Common use of Curriculum design and pedagogy improved Clause in Contracts

Curriculum design and pedagogy improved. All curriculum revision activities that Advance initiated in Year 3 in Jamaica were completed in Year 6, and most of these revisions were rolled out with students.1 As the COVID-19 pandemic affected in-person classes, Advance shifted to support the universities to convert in-person courses to fully virtual. This final year, Advance completed the final set of courses, including six animation courses at VTDI. In addition, Advance completed a feasibility study to assess the market and viability of microcredential short-term courses, which led to the development of two short courses for CCCJ. Both courses will expand youth access to short technical programs in areas that are poised for economic growth. In the DR, Advance continued its two-layered approach to standardize a competency-based model across all degree programs, first by working to strengthen faculty’s capacity to use a competency-based model in revising curricula and reframing learning objectives for technical and practicum courses; and second by working with them to tweak at least five courses per degree program to showcase how to reframe learning objectives and course syllabi validated by employers. Through this approach, Advance ensured that changes to the curriculum development and revision process are standardized, and these changes sustained over time. While revisions were completed for ITLA in Year 7, Advance completed all four pending curriculum revisions at ITSC and carried out classroom observations at both institutions to assess changes. Advance observed that professors had their class program at hand to validate the competencies and learning results. Many were implementing more dynamic and experiential methodologies such as the flipped classroom, and they were using more modeling exercises so their students could practice what they were learning. 1 In some cases, the Program was not able to implement all revised curriculums with students given lengthy university approval timelines outside of the Program’s control. Table 3 below illustrates the timeline for completion of all curriculum revisions in each institution. Please note that this table refers to revisions, not implementation and those revisions. All curricula for degree programs shaded in gray have been completed. UTECH Fashion Styling & Image Consulting New Completed Y4 Entertainment Design, Production and Technology New Completed Y5 CCCJ Health & Wellness Tourism New Completed Y3 Agro-processing & Business Management New Completed Y4 VTDI Entertainment & Events Management Revise Completed Y3 Animation Revise Completed Y4 ITSC Gastronomy Revise Completed in Y8 Q2. Logistics Revise Completed in Y8 Q2. Events Production Revise Completed in Y8 Q2. Nursing Revise Completed in Y8 Q2. ITLA Software Development Tweak Completed in Y7. Medical Devices Manufacturing Tweak Completed in Y7. * The third partner institution, UASD, in the DR is not included in this table as the partnership only focused on basic education activities. To institutionalize this new revision process, Advance also designed a practical guide with step-by-step instructions as well as recommendations to sustain engagement with employers and ensure competencies are aligned with market demands. Advance based this process on the Ministry of Higher Education, Science and Technology 's national guide for curriculum mapping and revision model. Prior to Advance’s support, professors were not included in redesigning processes. Going forward, institutions will conduct revisions incorporating professors as important members of this process, working alongside curriculum development and subject-matter experts in redesigning content. As part of improved curricula and pedagogy, Advance also finalized the implementation of basic education activities in Jamaica and the Dominican Republic. In the DR, through multiple interventions Advance strengthened the capacity of 313 pre-service teachers at UASD to integrate socioemotional learning (SEL) into their future teaching practices. A few highlights include the design of lesson plans on SEL integrating it into another teaching practicum course (Practice II) for soon-to-be secondary school literacy teachers (also called pre-service teachers). Advance co-facilitated this course with UASD faculty for an academic semester, and provided observation and coaching support during one classroom practice in secondary schools where they had the opportunity to teach young students. As a result of the Program’s support, 12 students completed the course out of the 14 students who originally registered. To assess learning outcomes, Advance conducted pre and post-tests, which showcased an increased awareness on the importance of SEL and increased knowledge on how to integrate SEL activities into a lesson plan. There were also specific improvements in different SEL competencies such as self- management, responsible decision-making and relationship skills, with pre-service teachers feeling more equipped to navigate secondary school settings with differing social and cultural demands. At the request of UASD, Advance also work with another career, bachelor’s degree in Pedagogical and Academic Orientation, to train future school psychologists and counselors. Advance designed and facilitated introductory workshops for students of this degree program, and then worked with faculty members to integrate and adjust SEL lesson plans into their courses. Advance was also asked to facilitate another introductory workshop for a thesis course reaching 300 students from multiple specializations in education programs. To close basic education activities in Jamaica, the Program supported VTDI in the institutionalization of a final year course that embeds SEL content and guiding principles to ▇▇▇▇▇▇ safe learning environments. The Ministry of Education also received completed career guidance books for distribution across the country. These books along with accompanying videos will add to the country’s repository of career guidance resources.

