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My name is Irmeli Maunonen-Eskelinen
from Jamk University of Applied Sciences.

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My name is Telle Halkari
from Hamk University of Applied Sciences.

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In this video,

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we discuss the basic principles
of developing curricula.

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Let's move to look at the factors
that influence curriculum development.

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Yes, there are several factors
that influence curriculum development,

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and we will discuss
a few central things here.

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Let's start with the societal issues.

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The curriculum always needs to respond
to the changes in society.

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Each society has different visions,
aims and goals about the future,

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as well as several
different societal trends,

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such as population structure
and immigration issues.

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Influence and needs
should also be considered.

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Another point is the changing
competence requirements.

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For example,
the world of work is constantly evolving,

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and the curricula development

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has to meet the needs
from the world of work.

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For example, there are different needs
regarding the technological skills,

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sustainable development skills
or environmental issues,

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just to mention a few.

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What about some international
educational aspects?

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Yes, I think when developing curriculum,

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some international aspects
need to be considered.

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For example,
European educational policy issues.

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Also, international quality frameworks.

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We can also learn from other countries,

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and we can use
comparative research findings

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in curriculum development.

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These at least come to mind first.

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Then, of course,
the global development directions

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and similarity of curricula
can also be seen as a way

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of enhancing global equality
and the human rights approach.

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One thing in curriculum development
is very central.

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We have to take into account
and consider the needs of the students.

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New generations
have new competencies and values.

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We have to find out
what does the new generation value,

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and what kind
of education services do they need?

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Let's look at some core issues
in curriculum development.

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The first point is that the curricula
needs to be relevant in the world of work.

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We need to consider the professionals
that the world of work needs?

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There needs to be a continuous dialogue
between the world of work and education.

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There also needs to be flexibility
in the curricula

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to meet these needs of the working life.

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Another core issue
is the competence-based approach.

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A competence-based approach

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is a research-based framework
for curriculum development,

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and it's based on recent research
on learning and teaching.

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The central idea in this approach

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is in identifying the competencies
that the graduates should achieve.

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In this approach,
the focus is more on wider competencies

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instead of narrow skills.

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Yes, and that leads us to think
of constructive alignment in curriculum.

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Constructive alignment
is basically about the quality,

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and enhancing
and improving teaching and learning.

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It means ensuring
that different parts of the curriculum,

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for example courses,
contribute to the achievement

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of the overall objective,

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the overall competencies
of the degree program.

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Next let's discuss the teacher education
curriculum reform in Kazakhstan

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that we were both involved with.

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In this curriculum reform,

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altogether, 30 teacher education curricula
were developed from different fields.

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There were four different types
of curricula involved.

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The majority were bachelor's degrees.

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Then, there were master's degrees,
a consecutive program,

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as well as a postgraduate diploma.

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This consecutive program
refers to a type of sideways path

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to get a teacher qualification.

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This is an educational model
which is available to individuals

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who have already completed
a previous degree.

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An example of a postgraduate diploma
in this curriculum reform

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is a study and career guidance
counsellor degree program,

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which is also available for individuals
with a previous degree.

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Yes, and generally speaking,

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there are different types
of structures of curricula.

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In this case,
concerning the bachelor's curricula,

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the structures is as follows.

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Firstly, there is a compulsory component,

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a pedagogical component
and a subject-specific component.

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In addition to those,

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cross-cutting themes are described
in the curriculum,

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and cross-cutting themes

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are implemented
in all different types of curricula

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that we have developed.

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Other themes,
such as student-centeredness,

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constructive alignment,
inclusion, digitalisation,

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and research-based teacher education.

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As a final point,
we will discuss a little bit about

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what needs to be taken into account
in the implementation of the curricula.

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This is a very important part
of the curricula development.

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First of all,
there needs to be an orientation

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to the curriculum reform
and informing different parties

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about what changes have been taking place.

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There needs to be different types
of trainings and informing

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through various channels.

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There also needs to be continuous support
for the implementation.

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This can take different forms,

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for example, websites, workshops,
support clinics or podcasts,

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videos or different written materials.

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There needs to be timely support
for the teachers

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in parallel with
the implementation process.

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Of course, during the implementation,

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we need information
about implementation issues.

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Therefore, monitoring the implementation
is a very important part of the process.

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We collect information
from the students and teachers,

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about the implementation
and perhaps other stakeholders as well.

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That gives us a basis for evidence-based
development of the curriculum.

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In some, continuous development
is the basic idea

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and curriculum development
is a continuous and living process.

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Often, the bigger changes take place
after a few years cycle.

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We have discussed some core issues
regarding the curriculum development.

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We can conclude this by saying
that curriculum development

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is a continuous collaborative
and co-creative process.

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Thank you for listening.

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Thank you.