Aarhat Multidisciplinary International Education Research Journal (AMIERJ) Page 130 EduIndex Impact Factor 5.18 UGC Approved Journal No 48178, 48818 AMIERJ Volume–VII, Special Issue–XXIII ISSN–2278-5655 27 th May 2018 DESIGNING CONNECTED CURRICULUM FOR THE POST GRADUATE COURSE IN EDUCATION Mr. Vidyanand Khandagale Miss. Asmita Shinde Abstract Curriculum has been conceptualised as the formal as well as informal learning experiences that occur inside and outside of the classrooms. Although, it needs to have sound historical, philosophical, psychological as well as social foundations, the political ideologies of ruling governments influence it strongly. Distinct disciplines of knowledge shape curriculum and it has its own principles, research theories and practices. Thus, curriculum and curricular practices are the backbone of the education system or for that matter, any educational course. On the basis of diverse ideologies, it has been perceived and conceived in different ways. This diverse range of approaches has resulted into various curriculum construction models designed by curriculum framers. Eventually curriculum designed for higher education largely depends either on the technical-scientific or non- technical non-scientific approaches. However, incorporating a single approach is inadequate to enable students to achieve the competencies that are domain specific. The fundamental functionality of Universities is to cater to teaching and research. However, in the present context, it is commonly found that Universities concentrate at either of these two functionalities. The Connected Curriculum Framework aims at establishing a mutually beneficial relationship between teaching and research. It thus, can be potentially beneficial to higher education as well as Universities. This paper explores the six dimensions and possibilities that the value–based connected curriculum framework offers to higher education. Keeping in view the world-wide trends in curriculum reforms, the researchers have made an attempt to find out the extent to which the connected curriculum framework is practised in the Master of Education course and based on the status and need analysis the connected curriculum design for the said course has been developed. Key Terms: Connected Curriculum, University, Higher Education Introduction Universities are formal institutions that impart higher education under various faculties. This includes under- graduate as well as post-graduate courses. It is also a hub of extensive research activity carried out by teachers as well as research students. Throughout the history of modern universities, it has been found that universities have been primarily developed with the aim to not only cater to higher education and research but also integrate both these functions. The Humboldtian model of Higher Education is based on this very core principle that teaching should be directed by research and that education and research should be combined holistically. As per this model, universities should provide an educational system which should be based on objective knowledge and analysis and should provide students the academic freedom to engage themselves in the course of study of their choice, without being hindered. Even the Robbins Report published by the United Kingdom in 1963 highlighted the importance of intertwining teaching and research closely. The major conclusion of this report regarding universities was as follows, “Such institutions should have four main objectives essential to any properly balanced system: instruction in skills; the promotion of the general powers of the mind so as to produce not mere specialists but rather cultivated men and women; to maintain research in balance with teaching, since teaching should not be separated from the advancement of learning and the search for truth; and to transmit a common culture and common standards of citizenship”. The University Grants Commission (UGC) established by the Government of India in order to maintain quality assurance for higher education in India has one of its main objective: improving undergraduate education in colleges through better connection and coordination with post graduate programmes in the universities. The National Assessment and Accreditation Council (NAAC), an autonomous body under the UGC defines one of its specific task of engagement and endeavour as: stimulating the academic environment for promotion of quality in teaching-learning and research in higher education institutions. Thus, the modern universities have emphasized on the strengthening of the relationship between teaching and research. However, in recent decades, teaching and research are being looked upon as two distinct functions.