning Theories, Methods and Approaches
7
NEEDS ANALYSIS
8
NEEDS ANALYSIS
• Also known as needs assessment
• Has a vital role in the process of designing and
carrying a curriculum
• Refers to the activities that are involved in collecting
information that will serve as the basis for developing
a curriculum that will meet the needs of a particular
group of students.
Iwai et al. (1999)
9
NEEDS ANALYSIS
• The curriculum designers must be aware of the
learners’ strengths and weaknesses.
• Needs analysis is a process of collecting and
analysing information about learners in order to set
goals and contents of a language curriculum based on
their needs (Kayi, 2008).
10
NEEDS ANALYSIS
• It examines what learners already know and what they
need to know
Nation & Macalister, 2010
• Many scholars indicate that knowing about learners’

needs such as ‘their learning objectives, language
attitudes, expectations from the course’ are necessary
in order to design an efficient curriculum
Brindley, 1984; Nunan, 1988, Xenodohids, 2002, et
Kayi, 2008
11
NEEDS ANALYSIS
• By gathering such information, therefore, the needs
analysis can guarantee that the course will contain the
relevant and useful things for students to learn.
12
TARGET GROUP
13
TARGET GROUP
• Who is the target audience?
• For whom we design our curriculum?
14
TARGET GROUP
• Consider the pupils’:
 Individual needs
 Abilities
 Interests
 Potentials
 Multiple intelligence (visual, auditory or
kinesthetic learner)
 Various learning styles or learning modes (hands
on, discovery learning, experiential; learning,
distance learning )
15
TARGET GROUP
• Who is the target audience?
• What is the minimum/maximum current knowledge
of the participant audience?
• What are their characteristics?
• What are their special needs?
• What knowledge and skill deficiencies currently
exist?
• What are the tasks currently performed by the target
audience?
• What new skill level is required following the
training?
16
TARGET GROUP
• What are the available delivery options and methods
for transferring the new skills to the workplace?
• What is the instructional setting; e.g. lectures,
tutorials, on-the-job, self study, etc?
• How do these skills connect to the intended audience?
• What is the timeline for programme completion?
17
TARGET GROUP
• Curriculum should be appropriate for:
 personal development (attitudes, behaviours)
 social development (communication)
 aesthetic development
 interpersonal/intrapersonal development
 physical development
 Intellectual development
 Multiple intelligence (linguistic, spatial, musical,
logical-mathematical)
18
AIMS & OBJECTIVES
19
AIMS & OBJECTIVES
• Lesson, programme, life…everything starts with an
aim, objective or purpose!!
• The aims of curriculum are the reasons for
undertaking the learning ‘journey’
• E.g. Aim:
 to prepare students for employment in a particular
profession
 to develop problem-solving skills and adapt to
changes in society
20
AIMS & OBJECTIVES
• The stated aims of a curriculum tell students what are
the results of studying it is likely to be.
• iow, what would they gain by learning from it
21
AIMS & OBJECTIVES
Aims are not the same as desired learning outcomes:
• aims should relate to the combined impact of the
curriculum, the pedagogy and the assessment of the
various elements.
• desired learning outcomes need to be student oriented,
and should point to the knowledge, skills,
competencies and attitudes of those students who
successfully complete the course.
22
AIMS & OBJECTIVES
Aims and Learning Objectives :
 Aim statements are broad and all encompassing,
while,
 desired objective/learning outcomes are specific,
behavioural, student- focussed statements.
23
CONTENT SELECTION
24
CONTENT SELECTION
• All curricula have content.
• Choices have to be made on what to be included in
curriculum.
• The ‘content’ includes :
 the topics
 issues or subjects that will be covered as it
proceeds
25
CONTENT SELECTION
Principles for selecting content for curriculum:
• Relevancy
• Appropriateness
• Up-to-date
• Validity
• Feasibility
26
RELEVANCY
• It should be relevant to the outcome of the curriculum
(what do we seek to achieve, in line with aims/
objectives)
 an effective curriculum is PURPOSIVE
 Clearly focused on the planned outcomes
• The inclusion of irrelevant topics, however interesting

