How to improve curricula to enhance academic standards

Introduction

Where expectations come from

1. Past expectations:- When traditional education was in practice, the scholars and their families at educational institutions mostly had the following expectations: a safe and secured place for learning, dedicated teaching and training, course completion within the specified time limit, cost-effective mode of education, employment opportunities, cost-effective mode of education, and financial support through scholarships, and so on.
2. Present expectations:- Whereas, today the expectations of the students and their families are manifold such as a two-sided correspondence measure among themselves and with the academic establishments, key development approaches and contact provisions, transparency on their courses, curriculum, appraisal methodology, periodic accreditation status feedback, their strength & weakness, cost of learning and financial supports, job-oriented individual guidance and preparation, on-the-institution campus placement opportunities by employers, provisions, accessibility and choosing options of course delivery, genuineness of keeping up their words and commitments, academic interactions with industries for curriculum updates and employment, and their readiness to share views, and so on.
3. Endless expectations:- Assumptions have changed consistently and are not, at this point equivalent to they were forty years prior. Students nowadays see advanced education as business administration with a pure profit motive, and they consider themselves to be procurers of an instructive item, which clarifies why their expectations have developed so drastically. This might be deduced partially from the students' (or their families') self-motivated responsibilities to the expense of their schooling, and to a limited extent from the ascent of industrialism in open associations like advanced education. From one viewpoint, schools are feeling the squeeze to meet rising understudy and parent assumptions, however then again, there are worries that if organizations go excessively far toward commercializing advanced education, the fundamental point of advanced education might be twisted or maybe lost.

Two-way approach

Supply-demand mismatch

1. One of the major issues confronting all nations today is developing, adapting, and broadening the skill portfolio of graduates in order to build and fill tomorrow's employment. Individuals, public and private enterprises, the education sector, and governments at all levels all want to stand up and be more determined for the future. Education seems to be a genuine 'mutual benefit' requirement for everyone – for the industry, for the common society, and, of course, for individuals themselves.
2. Another significant difficulty is ensuring that employees have the necessary abilities. This isn't simply an issue of short-term employability; it's also about our ability to adapt to and influence the employment of the future. During the earlier decade, education and training contexts have developed more significant and receptive to community requests; but because of the gap between the skills developed and skills required, there was a considerable amount of unemployment.
3. Education shapes a nation's community welfare, academic, financial, and innovative progress. As a result, the educational program should be structured to improve and extend graduate career options, hence minimizing joblessness. With relevance to the prevailing economic situations, skills and capacities must be designed and maintained to meet the global varying demands and expectations. There is a rising acknowledgment of the worth of advanced education in conveying the advancement and imagination needed for the development of an information-based economy. Both advanced education and the graduate employment market are rapidly evolving. Though initiatives to diversify the social basis of the graduate community have had partial success, the student intake is growing more varied in terms of age, ethnicity, earlier learning environment, and aspirations.

Educators - Be the change

Conclusion