APPLYING CURRICULUM CONTENT MAPPING (CCM) METHOD FOR CURRICULUM ASSESSMENT-JORDANIAN ARCHITECTURE CURRICULUMS CASE STUDY

The need to adapt the higher education system to the demands and expectations of the business and community sectors has prompted decision-makers to adopt more appealing strategies. Additionally, a variety of elements, including organizational culture, institutional politics, values, educational applications, external stakeholders, and educational philosophies, impact curriculum evaluation methodologies. What is the physical disparity between Jordanian and foreign architectural schemes' competencies? Approaches to curriculum evaluation are influenced by a wide range of elements, including organizational culture, institutional politics, values, instructional applications, external stakeholders, and educational philosophies. In many nations, it is observed that there is a disconnect between the academic and professional worlds of architecture because of inadequate study strategies. This study employs the curriculum mapping method to evaluate architecture engineering study plans in Jordanian universities. It concludes that this also occurs in the Jordanian case and identifies a physical imbalance in the competencies of architectural plans in Jordan when compared to international plans. The corporation of policy planners, civil society, and teachers needs to reform the curriculum to determine what is appropriate for the market and compatible with future changes. Additionally, decision-makers in the higher education system have used a variety of strategies in response to the need to change the system to better meet the demands of the business community and the community. This research insure that it is very important to apply that global perspective to the local context, to take the lessons learned and raise the standards of quality in the local experience.