Curriculum GUIDELINES - Sixth Guideline
PROVIDE FULL INSTITUTIONAL SUPPORT FOR TEACHERS IN THE IMPLEMENTATION OF A STUDENT-CENTRED CURRICULUM.
Even if curricula are based on an analysis of the students’ objective needs, individual CHAGAL students might have difficulties in relating to the teaching and learning process in a positive way. Furthermore, working with a student-centred curriculum has certain implications for the organisation of the preparatory institution. Consequently, the preparatory institutions should set up the necessary organisational structures and supply appropriate facilities.
In order to support CHAGAL students it is necessary to individualise teaching, which can best be done by means of a student-centred approach. Individualised teaching is even more vital for CHAGAL students if they take part in courses that are also attended by students who do not belong to the CHAGAL group. A student-centred approach which accompanies the individual learning process seems to be an adequate way to help CHAGAL students to develop self-confidence crucial for successful studies at university.
However, teachers will not be successful in the process of implementing a student-centred approach, unless the management and the non-teaching staff share their notion of this approach and provide them with organisational support.
- Develop a mission statement (if there is none).
- Provide close cooperation between teachers and management.
- Provide research and development time for the teachers.
- Set up a flexible course structure.
- Make it possible to implement a student-centred approach by
- Finding out about educational systems, curricula and teaching methods in the students’ countries of origin;
- Communicating with students to find out about their background and needs