in themselves, acts as a distraction and may confuse
students.
27
APPROPRIATENESS
• The content should be appropriate to the level of the
target group.
• An effective curriculum is progressive (simple to
complex, basics to advanced), leading students
onward and building their knowledge.
• Material which is too basic or too advanced for their
current stage makes students either bored or baffled,
and erodes their motivation to learn.
28
UP-TO-DATE
• It should be up-to-date.
 The students should be aware of what’s happening
around them and the world.
 The content should be constantly updated.
29
VALIDITY
• The content should be valid (Ornstein and
Hunkins,1998).
 Validity refers to whether the information passed
on to the students is authentic and obtained from
credible sources (reliable).
 Internet?? Doubt the reliability..
 Contents need to be checked to determine its
accuracy.
30
FEASIBILITY
• Feasibility (capable of being done/workable /
executable) Ornstein and Hunkins (1998)
 Educators who select content have to take into
consideration the constraints of time, expertise of
staff, funding, and other educational resources that
schools might face when implementing the
curriculum.
 E.g. the time allocated for teaching may be
insufficient to cover all the topics, because school
have to allocate time for extra-curricular activities and
other school events.
31
LEARNING THEORIES, METHODS &
APPROACHES
32
LEARNING THEORIES, METHODS &
APPROACHES
• The teaching and learning methods or learning
experiences should be derived from the content and
learning objectives in a meaningful way and the
methods or the organisation of experiences should
facilitate the attainment of respective objectives in the
cognitive, affective and psychomotor domain.
• Most curriculum designs can be grouped into the
following three basic designs; namely, subject-centred
designs, learner-centred designs and problem-centred
designs.
33
SUBJECT-CENTRED DESIGNS
• 5 types of designs:
 academic subject designs
 discipline designs
 broad field designs
 correlation designs
 process designs
34
• Subject-Centred Designs are by far the most popular
and widely used curriculum design.
• This is because knowledge and content are well
accepted as integral parts of the curriculum.
• Since acquiring a body of content is integral in any
school system, much thought has focused on how best
to present the knowledge, skills and values of the
subjects to learners and the following five approaches
have been proposed:
35
Academic subject designs
36
• The academic subject design is both the oldest and
best known design to most people because it was the
way many of them were educated.
• This design is based on the belief that humans are
unique because of their intellect and the quest for and
acquisition of knowledge is to feed this intellect.
37
• In the 1930s, Robert Hutchins indicated that the
academic subject design model for American schools
should comprise language and its uses (reading,
writing, grammar, literature), Mathematics, Science,
History and foreign languages.
• Has it changed today?
38
• Why is this model of curriculum design widely
adopted?
• One reason given is that it is much easily interpreted
in textbooks and commercially available support
materials.
39
• Since teaching is essentially a verbal activity (whether
it be lecture, recitation, group discussion) teachers
find it easier to communicate the ideas and knowledge
of a subject presented in verbal form in textbooks.
• Also, people are familiar with this format, having
gone through it themselves when in school.
40
• However, critics argue that this design deemphasises
the learner by taking away their rights to choose the
content that is most meaningful to them.
• The focus on the subject matter fails to foster social,
psychological and physical development and to some
extent, fosters an elite ruling class based on
knowledge
Ornstein & Hunkins, 1998
41
Discipline designs
42
Discipline designs
• A discipline is a specific body of knowledge that has
its own methods of inquiry, has its specialised words
and terminology, has a tradition and a collection of
literature, and the persons involved in the field are
theoreticians and practitioners.
• Proponents of the discipline design model emphasise
the teaching of the disciplines in its pure form.
43
Discipline designs
• In other words, a student who studies biology would
approach the subject as a biologist while those who
study history will study it as historians.
• What is the rationale for teaching the disciplines?
• According to its proponents, the school is a mini
version of the world of intellect and that the
disciplines reflect that world.
44
Broadfield designs
45
Broadfield designs
• The broad fields design is also known as the
interdisciplinary design.
• The main reason for this design arose from the
concern that subjects taught were too
compartmentalised and fragmented; for example,
geography, geometry, literature, algebra and so forth.
46
Broadfield designs
• The suggestion was to bring together content from
different subjects to form one logical subject.
• For example, Economics, Sociology, Political
