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Curriculum designers have a colossal role to perform. They behold responsibility of viewing futuristic needs not only of society but also of the planet as a whole. They have taken into consideration not only intangible needs of society but also cognitive, affective, and psychomotor needs of individual learners. Curriculum as a whole tends to stress more on the cognitive development of the child more, whereas the, “affective learning …is included infrequently in curriculum” (Sowell, 2005, p.74); thus at times affective and psychomotor domains are overlooked during curriculum transaction. Emotional development is important for the development of humane society. Combs (1982) notes that when we ignore emotional components of any subject we teach, we actually deprive students of meaningfulness. So there is a need to give importance to the development of values among the students. As microcosms of society school curriculum can play an important role in developing a humane society. This purpose can be realized to some extent by modifying the school curriculum in such a manner that values and skills that are expected for imbibing humane culture are integrated along with the content of the regular school curriculum. The process of designing school curriculum so as to integrate the sustainable development goals may include defining learning outcomes, identifying plug points for integration, ascertaining strategies for integration at cognitive, affective and psychomotor domain, devising curriculum transaction plan, implementing integrated curriculum, evaluating, reviewing and monitoring learning outcomes, and implementing process. It is possible to develop a climate of encouraging and safeguarding cultural heritage by developing resources to educate people. Cultural heritage and traditional knowledge can be safeguarded by supporting practitioners and transmission of skills and knowledge. Plugins can be provided in secondary education at various levels of languages, mathematics and sciences to integrate the curriculum. This text provides comprehensive process and strategies to equip curriculum designers and educators as they guide a whole generation to a bright, safe and beautiful future.

The importance of academic curriculum in higher education cannot be overemphasised. This explains the scrutiny to which the various models employed for the development of higher education programmes curriculum are subjected. In spite of the numerous scrutiny, higher education curriculum development is still infested with downsides. Solutions to these problems have been proffered by the strategy employed by Curriculum Development and Implementation Branch, Manitoba Department of Education in the development of the curriculum for Canadian Art Education in Manitoba.

The inability to incorporate social responsibility into curriculum of higher education programmes has been a major setback in the actualisation of social responsibility in higher education in Nigeria. The tertiary institutions therefore need to look beyond just issuing degrees and diplomas but inculcate in their students the need to think beyond individual interest to societal interest. Based on this backdrop, this chapter explores the strategies employed by the Manitoba Department of Education in the curriculum development and how these strategies can be implemented in Nigeria for the inclusion of social responsibility into the curriculum of higher education. It focuses on identifying the variables integral to the construction of curricula of higher education programmes in the south-west geopolitical zone Nigeria.

This paper aims to present recently published resources on library instruction and information literacy, providing an introductory overview and a selected annotated bibliography of publications covering various library types, study populations and research contexts.

This paper introduces and annotates English-language periodical articles, monographs, dissertations, reports and other materials on library instruction and information literacy published in 2019.

The paper provides a brief description of all 370 sources and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians, researchers and anyone interested as a quick and comprehensive reference to literature on library instruction and information literacy.

The purpose of this paper is to examine the progress of the curriculum reform in Hong Kong in the implementation phase from 2001‐2006, with the agreement and support of heads and teachers on the reform.

Survey questionnaires and focus group interviews were used to collect data from various stakeholders. A stratified random sampling method was employed to select 150 primary schools and 120 secondary schools to participate in the study.

It is found that with the agreement and support of school heads and teachers, there is good progress in the reform items on teaching and learning. Findings of this paper also suggest that teachers who agreed with the reform items made changes with their practices in terms of learning and teaching strategies, catering to learner diversity, assessment for learning, developing students' language proficiency, cross‐curricula learning, playing multiple teachers' roles and preparation for the new senior secondary curriculum. This study thus supports most findings from the change literature with its empirical data that educational changes and innovations with the agreement and support of school heads and teachers tend to have a greater chance of succeeding.

The paper contributes by examining to what extent findings and views established in change literature elsewhere can be justified and enriched with the case of Hong Kong.

