The Elements of a Flexible

Curriculum and Their Importance

Prof. Sr. Ir. Dr. Suhaimi Abdul-Talib

Deputy Vice Chancellor

(Academic & International)

Universiti Teknologi Mara (UiTM)

(ecsuhaimi@salam.uitm.edu.my)

Engagement Session with Faculties and Campuses, March 2017,

FKA, FSG, FUU UiTM Shah Alam Campus

FPP UiTM Puncak Alam Campus

PRESENTATION OUTLINE

INTRODUCTION

THE FLEXIBLE CURRICULUM

THE PROCESS FOR REVIEW &

DEVELOPMENT

CONCLUDING REMARKS

(MOE, 2015)

AGENDA BY the MINISTER

• Flexible Curriculum – APEL A/C; multi-disciplinary (SDGs;

industry 4.0; society 5.0); 2u2i & WBL; MOOCs (ODL

towards 2020).

• Delivery – Constructive Alignment (CA); active, interactive

& immersive (flip classroom & heutagogy)

• iCGPA – CA (PEO-PO, Courses-PO, CO-PO);

Domain/Taxanomy; Rubrics; EST

• Graduate Employability (GE) & Graduate-on-Time (GOT)

• MOU/MOA – industry immersion/mobility/dual & double

degree

• CEO@faculty

• Quality of English in Staff and Students

• Diversification of academia (industry lecturers)

• Internationalization

• Commonality & Collegiality (C&C)

• Volunteerism & Gap Year

AGENDA BY the MINISTER

PRESENTATION OUTLINE

INTRODUCTION

THE FLEXIBLE CURRICULUM

THE PROCESS FOR REVIEW &

DEVELOPMENT

CONCLUDING REMARKS

ELEMENTS OF FLEXIBLE

CURRICULUM

FLEXIBLE ENTRY REQUIREMENT

OUTCOMES-BASED WITH FOCUS ON

SKILLSETS

FLEXIBLE CONTENT TO DEVELOP

SKILLSETS

MULTI and DIVERSE MODE OF

DELIVERY

MULTIPLE LOCATION

NOT BOUND BY TIME FRAME

THE FLEXIBLE CURRICULUM

OUTCOMES

BASED

CURRICULUM

DESIGN

WORK-BASED

LEARNING

(2u:1i OR 3u:1i);

AUTHENTIC

LEARNING

CONTENT & DELIVERY MODE TO SUPPORT REQUIRED

OUTCOMES/SKILL SETS

ON-LINE &

DISTANCE

LEARNING;

MOOCs; FLIP

CLASSROOMs;

USER GENERATED

& DIRECTED

LEARNINGINTER

DISCIPLINARY &

MOBILITY &

RELEVANT TO

SOCIETY

NON COGNITIVE

LOs TO BE

SUPPORTED BY

CROSS

DISCIPLINE

COURSES

MOBILITY &

COLLABORATIVE

LEARNING

MOBILITY &

GRADUATE

EMPLOYABILITY

ELIMINATES

CONTENT

MAPPING FOR

CREDIT

TRANSFER

21st CENTURY

SKILLSETS

FLEXIBLE CONTENT FLEXIBLE DELIVERY & ASSESSMENT

DUAL DEGREE

& EXCHANGE

PROGRAMMES

FLEXIBLE

ENTRY

ENABLING FLEXIBLE

POLICIES BY MQANo. Document Areas of Flexibility and Impact

1 APEL Handbook

for Learners (2013)

Flexible entry requirement: enhances access & promotes LLL.

2 MQA GGP: APEL (2013)

Flexible entry requirement: enhances access & promotes LLL.

3 MQA CP for ODL (2013)

Diversification of technology enabled

delivery methods; enhances access & promotes LLL.

4 MQA Guideline on

Transfer Credit for MOOCs (2016)

Diversification of technology enabled

delivery methods; enhances access & promotes LLL.

