DACUM Workshop (learning points)

Prepared by: Mohammad Rafi Qazizada

Date: 07. 03. 2012

Definition of curriculum

• A Curriculum is a judiciously organised subject matter (Static)

• Set of process, programmes and the like, which are applied to learners in order to achieve certain kind of objectives (Dynamic)

• A curriculum is those aspects of education and training which have been planned to comprise a course (Descriptive)

• A curriculum is a sequence of content units arranged in such a way that the learning of such a unit may be accomplished as a single act, provided the capabilities described by specified prior units in the sequence have already been mastered (Prescriptive)

In summary CBT Curriculum......

• CBT Curriculum is purely and simply a teaching strategy.

• A teaching and learning strategy is in turn conceived as being a series of goal-oriented activities of procedures to be carried out by instructors with respect to trainees and in the context of a syllabus or a body of subject matter.

Comparison of trainee performance to competency standards Conduct internal evaluation of programme by trainees Obtain views from trainers/instructors Obtain confidential reviews from experts and employers Collate inputs and synthesize them

Organisation of teaching and

learning environment

Selection of instructional

strategies

Analysis of student

performance with respect to

set objectives and competency

standards

Identify deficiencies on the

curriculum

Recommendation of

changes

Listing of module titles

Identification of Learning Outcomes

Development of learning strategies

Development of practical exercises

Listing of related knowledge

Listing of tools and equipment

Prerequisites to the

training

Training needs

Job descriptions

Occupational profile

Task analysis

Educational and training

objectives

Preparation

phase

Evaluation

phase

Implementati

on phase

Development phase

Phases of CD

Curriculum revision

• Every curriculum has a shelve life and it is necessary to review

curriculum in order to realign it to the changing demands and dev.

(Omission of key information, Changes in technology, Changes in

approach of the content)

• Curriculum review should be an organised process in order to yield the

intended result. It is important to have a committee: (Teachers that have

taught the module, Other teachers in the same occupational area, Occupational job experts, CD expert)

• Review Process: Duration of Module, Aim of the module, Learning

Outcomes, Outcome assessment criteria. Module content

CBT definition

There is no uniform understanding and definition of the terms

“competence” and “competency”

– “Competence is the ability to perform activities within an occupation or function to the

standards expected in employment” . NVQ-UK

– “Competence is the possession and development of sufficient skills, knowledge and

appropriate attitudes and experience for successful performance of life roles” K. G.

Marsh University of Greenwich

What does it mean to be competent?

– Being able to do the job.

– Knowing how and why things are done.

– Knowing what to do if things go wrong.

– Having the right approach to do a job properly and safely.

– Being able to adapt to similar but different situations in work.

6

Why is competency important?