Science, Geography and History were combined to
form Social Studies.
• Another example is Language Arts (composed of
literature, grammar, linguistics and spelling)
47
Broadfield designs
• One more example is General Science (composed of
Biology, Chemistry and Physics).
• At one time there was a subject called Man and the
Environment (Alam dan Manusia) implemented in
Malaysian primary schools.
48
Broadfield designs
• What are some of the issues in this model?
• One would be breadth versus depth.
• For example, in studying social studies over one year,
students are exposed to a variety of social science
concepts compared to only studying economics
concepts for one year.
• Certainly, treatment of the various social science
concepts would be superficial.
49
Broadfield designs
• For sure, a year of economics will expose students to
more economics concepts and principles than would a
year of social studies.
• However, some may argue whether students need
such in- depth knowledge of a particular subject.
• If the educational philosophy is to give students an
overview of the social sciences, then Social Studies
might be the logical choice.
50
Correlation designs
51
Correlation designs:
• The correlation design model lies in between the
academic design model and the broad fields design.
• If you do not want your curriculum to consist of five
separate subjects nor five different subject areas to be
fused into one, then the correlation design model
might be an alternative.
52
Correlation designs:
• For example, you may want to just fuse or correlate
history with literature at the secondary school level.
• For example, in a history lesson the class learns about
the Japanese occupation of Malaysia.
• During the literature class, students read novels about
life during that time period.
• However, each subject retains its own distinct identity.
53
Process designs
54
Process designs:
• In the discipline based design discussed earlier,
students learn the methods of inquiry used by experts
in the respective disciplines.
• For example, in studying anthropology, students will
learn various ethnographic procedures.
• Advocates of the process design model stress the
learning of general procedures and processes that are
not applicable to any particular discipline.
55
Process designs:
• The most popular example of the process design
model is the teaching of thinking skills.
• Various educators have suggested that students should
be taught to think.
• Curriculum has focused on the teaching of decision
making, problem solving, critical thinking and
creative thinking.
• Ennis (1963) identified a list of critical thinking skills
that should be taught, such as identification of
fallacies, checking the credibility of sources and so
forth.
56
Process designs:
• In the process design curriculum students are also
taught to be aware of their thinking and to take action
when necessary.
• A good thinker is able to monitor his or her thinking
and take steps to remedy faulty thinking.
• The general assumption is that there are general
thinking skills, and processes are common regardless
of the subject area.
57
Process designs:
• The aim of the curriculum is to enhance these process
skills applicable to all disciplines.
• Thinking critically is not unique to geography or
physics.
• Neither is thinking creatively the sole domain of art or
literature.
58
LEARNER-CENTRED DESIGNS
 child-centred designs
 romantic/radical designs
 humanistic designs
59
• While subject-centred designs are popular, there is
also an emphasis on learner- centred designs.
• The early supporters of the child-centred curriculum
were largely the progressives.
• Emphasis was on the development of the whole child
and this was most evident in primary schools.
60
Child-centred designs
61
Child-centred designs:
• Proponents of the child-centred design believe that
learners should actively participate in the teaching-
learning process.
• Learning should be related closely to the daily lives of
students, unlike the subject-centred design which
tends to separate content from the daily lives of
learners.
• In the child-centred design, focus is on the needs and
interests of the learners.
62
• An early advocate of the child-centred curriculum was
French philosopher, Jean-Jacques Rousseau (1712-
1778), who in his book Emile made the child the
focus of the educational process.
• He emphasised that “Living is the business that I wish
to teach him…
63
• …When he leaves my care he, I grant, be neither
magistrate, nor soldier, nor priest: he will be,
primarily, a man” (cited in Soetard, M., 1994, p.423).
This did not mean children were allowed to run free.
Children need to be guided by the teacher according
to their level of development.
64
• Perhaps, the most well-known advocate of the child-
centred design is John Dewey.
• He argued that children are not blank slates and they
bring with them four basic impulses – the impulse to
communicate, to compare and contrast, to inquire and
to express themselves through language.
• In the child-centred design, teaching and learning
draw on the experiences of learners and the vast
amount of information they bring to the classroom.
65