5 MQA GGP: WBL(2016)

Diversification of delivery methods;

industrial experience; better graduate employability. back

back

CROSS DISCIPLINE

COURSES

• Culture and Belief • Science of Living System

• Aesthetic Reasoning • Science of the Physical Universe

• Empirical and Mathematical Reasoning

• Society and the World

• Ethical Reasoning • Role of Society and Politics in Global Economy

https://college.harvard.edu/academics/planning-your-degree/general-education.

ENSURE THAT SUSTAINABLE DEVELOPMENT GOALS ARE ADDRESS IN THESE

EIGHT COURSES

https://rupurupu.me/tag/society-5-0/

http://cerasis.com/2015/09/30/industry-4-0-and-manufacturing/

Society 5.0

A long, long time ago, we were

all hunters, which was "Society

1.0." We then developed an

agrarian society, "Society 2.0."

"Society 3.0" was

industrialization. And then the

information age came, which

ushered in "Society 4.0."

In contrast, under "Society 5.0," technologies of sensing,

robotics, communication, big data and cloud computing all

merge to solve the problems previously deemed unsolvable.

Prime Minister Shinzo Abe…………

Science and Technology in Society Forum, Kyoto , 1-4 October 2016back

www.psy.gla.ac.uk

Free Education: Pay for Certification

- Adam Brimo (2016)

• Source: Gerstein’s User generated Education

Traditional

Education

System

Curriculum

Teachers

Accountability

Leadership

Learner Generated & Learner Driven

Co-Learning & Co-Creating

Technology Enabled

21st Century Pedagogy & Skills

The evolution from Education 1.0 to 3.0back

https://www.stir.ac.uk/employability/staff/components-of-

employability/work_based_learning/

PRESENTATION OUTLINE

INTRODUCTION

THE FLEXIBLE CURRICULUM

THE PROCESS FOR REVIEW &

DEVELOPMENT

CONCLUDING REMARKS

1. Check that there are courses addressing

the 8 Harvard Courses and the SDGs

2. Check that the PLOs incorporates the

21st Century Skillsets

3. If gaps are found new courses may be

introduced or existing courses may be

revised with embedded content

FOR CURRICULUM REVIEW

FOR NEW PROGRAMME

1. Map the SDGs to the 8 Harvard Courses.

2. Develop CLOs for the 8 Harvard Course

such that they are aligned to the 21st

Century Skillsets

3. Map the 21st Century Skillsets to the

PLOs or MQA ALDs or that of a

Professional Body.

4. Select which track of flexible curriculum that

is dominant:

a. multi-disciplinary (Free Electives)

b. WBL or 2u2i (Industry-based learning)

c. ODL (Digital learning; MOOCs)

5. APEL

6. Gap Year

MQF LEARNING OUTCOMES DOMAIN

Harvard Outcomes Domain

HOD1 HOD2 HOD3 HOD4 HOD5 HOD6 HOD7 HOD8

Ae

sth

etic

Rea

so

nin

g

Cultu

re a

nd

Be

lief

Em

piric

al a

nd

ma

the

ma

tical

rea

so

nin

g

Eth

ical R

ea

so

nin

g

Scie

nce

of

livin

g

Syste

m

ScIe

nce

of th

e

Ph

ysic

al U

niv

ers

e

So

cie

ty a

nd

th

e

World

Role

of

So

cie

ty

an

d P

olit

ics in

Glo

ba

l E

co

no

my

3 Social skills and responsibilities √ √ √

4 Values, attitudes and professionalism √ √ √

5 Communication, leadership and team skills

√ √ √ √ √ √

6 Problem solving and scientific skills √ √ √

7Information management & lifelong learning

skills √ √ √ √

8 Managerial and entrepreneurship skills√ √

PRESENTATION OUTLINE

INTRODUCTION

THE FLEXIBLE CURRICULUM

THE PROCESS FOR REVIEW &

DEVELOPMENT

CONCLUDING REMARKS

Thank You

Time to wake up

ecsuhaimi@salam.uitm.edu.my