JOURNAL OF CURRICULUM STUDIES (J.C.S.)
Year:2007 | Volume:2 | Issue:5|Papers Count:7

The main purpose of this study was to assess both internal and external qualities of adult education curriculum in universities. The internal quality of adult education curriculum was examined, using the nine-factor model proposed by Frances Klein. The external quality was evaluated by the extent to which the needs of the clients were satisfied by the curriculum. Two main research questions were addressed: 1) How satisfactory were the adult education curriculum based on the nine-factor model? 2) How well did the adult education curriculum fulfill the needs of the clients (organizations and institutions)?This was a descriptive survey research. The data was collected using a questionnaire. The target population included the following: 1) graduates and students of adult education curriculum at Shahid Beheshti University 1373- 1382; 2) lecturers of adult education curriculum; 3) managers of organizations that employed the graduates of adult education courses; and 4) postgraduate students who studied adult education in 1384. A random sample was selected based on the size suggested by Morganis table.The data collected was analyzed using appropriate parametric and nonparametric statistical methods. Results indicate that the quality of adult education courses was about average based on the nine factor model. Students and lecturers suggested replacing some subjects with new ones that would be more relevant to the curriculum. Further, the quality of the curriculum was found satisfactory by both employers and graduates. Findings also indicate that the graduates were of satisfactory level in terms of knowledge and attitude whereas they were found of little practical competence and skills.

This paper is aimed at exploring the image of the Holy Prophet (PBUH) as presented in the UK curriculum at various levels of study. Firstly, the programme specifications and guidelines of religious education in the key stages are discussed in the British education system. Then, a greater and more scrupulous attention was paid to two popular textbooks generally taught at secondary schools. A rather thorough and comprehensive analysis revealed serious shortcomings in these texts.One written by a non-Muslim writer is heavily influenced by biased views of orientalists. The other compiled by a Muslim convert presents a naOve, simplistic, yet sympathetic view on the life and character of the Holy Prophet (PBUH). Finally, this paper suggests that the life of the Holy Prophet (PBUH) should be presented on the basis of a scholarly endeavour carried out by learned scholars with appropriate expertise and impartiality.

This study was concerned with the content analysis of textbooks at lower secondary education. The issues of interest in this study were underpinning principles of new approaches in curriculum development, resulted from globalization, rapidly expanding borders of knowledge, and the interconnection of people worldwide. They are as follows: development education, environmental education, human rights education, peace education, equality education, health education, multicultural education, media education and information technology. These themes and concepts are also followed by UNESCO and UNICEF. One of these programs called global education was piloted in the Islamic Republic of Iran among other countries. Results suggested that environmental education and multicultural education were promoted well above the expected level whereas civic education and development education were promoted as expected. On the contrary, education about health, equality, peace, human rights, media and information technology was found below the expected level. The attention paid to subcategories of each was found imbalanced.

Adoption of information technology (IT) in teacher education is an essential requirement for the development of IT in the educational system as they are closely related. This research was aimed at developing a model for the incorporation of IT in teacher training Curriculum in Iran. To this end, three separate studies were integrated: 1) a descriptive, analytical study of philosophical, social and psychological foundations of IT based courses; 2) a comparative study of incorporation of IT in educational systems of four countries with various levels of implementation of IT; and 3) a case study exploring IT development in the Iranian educational system. Findings provide a theoretical framework for IT based curriculum in teacher education. Further, they shed light on practical and theoretical stages of the implementation of IT in educational systems of the countries concerned while exploring their objectives and principles of the incorporation of IT in teacher education. Also, stages of implementation of IT in the Iranian educational system along with hardware and software related potentials and problems in developing information technology were discussed. Finally, a model for adoption of IT in teacher education was suggested.

Nowadays universities and higher education institutions have three major functions: teaching, research and offering services to the society. Given the importance and economic, social, cultural and political role of universities in the society, it is vital to control their quality in order to avoid wasting funds and human resources and to safeguard their potential for competing in the future as quality is the most important component for the life of an organization.Therefore, to pay due attention to each of these functions is particularly important and would affect the efficiency of universities.Although it is repeatedly stated that teaching and research are equally important, however, in the process of selection, employment, and promotion of academic staff research activities are actually given priority over teaching in universities.Accordingly, indicators of higher education have exceedingly centered on research outputs overshadowing teaching. Several factors are responsible for such neglect, including overemphasis on student feedback questionnaires as the main source of information for teaching assessment despite various indications of their low reliability and validity.This paper aimed to explore contributing factors in undermining quality of teaching compared to research activities, as a result of the present procedure of teaching assessment primarily based on student feedback. It also discussed the criticism made against the current teaching assessment process as well as other factors responsible for such a malfunction that in turn have indirectly resulted in ignoring the quality of teaching in universities. This study is a literature review based on available research studies on teaching assessment. Finally, this paper suggested that various aspects of teaching should be taken into account and multiple sources of information including student feedback should be used in order to increase the validity of teaching assessment and to pay due attention to the quality of teaching in universities.