The purpose of this qualitative, single-case study was to explore the development of Jamaica’s maritime education and training (MET) curriculum within the local education context. In this research, the story of the development and sustainability of the local MET curriculum in its 40-year journey from 1980 to present (post 2020), as communicated by various maritime stakeholders and archival documents, is chronicled.

The study utilized a qualitative orientation and was an embedded single-case study in its design. The entire local MET institution community and those legislatively and operationally allied to its sustained viability constituted the general population of this study. Non-probability sampling techniques were used to arrive at a maximum variation sample. Three sources of data were used in this study: individual interviews, focus group discussions and documents.

The Jamaican (local) MET curriculum was the brainchild of local perspicacity that was empowered by international benevolence. It was developed to satisfy market demands that existed at the time of its inception. These market requirements of the maritime industry are what impacted the development of the local MET curriculum over four decades. Several other factors led to the sustained viability of the local MET curriculum. These included the ability of the local MET curriculum to meet direct market needs and maintain its fitness for purpose.

It is the view of the researcher that the findings of this study were limited by the fact that the voices of current students and employers from the four decades of the curriculum's existence are not represented in this initial study. The perspectives from these two sources would have broadened the description presented in this study.

This research has shown that specialized higher education (HE) institutions are better served in their business when they maintain a symbiotic relationship with the industry for which they are producing graduates.

The treatment of HE as a service industry has gained traction globally. This would suggest that ‘product placement' in specialized HE is important to the growth, development and longevity of that course of study within the society in which it exists.

There is a dearth of national research on Jamaica's four-decades-old MET curriculum and the elements that lend to the sustained viability of same. This discussion of sustainability of the MET curriculum will benefit maritime educators and policymakers, who must continue to hone this curriculum so that it is fit for purpose. The study will also identify some of the elements of a sustainable, specialized HE curriculum. The elements identified herein can serve as exemplars and conceptual starting points for other contexts where the discussion of the sustainability of curriculum needs to be had.

The purpose of this paper is to explore issues of race and culture in health education in the secondary school health and physical education (HPE) curriculum in Ontario, Canada.

Using Ontario’s secondary school curriculum as a point of analysis, this paper draws from critical race theory and a whiteness lens to identify how cultural and race identities are positioned in contemporary health education documents. The curriculum document and its newest strategies for teaching are the focus of analysis in this conceptual paper.

Within the curriculum new teaching strategies offer entry points for engaging students in learning more about culture and race. In particular, First Nation, Métis and Inuit identities are noted in the curriculum. Specifically, three areas of the curriculum point to topics of race and culture in health: eating; substance use, abuse and additions; and, movement activities. Within these three educational areas, the curriculum offers information about cultural practices to teach about what it means to understand health from a cultural lens.

The HPE curriculum offers examples of how Ontario, Canada, is expanding its cultural approaches to knowing about and understanding health practices. The acknowledgment of First Nations, Métis and Inuit health and cultural ways of approaching health is significant when compared to other recently revised HPE curriculum from around the globe. The teaching strategies offered in the curriculum document provide one avenue to think about how identity, culture and race are being taught in health education classrooms.

First, with limited analysis of health education policy within schools, the use of critical theory provides opportunities for thinking about what comes next when broadening definitions of health to be more inclusive of cultural and race identity. Second, curriculum structures how teachers respond to the topics they are delivering, thus how HPE as a subject area promotes healthy practices is highly relevant to the field of health education. This paper provides an important acknowledgment of the educative work being undertaken in the revision of HPE curriculum.

