Competence-Based Curriculum for Adult Learners

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Table of Contents

Abstract
Introduction
Goals and Objectives
Modality to be used in Data Collection
Method to be Employed in Teaching
Schedule
Budget Preparation and Management
Personal Qualifications
Conclusion
Work Cited

Abstract

There has been a spiraling number of adults being admitted to learning institutions in Houston over the past few years. The proportion of adults pursuing higher education in private and public schools has increased tremendously. An example is the Houston Community College, whose total enrolment as of February 2022 stood at 57,200 students (Goldrick-Rab, pp.13). However, most learners interested in advancing their scientific education through coursework that reflects realistic research practices do not have access to appropriate programs to support them. Additionally, there is no commitment to engage learners in the full range of biological inquiry, from problem-posing to problem-solving. Many of the projects involve coordinating faculty development workshops that do not focus on strategies for bringing realistic scientific experiences into their classrooms and collaboratively developing curriculum projects. Therefore, there is a need to formulate a well-devised curriculum that will bridge the gap between students’ goals and their eventual fulfillment, and this forms the basis of discussion for this paper.

Introduction

In this proposal, a program running on a trimester basis is expected to operate in perpetuity while allowing room for adjustments over time. This competency-based approach will ensure teachers cohesively incorporate aspects of content knowledge and information processing skills to enable the affected learners between the ages of 31 and 50 to further their education to tertiary levels. Courses offered under this curriculum will include pharmacy, nursing, human anatomy, and other science-related disciplines lasting three years. To plan effectively, the proposal will incorporate an Interactive Planning Model that guides the formulation of adult education programs whose major elements have been blended into this plan. The section below summarizes some of the proposal’s key objectives.

Goals and Objectives

Some of the objectives of this proposal include, but are not limited to:

To enable adult students to attain their full potential while nurturing their unique talents.
To promote social justice and public literacy through educational opportunities.
To provide learning opportunities for adults to help society find solutions to crises like hunger and pandemics and fill existing scientific research gaps.

Modality to be used in Data Collection

A workshop will be conducted within the first week of the school’s opening. Participants will be interviewed to identify online resources and new instructional materials needed to be implemented in the new curriculum. They will be allowed to suggest the program’s content, the types of teaching approaches that would be most effective in its presentation, and the possibilities for collectively regenerating and spreading it to other colleges. On the contrary, as highlighted below, a different technique will be used in the learning process.

Method to be Employed in Teaching

The program will require teachers to use manual and computerized modalities to achieve the desired objectives while liaising with other education practitioners to ensure the curriculum is standard and approved. In addition, the board of management will oversee the smooth running of school activities to achieve success criteria through initiatives like issuing and approving scholarships. The board will also conduct regular program assessments and make amendments whenever needed, as depicted in the proceeding segment.

Schedule

The proposed plan will be examined every month to see if it has met its previous objectives. Teachers will be required to maintain and update checklists to monitor progress and performance and ensure proper time management during each lecture. There will also be frequent reviews from the board of management to oversee accountability along the course of the program implementation. The school comptroller will view total direct and indirect costs and maintain them within the budget allocations.

Budget Preparation and Management

The program budget will be reviewed based on levels of lapsed allocations recorded in the previous year. For example, a large credit balance in the suppliers’ account at the end of the year implies that the comptroller left deposits in the previous year without inventorying the balances; hence, zero-based budgeting would be more appropriate for the program. On the other hand, commuter costs can be reduced by using online learning apps, as discussed below.

Personal Qualifications

I have launched an app called Metaspace that will be used to facilitate teaching techniques such as role-playing. It is a contemporary platform like YouTube and other virtual reality software systems through which audio and video webinars can be conducted. It will facilitate the conduction of online classes, thus eliminating the need for students to be physically present in school for the traditional classroom lecture settings. Furthermore, the problem of language barriers will be overcome because the app has inbuilt audio and text translators, enabling students from a wide ethnic background to use it at home. All lectures will be recorded and sent to individual students to cater to those who might have been inconvenienced by attending the regular class sessions.

Conclusion

The curriculum will help fix the existing deficit in the institution, making it a haven of opportunities for students who wish to foster their knowledge in scientific niches. Concurrently, the attachment session offered during the final year will enable students to exercise classwork in real life, thus equipping them with prior work experience before getting the job officially. In addition, successful graduates will be able to maintain their previous job certifications and stay up-to-date on new advancements in their respective fields.

Work Cited

Goldrick-Rab, Sara. “Addressing Community College Completion Rates by Securing Students’ Basic Needs.” New Directions for Community Colleges, 2018.184 (2018): 7-16.

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