• Using this design, teachers and students negotiate
what is of interest to learners and what content is to be
included in the curriculum.
• Teachers and students participate in planning lesson
units, its purposes, the focus of the content and the
learning activities to be introduced in the teaching and
learning situations.
66
• In the child-centred model, the interests and
experiences of the learner become the subject-matter
of the curriculum.
• Children are given the freedom to discover and do
things for themselves rather than told how to do
something.
67
• The ‘project method’ became a popular pedagogical
strategy in the child- centred design in which children
solved problematic situations calling on their
knowledge and skills of science, history, art and so
forth.
• In other words, the traditional subjects are not rejected
but rather used to solve problems that are of interest
to learners.
68
Romantic/Radical designs
69
Romantic/Radical designs:
• In this design, the focus is the learner which is quite
similar to the child- centred design; the difference
being that greater emphasis is placed on the need for
the curriculum to reform society.
• Proponents of the radical design operate on the
assumption that society is corrupt and repressive.
• Children should be educated towards the goal of
social reform.
70
• A well-known proponent of the radical design was
Paulo Freire who opposed treating students as empty
vessels to be filled with knowledge by the teacher.
• He objected to the teacher-student dichotomy
(contrast) and proposed the relationship between
teacher and student be reciprocal (mutual), which is,
‘the teacher who learns and the learner who teaches’.
71
• According to proponents of this curriculum design,
learning is reflective and not externally imposed by
those in power.
• Knowledge is not the finished product to be acquired
by learners because this is indoctrination.
72
• Learning is something that results from the interaction
between and among people.
• Learners should challenge content and be allowed to
give their opinions about the information given to
them.
• Learners will value what they learn if they are
allowed to construct their own knowledge.
• When learners create meaning, they have ownership
over what they have learned resulting in genuine
thought.
73
Humanistic designs
74
Humanistic designs:
• The humanistic design became popular in the 60s and
70s in response to excessive overemphasis on the
disciplines during the 50s and early 60s in the United
States.
• Proponents of the humanistic design based their
arguments on the principles of humanistic
psychology.
• A basic question asked is whether the curriculum has
allowed a person to truly achieve his or her full
potential.
75
Humanistic designs:
• The curriculum should be designed to empower
learners to be involved in the process of realising their
potential.
• Greater emphasis was placed on the affective domain
to permit students to feel and to value.
• One of the proponents of the humanistic curriculum
design was Carl Rogers (1902-1987) who argued that
the aim of education is the facilitation of learning.
76
Humanistic designs:
• To facilitate learning, the teacher accepts learners as
persons, placing importance on their feelings and their
opinions; while caring for them.
• In other words, the teacher is able to view the world
through the student’s eyes.
77
Humanistic designs:
• With such a curriculum, learners become fully
functional persons capable of intelligent choice; are
critical learners able to approach problem situations
with flexibility; and are able to work cooperatively
with others (Ornstein & Hunkins, 1998).
• The humanistic curriculum design focuses on the
interconnectedness of the cognitive, affective and
psychomotor domains.
78
Humanistic designs:
• The design stresses the development of positive self-
concept and interpersonal skills of learners.
• The humanistic curriculum requires teacher with great
skills and competence in dealing with individuals.
• This may be difficult to obtain in all teachers.
• There is also a tendency to overemphasise the
individual and ignore the needs of the society.
79
PROBLEM-CENTRED DESIGNS
 life-situations design
 core design
 social problems design
80
• Problem-Centred Designs models focus on the
problems faced by society.
• The Problem-centred designs are pre-determined
before the arrival of students.
• In other words, genuine life problems are selected and
teaching-learning activities are organised around these
issues.
81
• The learner is placed in the social setting to address
problems.
• Unlike the learner-centred designs, the problems or
issues discussed originate from issues that are of
concern to society.
• It aims to prepare students with relevant knowledge
and skills to fit into society when they leave school.
82
Life-centred situations
83
Life-centred situations:
• In any society, there are persistent life situations that
are crucial to a society’s successful functioning.
• Examples of such life situations are healthy living,
use of leisure time, ethics, racial tolerance, citizenship
skills and so forth.
• It was argued by its advocates that it makes
