Educational Design Model
| In the phases 1 and 2, we prepare | ||
| Phase 1: Build foundations | ||
| Step 1: | Create a mission statement | The purpose (what the programme does and why) and its commitments to its learners and broader community. |
| Step 2: | Create a vision statement | High-level goals and hopes for the future, what the institution hopes to achieve if they successfully fulfil their mission. |
| Step 3: | Set core values | Guiding principles, fundamental convictions and ideals – standards which provide a reference point for institutional decision-making. |
| Phase 2: Plan | ||
| Step 4: | Conduct a needs assessment | An in-depth situation analysis of the educational system and the FP and CAC training needs. |
| Step 5: | Facilitate stakeholder dialogue | Involving stakeholders in a meaningful way, to ensure the programme and curriculum meet community needs, to create collegiality between those in health practice and health education, and to develop a sense of community “ownership”. |
| Step 6: | Confirm resource availability | Competency-based education (CBE) requires a specific set of human resources, space/infrastructure, technology, facilities, and learning environments and experiences. |
| In Phases 3, 4 and 5, we develop the curriculum | ||
| Phase 3: Construct | ||
| Step 7: | Adapt and adopt competencies | Choose FP and CAC competencies to be developed at each stage of the programme and curriculum, and adapt their wording so they precisely describe what context-specific competencies (attitudes, skills and knowledge, applied in practice) the programme and curriculum will develop. |
| Step 8: | Determine expected level of proficiency | The level of proficiency at which each competency is expected to be performed once the specified stage of the programme or curriculum is completed. |
| Step 9: | Create learning objectives | Learning objectives provide an educational roadmap to guide both the educator and the learner. They tell learners what they need to learn and provide educators a means of prioritising and structuring content. |
| Step 10: | Determine learning methods | Instructional methods to achieve learning objectives. |
| Phase 4: Sequence | ||
| Step 11: | Structure curriculum content | A detailed curriculum plan is needed to structure the content and its teaching across the duration of study. |
| Step 12: | Allocate time and resources | Operationalizing a curriculum requires specifying the time and materials required for each course and each learner. The time allocated should reflect the subject’s complexity and its contribution to programme and curriculum learning outcomes. |
| Phase 5: Assess | ||
| Step 13: | Create assessments | CBE involves carefully aligning competency-based assessment methods with the learning objectives in a curriculum plan. |
| Step 14: | Determine thresholds for progression or completion | Deciding what a learner needs to achieve before progressing to the next stage, and before successfully completing the programme. |
| In Phase 6, we implement | ||
| Phase 6: Implement | ||
| Step 15: | Build capacity to implement | CBE requires investment in institutional capacity, including strong administrative systems and staff, and educators who are equipped to teach the curriculum and assess learning achievements. |
| Step 16: | Evaluate programme and curriculum | Regular evaluation and revision are good practices for all programmes and curricula. They may also be mandatory steps in accreditation processes. |
CAC, comprehensive abortion care; CBE, competency-based education; FP, family planning.