1. Investigating curriculum context
1.1. situational analysis
1.1.1. what it is
1.1.2. when it is to be conducted
1.1.3. prupose
1.1.4. determinants
1.2. sources of data
1.2.1. data gathering techniques
1.2.2. required data and information
1.2.2.1. external
1.2.2.2. internal
1.3. interpretation of findings
2. Designing a curriculum at meso level
2.1. selecting and applying curriculum framework
2.2. developing outcomes and competencies
2.3. curriculum content selection
2.4. teaching strategies and learning opportunities
2.5. learning assessment strategy
3. Approaches to curriculum design
3.1. content-centred
3.2. competency-centred
3.3. problem-based
4. Principles
4.1. Educational
4.1.1. scientific approach
4.1.2. logical point of departure
4.1.3. process
4.1.4. cooperative effort
4.1.5. relevance
4.1.6. learner-centred
4.2. Professional
4.2.1. comprehensiveness
4.2.2. integration
4.2.3. networking
4.2.4. problem-based learning
4.2.5. innovative
4.2.6. research orientation development
5. Stages
5.1. Exploratory
5.1.1. conduct situational analysis
5.1.2. constraints identification
5.1.3. critical path analysis
5.1.4. curriculum presage deliberations
5.1.5. curriculum design criteria development and plan of action
5.2. Curriculum implementation
5.2.1. curriculum put in operation
5.2.2. overcome any problems
5.2.3. informally evaluate curriculum continuously and correct where needed
5.3. Monitoring and review
5.3.1. curriculum evaluation stage
5.3.2. documentation of findings
5.3.3. recommendations for change
6. Curriculum evaluation
6.1. purpose
6.2. focus areas
6.2.1. mission
6.2.2. official curriculum
6.2.3. teaching effectiveness
6.2.4. environment
6.2.5. outcome