Canadian postsecondary institutions are increasing their emphasis on internationalization, sending many students abroad and welcoming students from far and wide onto their campuses. Also, Canadian organizations and multinational corporations have an increasingly diverse workforce. These trends require postsecondary institutions to prepare students adequately for this global village of the 21st century. At the University of Victoria’s (UVic’s) Co-operative Education Program and Career Services, we have created a strategy to help develop global ready graduates using a framework derived from Earley and Ang’s work on cultural intelligence (Earley & Ang, 2003). Cultural intelligence (CQ) is defined as an individual’s capability to function and manage effectively in culturally diverse settings (Ang & Van Dyne, 2008). A recently completed research project to measure the development of cultural intelligence of students participating in the UVic’s CANEU-COOP program formed the impetus for developing this CQ strategy (McRae, Ramji, Lu, & Lesperance, 2016). The strategy involves a framework that includes curriculum for inbound international students, outbound work-integrated learning (WIL) students, and all students preparing to work in diverse workplaces. In addition to developing specific curricula for these audiences, the strategy includes tools to assess the intercultural competencies that students gain during their WIL experiences, as well as helping students use these competencies to transition to the 21st century global village. This strategy and the Intercultural Competency Development Curriculum (ICDC) are discussed in this chapter.

With significant change as an ongoing challenge, the development and use of a flexible change curriculum is identified as a success factor that will allow an organization to optimize the outcome from change transformations.

After discussing significant change, this paper will contrast two organizations in support of a flexible curriculum taking into account multiple theories addressing change, learning, planning, utilization of a curriculum, and assessment, all to enhance the change transformation experience.

The research, investigation, introduction, implementation and refinement of the action plan play a very important role in how the enterprise accommodates change. It is further suggested that at the heart of any action plan is a flexible curriculum by which the organization can use a formulated educational plan to adjust its current mode of operation to incorporate an ongoing change philosophy.

The intent is to identify benefits in using a curriculum to aid significant change transformations where logic and reality can justify its use.

It is postulated that a well‐developed yet flexible curriculum with assessment to track the impact of changes throughout the process will serve to enhance the flexibility of the enterprise and its ability to deal with change. The curriculum serves as the means that provides the organizational membership with identified learning and instruction to mix corporate culture with change urgency.

Taking into account change and learning theories, an action plan in the form of a flexible curriculum with assessment is recommended to optimize significant change transformations.

Although recent decades have seen increasing calls for fundamental change in the teaching of Science, Engineering, and Mathematics (SEM), efforts to more broadly propagate proven innovations have met with only modest success despite (i) numerous national reports calling for changes, (ii) considerable funding that has been invested in SEM education improvements, and (iii) the growing body of literature on the superior efficacy of many curricular innovations. This chapter suggests that SEM innovators, while expert in their fields, may need to thoughtfully consider research and literature on change, both within higher education and including broader work on organizational change. From a review of the literature on change in higher education, two particular challenges are identified: goal ambiguity and narrow focus of change initiatives. To address these challenges, the authors offer a conceptual framework for decisions that SEM educational change agents make as they design and implement their change initiatives. Within this framework, they offer options and combinations of options that change agents might consider. Given the breadth and complexity of the literature and challenges of change, SEM educational change agents might consider forming collaborations to which they would contribute their disciplinary expertise in one of the three research communities. They might team with individuals who bring requisite expertise from other research communities or with respect to individual and organizational change. Such partnerships might develop approaches that would concurrently address multiple foci. Collaborations that included expertise in individual and organizational change would also be better prepared to navigate complexities of institutional change.

This chapter provides a summary and a concluding discussion on the main findings from the different cases and chapters throughout this volume. The chapter revisits the approach on curriculum making as non-linear and as framed around a conceptualisation of interrelated sites of activity – supra, macro, meso, micro and nano – presented in the introduction. A central conclusion of this book is that the meso site of activity stands out as critical for current developments within curriculum making, both in terms of a transformed role for the nation state in macro curriculum making, as well as implications of policy flows and processes from the supra site of activity. Based on our observations, we suggest an elaborated model for understanding curriculum making, with special attention to the significance of meso curriculum making and teacher agency. In the final part of the conclusions, we argue that there are a number of lessons to be learned from curriculum making in the European context. In line with the significance of meso curriculum making observed throughout the volume, we emphasize the importance of middle ground and mobility, the necessity of participatory curriculum making, and that systems of accountability need to be based on trust. We also underline the importance of a delicate balance concerning regulation– providing support, guidance and steering – together with a critical awareness of destructive as well as progressive forces for maintaining and providing the agency of the educational systemfor good curriculum making.