Curriculum design and pedagogy improved. In Jamaica, most degree programs have been new programs that Advance helped to design from scratch, while in the DR, Advance has worked with existing programs to revise or tweak courses as needed. All curriculum revision activities that Advance initiated in Year 3 in Jamaica were completed are complete, and in Year 6, and 6 most of these revisions were rolled out with students.1 students.2 As the COVID-19 pandemic affected in-person classes, Advance shifted to support the universities to convert in-person courses to fully virtual. This final year, Advance completed The Program converted five courses offered in the final set Animation and Events Planning programs offered by VDTI. The conversion of courses, including six animation courses at VTDI. In addition, Advance completed a feasibility study to assess the market and viability of microcredential short-term courses, which led to the development of two short courses for CCCJ. Both these courses will expand contribute to more youth having access to short technical programs training in areas that are poised for economic growthemerging industries. In the DR, the Program selected and convened curriculum task forces in each partner institution and finalized curriculum mapping sessions to determine the tweaks and revisions needed for each degree program. After careful consideration, Advance continued its decided to provide support through a two-layered approach to standardize a competency-based model across all degree programs, first by working to strengthen faculty’s capacity to use a competency-based model in revising curricula and reframing learning objectives for technical and practicum courses; and second by working with them to tweak at least five or six courses per degree program to showcase how to reframe learning objectives and course syllabi validated by employers. Through The Program trained 200 teachers in this approach, convened over 30 employers for validation sessions and finalized tweaks of the two degree programs at ITLA. Advance ensured expects that with this two-layered approach, changes to the curriculum development and revision process are standardized, will be standardized and these changes sustained over time. While revisions were completed for ITLA in Year 7, Advance completed all four pending curriculum revisions at ITSC and carried out classroom observations at both institutions to assess changes. Advance observed that professors had their class program at hand to validate the competencies and learning results. Many were implementing more dynamic and experiential methodologies such as the flipped classroom, and they were using more modeling exercises so their students could practice what they were learning. 1 In some cases, the Program was not able to implement all revised curriculums with students given lengthy university approval timelines outside of the Program’s control. Table 3 below illustrates the status and expected timeline for completion of all curriculum revisions in each institution. Please note that this table refers to revisions, not implementation and those revisions. All that revisions of curricula for degree programs shaded in gray have been completed. UTECH Fashion Styling & Image Consulting New Completed Y4 Entertainment Design, Production and Technology New Completed Y5 CCCJ Health & Wellness Tourism New Completed Y3 Agro-processing & Business Management New Completed Y4 VTDI Entertainment & Events Management Revise Completed Y3 Animation Revise Completed Y4 ITSC Gastronomy Revise Completed in Y8 Q2. Logistics Revise Completed in Y8 Q2. Events Production Revise Completed in Y8 Q2. Nursing Revise Completed in Y8 Q2. ITLA Software Development Tweak Completed in Y7. Medical Devices Manufacturing Tweak Completed in Y7. * The third partner institution, UASD, in the DR is not included in this table as the partnership only focused on basic education activities. To institutionalize this new revision process, Advance also designed a practical guide with step-by-step instructions as well as recommendations completed to sustain engagement with employers and ensure competencies are aligned with market demands. Advance based this process on the Ministry of Higher Education, Science and Technology 's national guide for curriculum mapping and revision model. Prior to Advance’s support, professors were not included in redesigning processes. Going forward, institutions will conduct revisions incorporating professors as important members of this process, working alongside curriculum development and subject-matter experts in redesigning content. As part of improved curricula and pedagogy, Advance also finalized the implementation of basic education activities in Jamaica and the Dominican Republic. In the DR, through multiple interventions Advance strengthened the capacity of 313 pre-service teachers at UASD to integrate socioemotional learning (SEL) into their future teaching practices. A few highlights include the design of lesson plans on SEL integrating it into another teaching practicum course (Practice II) for soon-to-be secondary school literacy teachers (also called pre-service teachers). Advance co-facilitated this course with UASD faculty for an academic semester, and provided observation and coaching support during one classroom practice in secondary schools where they had the opportunity to teach young students. As a result of the Program’s support, 12 students completed the course out of the 14 students who originally registered. To assess learning outcomes, Advance conducted pre and post-tests, which showcased an increased awareness on the importance of SEL and increased knowledge on how to integrate SEL activities into a lesson plan. There were also specific improvements in different SEL competencies such as self- management, responsible decision-making and relationship skills, with pre-service teachers feeling more equipped to navigate secondary school settings with differing social and cultural demands. At the request of UASD, Advance also work with another career, bachelor’s degree in Pedagogical and Academic Orientation, to train future school psychologists and counselors. Advance designed and facilitated introductory workshops for students of this degree program, and then worked with faculty members to integrate and adjust SEL lesson plans into their courses. Advance was also asked to facilitate another introductory workshop for a thesis course reaching 300 students from multiple specializations in education programs. To close basic education activities in Jamaica, the Program supported VTDI in the institutionalization of a final year course that embeds SEL content and guiding principles to ▇▇▇▇▇▇ safe learning environments. The Ministry of Education also received completed career guidance books for distribution across the country. These books along with accompanying videos will add to the country’s repository of career guidance resourcesdate.