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of such a questionnaire will assist the instructor in
identifying his areas of weakness and strength as a person
as well as those of the objectives, contents, methods, and
assessment. He will therefore be obliged to make the
necessary amendments in the curriculum development
process, thereby making it a dynamic process (See Figs 1
and 2).
7.2.3. The third type of feed back is the one carried out
periodically by way of a questionnaire on the products of a
curriculum at an interval of say every five years after
graduation.
The purpose of this feed back is to determine whether the
long-term aims and objectives are being achieved long after
graduation. The questionnaire is usually designed to assess
the graduates’ performance at work, his progress and
improved skills and also to what extent he has been making
good use of the knowledge and skills acquired during
training. The analysis of this type of feed back will also
constitute an input to the changes to be effected in the
curriculum as it will reveal areas of success and failure.
8. CONCLUSIONS AND RECOMMENDATIONS
8.1. Conclusions:
The five components in the curriculum process have been
identified as:
(i) Aims and objectives
(ii) Content
(iii) Methods
(iv) Assessment
(v) Feed back and analysis.
It has been established that the curriculum should be a
cyclic and a continuous. process (see Fig. 1). The mutual
interaction amongst the five components have also been
illustrated (see Fig. 2) in relationship to the curriculum
development in Photogrammetry. The importance of the
results of assessment and of the various types of feedback
to the continuous curriculum process has been
demonstrated.
8.2. Recommendations:
(a) The concept of "Depth", "Breadh", and "Spread" for
developing a new curriculum content or in revising an
existing one is highly recommended for training
institutions in developing countries;
(b) The inclusion of instrument design, maintenance and
repairs as well as GIS/LIS is also highly recommended
in the curriculum content, particularly at technologist
and professional training levels;
231
(c) Institutions in developing countries should not regard
curriculum as a static process but as a continuous cyclic
process. The various inputs from assessment and
feedback should be considered in the process.
REFERENCES
1. Ayeni, O.O. (1989) "Education, Training and Research
in Cartography and Remote Sensing in Developing
Countries", Invited paper, 7th UN Regional
Cartographic Conference, Ouagadougou, Burkina
Faso, September 6-11, 1989
2. Ghosh, S.K. (1984), General Report on
Photogrammetric and Remote Sensing Education and
its Improvement around the World, ISPRS Archives,
Vol. XXV, pp. 120-128.
3. Nicholls, Audrey and Howard (1980): "Developing a
Curriculum: A Practical Guide", Unwin Education
Books (3rd impression).