educational sense to organise a curriculum around
such life situations.
84
• Students will direct relevance in studying such social
issues when they are related to their world.
• Also, having students study social or life situations
will encourage them to seek ways to improve society.
• The life situations that need to be emphasised in
schools will depend on what students need before
they enter the working world and assume adult
responsibilities.
85
• However, some needs and interests have already been
met by the family, religious institutions and other
community organisations.
• So, the schools should address those needs not met by
these institutions.
• The life-centred situations curriculum has been
criticised because students do not learn much subject
matter.
86
• However, proponents of the model state that this is
not true because the design draws heavily from the
traditional subject areas.
• The content is organised in a manner that allows
students to see problems faced by society.
• In addressing society's pressing problems, content is
drawn from different subject areas to explain and find
solutions to current issues.
87
Core design
88
Core design:
• A variation of the life-centred situations design is the
core-design model.
• Focus is still on the pressing problems of society; the
difference being that certain problem are selected to
form the core.
• It is carefully planned before students enter school
and adjusted when necessary.
89
Core design:
• The core problems are taught to all students in a
block-time format whereby two or more periods of
class time is used.
• A problem solving approach is adopted in analysing
social problems.
• Students select a problem through consensus and
work either individually or in groups.
• Data is collected, analysed, interpreted and presented
in class.
• Findings are evaluated and discussed.
90
POINT TO KEEP IN MIND
• How relevant are the teaching and learning methods
to the content and learning outcomes?
• How are practical skills going to be taught and
supervised?
• How are students supported in independent learning
and study (eg self directed learning)?
91
POINT TO KEEP IN MIND
• What resources are required and available to ensure
effective teaching and learning?
• Does the teaching promote critical and logical
thinking at the level of the learner?
• What are the constraints affecting the teaching and
learning process?
• Are the teaching and learning methods appropriate for
the selected assessment methods?
92
PERSONNEL & MATERIAL SELECTION
93
• Curriculum planners who are developing whole
programmes need to think at a strategic level about
the resources required and how these can be used
effectively and efficiently.
94
• Teachers, technical and administrative staff – there
should be sufficient staff to deliver and support the
delivery and assessment of the course.
• Staff should be appropriately skilled (in pedagogical
as well as technical areas) and qualified and should be
aware not only of their own areas of the course but
also of the course as a whole in order that they can
contextualise the learners’ learning experiences.
95
• Equipment including IT and AV equipment, models
and simulators, laboratory and clinical equipment,
whiteboards, flip charts.
• Finances - the course will require adequate funding to
sustain its activities.
96
• Books, journals and multimedia resources – lists of
core textbooks for each part of the course and other
resources including reference texts should be
identified by teachers and purchased for use by
learners.
• These should be supported by other resources such as
journals (printed and online) and multimedia
packages.
• The library will be the main support structure for
these resources but additional resources may also be
delivered through an Intranet or via departmental
‘libraries’.
97
• Teaching rooms, office space, social and study space
– there should be adequate provision to accommodate
learners at all stages of the course as well as social
and study space for students to spend time outside the
classroom.
• There should also be sufficient space for teachers to
prepare teaching and meet with students.
98
• Requirements for supervision and delivery of
practical teaching (practicum) – availability of
schools, mentors, supervisors - it is important to
ensure that such staff are supported and trained to
deliver the course.
• Other requirements which need to be considered
include travel and accommodation arrangements for
learners and teachers.
99
ASSESSMENT & EVALUATION
100
ASSESSMENT
101
ASSESSMENT
• In designing the assessment methods that measure
students’ performance, the starting point should
always be the stated learning outcomes.
• Assessments must check that students have achieved
the learning outcomes in various contexts and thus
that the content has been covered.
102
ASSESSMENT
• Teaching and learning methods must support the
assessment strategy, if students or trainees are
expected to perform well in MCQs for example, then
a Problem-Based Learning type course with a
facilitative teaching approach will not be appropriate.
103
ASSESSMENT
Teachers should check a number of aspects relating to

