Curriculum Development and Classroom Delivery

The development of curriculum materials as a responsibility of National Institute of

Education (NIE), it is necessary to strengthen the resources of NIE in order to
develop necessary materials. The NIE will appoint a higher level steering committee
(HSC) advice ,establish the relevant policies and to coordinate, to the key agencies
as there are different ministries and organizations are involved. The composition of
HSC would be as follows:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.

Secretary MOE, (chairperson)

Director General (NIE)
Chairman (NEC)
Chairman (UGC)
Director General (TEVC)
Vice chancellors/Deans/Head of Departments of all universities including
private universities
Heads of five skills sector councils
.

According to the policies and decisions taken by the HSC the NIE will establish the
curriculum committees (CC) to develop curriculum materials for each subject as
identified/advised.
The composition of CC would be as follows:
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.

NIE Senior academic (Chairman)

MOE
TVEC
TVET representatives
University academic
Industrial Representative
2/3 Senior teachers
(as required)
(as required) the additional members would be appointed as required
according to complexity and/or scope of the subjects.

The CC is responsible to prepare curriculum materials such as syllabuses, teacher

guides, Additional reading modules, etc. The syllabus should clearly define the
competencies, content and assessment criteria.
The syllabuses and other materials should be submitted to the Academic Affaires
Boards (AAB) with the recommendation of relevant Curriculum Advisory Committees
(CAC) which will be appointed by CC and approved by AAB.
Curriculum materials will defined the Learning Outcomes, competencies, Knowledge
content, skills content, assessment criteria and the time allocated, and should
provide the space to apply variety of learning teaching methodologies to develop

the soft /generic skills. Secondly, the TGG and other materials should clearly
identify the suggested learning methodologies and guide the teachers accordingly.
It is already suggested to introduce technological/vocational subjects in three
phases, therefore, the curriculum development work will be implemented in three
phases as follows:
Phase I, Introducing additional Technology subjects to diversify the available
limited opportunities for art students as the law achievers Ordinary Level students
are not much benefitted by Technology stream introduced in 2013, due to the
increasing demand of the Technology stream.
Phase II, Introducing vocational subjects in 2018 for the advanced level to
strengthen the government policy of Thirteen Year Schooling. There will be a variety
of subject to cover the industry requirements hence the students skills will match
with industry requirements. Initially the following areas and subjects would be
suggested while further expansion of the list is an essential.
1. Health and Social Sciences:
Child Psychology and Care
Health and social care
Physical Education and Sports
2. Social Cultural Studies
Performing Arts
Arts and Craft
3. Designing:
Interior Designing
Fashion Designing
Graphic Designing
Art and Designing
4. Environmental Studies
5. Tourism
6. Agro and Food Technology
Horticulture
Animal Husbandry
Floriculture
Food Processing
Aquaculture
Oceanic Studies
Applied Plantation Studies
7. Technical Studies:
Construction Studies
Automobile Studies
Electrical and Electronic Studies