Thursday 12 June 2014

PDCA Approach to Curriculum Design and Development

The process of curriculum design and development constitutes various interconnected elements in the PDCA cycle with the objective of achieving the intended purpose of the programme. 

Plan. This stage begins with an analysis of the stakeholders' needs of faculty, current and past students, employers and society in general. The stakeholders' needs are translated into human resource terminology i.e. graduate competencies which in turn translated into educational taxonomy i.e. learning outcomes. Based on the learning outcomes, curriculum is designed backward to meet them.

Do. The plan stage is implemented where curriculum is delivered and learning outcomes are assessed to gauge the achievement of them.

Check. This stage involves the analysis of assessment results and feedback from students and faculty. Areas for improvement are identified.

Act. When the learning outcomes are achieved, the curriculum, learning and teaching strategies and assessment methods are standardised. Best practices are shared and improvement is made for the next cycle of PDCA.


In the design process, it is important to align the learning outcomes with the curriculum, teaching & learning strategies, and student assessment as illustrated in the diagram below.




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