assessment:
• Are the assessment methods which relate to the
assessment of knowledge, skills and attitudes
appropriate?
• Do the teaching and learning methods support the
assessment strategy?
• Are the assessment methods reliable and valid?
104
ASSESSMENT

assessment:
• Are the assessment methods designed so that learners
can achieve the minimum performance standards set
in the curriculum and is there capacity for learners to
demonstrate higher standards of performance (i.e. do
the assessments enable discrimination between
candidates)?
105
ASSESSMENT

assessment:
• Are the students/trainees being assessed sufficiently
or are they being over-assessed?
• Are the regulations governing assessment procedures
and awards clear and easy to follow and are they
being applied appropriately and consistently?
106
EVALUATION
107
EVALUATION
• Evaluation is a system of feedback, providing
information to planners, teachers/trainers, students,
parents and decision-makers.
• Evaluation is a process involving on-going activities
aimed at gathering timely information about the
quality of a programme.
108
EVALUATION
Why do we need to evaluate our courses?

• To identify successes and failures of the curriculum
with a view to correcting deficiencies.
• To measure if stated objectives have been achieved.
• To assess if the curriculum is meeting the needs of
learners, community etc.
• To measure the cost effectiveness of the curriculum.
109
EVALUATION
Some questions to ask when evaluating a course or

programme:
• Whether the learning objectives are realistic and
relevant.
• Whether the different parts of the course relate to each
other meaningfully in terms of sequence and
organisation.
• Whether the subject matter and content is relevant,
accurate and up to date.
110
EVALUATION

programme:
• Whether the learners’ entry requirements are well
defined and at the right level.
• Whether the materials and delivery are pitched at the
right level for the learners at different points in the
course.
• Whether the balance of teaching and learning methods
is appropriate and whether there is enough time to
ensure learning.
111
EVALUATION

programme:
• Whether teachers have the knowledge and skills
required to deliver the curriculum.
• Whether the learning resources that have been
identified are adequate, appropriate and available.
112
MONITORING & SUPPORT
113
WHAT SHOULD BE MONITORED?
Student recruitment and selection processes:

• Do the candidates meet the selection criteria?
• Do the criteria provide students who are appropriate
for the course?
114
Teaching staff:
• Are the teachers available, motivated and capable of
teaching the new course?
• Have any training needs for teachers been identified
and addressed?
115
The teaching and learning process:

• How is the written curriculum translated into
practice?
• Are the teaching and learning methods appropriate?
• Is the balance between different types of learning
mode appropriate in achieving the stated outcomes?
116
Assessment:
• Are the assessments appropriate in terms of level,
reliability and validity?
• Do they discriminate between assessing skills,
knowledge and attitudes?
• Are the regulations and procedures appropriate?
• Are they being followed?
117
Learning resources:
• Are the recommended books and journals and other
teaching materials available?
• Is access to the library and other resources adequate?
118
Performance standards:
• Are the minimum performance standards being
reflected and achieved?
119
CONSTRAINTS
120
CONSTRAINTS
What are the programme constraints?

• Technological: ICT, lab, LCDs etc.
 Timing: Implementation, Readiness
 Duration: Length – lectures,
 Co-curriculum, practicum, internship, etc
• Who is going to provide the cost of the training?
 Allowances, other payments etc.
121
SUMMARY
• Curriculum design is a complex activity both
conceptually and its implementation.
• Designing a curriculum requires a vision of
education’s meaning and purpose.
• Curriculum design must be carefully considered so
that the curriculum imparts essential knowledge, skills
and attitudes.
122
THE END
THANK YOU
123

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CURRICULUM STUDIES

• Topic 3 introduces you to the considerations in

• By the end of Topic 3, you will be able to:

 Discuss some of the considerations in

• Many scholars indicate that knowing about learners’

• The inclusion of irrelevant topics, however interesting

Academic subject designs

Teachers should check a number of aspects relating to

Teachers should check a number of aspects relating to

Teachers should check a number of aspects relating to

Why do we need to evaluate our courses?

Some questions to ask when evaluating a course or

Some questions to ask when evaluating a course or

Some questions to ask when evaluating a course or

Student recruitment and selection processes:

The teaching and learning process:

What are the programme constraints?

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