Employers

• Improve quality of products

and services

• Improve productivity

• Reduce cost and minimise

waste

• Workforce that is able to adapt

to new work practices and

technologies

• International competition and

investment

Employees

• Employment opportunities

– new entrants

– existing workers

• Job satisfaction

• Promotion

• Recognition

• Wages

• Mobility

• Adapt to new work practices and

technologies

CBT implementation

Job mapping

Job profiling

Development of training materials

Development of standards

Development of curricula

Development of assessment

materials

C E R T I F I C A T E S

D I P L O M A S

Bachelor Degree

Masters Degree

Doctoral Degree

Bachelor Honours Professional Bachelor

1

2

3

4

5

6

7

8

9

10

NQF Levels

Proposed Qualifications on the NQF

SYSTEMATIC CURRICULUM & INSTRUCTIONAL DEVELOPMENT

Phases

A - ANALYSIS

B - DESIGN

C - DEVELOPMENT

D - IMPLEMENTATION

E - EVALUATION

Major Components

A - 1

Conduct

Needs

Analysis

A - 2

Conduct

Job

Analysis

A - 3

Conduct

Task

Verification

A - 4

Select

Tasks

for Training

A - 5

Conduct

Standard

Task Analysis

A - 6

Develop

Competency

Profile

B - 1

Determine

Training

Approach

B - 2

Develop

Learning

Objectives

B - 3

Develop

Performance

Measures

B - 4

Develop

Training

Plan

C - 1

Develop

Learning

Guides/Modules

C - 2

Develop

Learning

Plans/Job Aids

C - 3

Develop

Lesson

Plans

C - 4

Develop

Supportive

Media

C - 5

Pilot-Test/

Revise

Materials

E - 1

Conduct

Summative Evaluation

E - 2

Analyze

Information Collected

E - 3

Initiate

Corrective Actions

D - 1

Implement

Training Plan

D - 2

Conduct

Training

D - 3

Conduct

Formative Evaluation

D - 4

Document

Training

SCID

Components of curriculum

Module title

Module aim

Learning Outcomes

Outcome assessment criteria

Module content

Delivery strategy

Tools and equipment

Resources

DACUM Orientation What is DACUM? It is an acronym for : Develop A Curriculum Why DACUM? DACUM is a unique, quick, innovative and low cost method of job and /or

occupational, process and functional analysis. DACUM process advantages: Encourages group interaction and brainstorming Builds group synergy and consensus Gives future orientation Maximizes input from industry Facilitates employee/employer/learner buy-in Provides effective way to meet industry needs for job-specific training Gives comprehensive outcomes with superior quality at low cost

The GAP

What is taught Real world GAP

Three major assumptions of DACUM

•Expert workers can describe

and define their job more

accurately than anyone else.

•An effective way to define a

job/occupation is to precisely

describe the tasks that expert

worker perform.

•All the tasks, in order to be

performed correctly, demand

the use of certain knowledge,

skill, tools and positive

worker behavior.

The process…. (duties)

The whole job

The whole job

Divided into

6 to 12 duties

Occupation ?

COOK

Prepare meat

Bake pastry

Prepare salads

Promote hygiene

?

The process…. (tasks)

The whole job

Each duty divided into 6 to 20 tasks

Tasks…

Duties Tasks

Prepare meat

Bake Pastry

Prepare salads

Promote hygiene

?

Cut meat

Marinate meat

Roast meat

Prepare dough

Bake dough

Cut salads

Clean utensils

Example:

Occupation: Lecturer

Duty: Deliver lectures

Task: Prepare lesson plan

Steps:

1- Break-down syllabus content

2- Allocate time to cover relevant

syllabus content

Photo: (duties and tasks)

Photo: (duties and tasks)

Photo: ( Presenting of duties and tasks)

A- Duty statements

Describe large areas of work in performance terms

Serve as cluster for a cluster of related tasks

(usually 6 – 20 per duty)

Consist of one verb, an object and usually a qualifier.

Are general, not specific statements of the work that is performed ( usually 6 to 12 per occupation)

Stand alone (are meaningful without reference to the job)

Avoid reference to workers’ behavior, tools and knowledge needed.

B- Task statements

Concisely describe a task in performance terms

Should have a single action verb and an object that receives the action

Usually contain one or more relevant qualifiers

Are explicitly stated (crystal clear) Are meaningful by themselves (

not dependent upon the duty of other tasks)

Avoid references to worker behavior

Avoid references to tools and equipment that merely support task performances

Avoid references to knowledge needed.

Guidelines for:

Blooms Taxonomy Evaluation Synthesis Definition: Judges the

value of material for a

given purpose.

alleviate

assess

communicate

conclude

consider

counsel

criticize

critique

decide

defend

detect

elicit

estimate

evaluate

grade

interpret

judge

justify

measure

predict

prescribe

rank

rate

recommend

reinforce

release

review

select

score

support

test

validate

verify

Analysis Definition: Formulates new

structures from existing

knowledge and skills.

arrange

assemble

budget

code

combine

compile

construct

create

cultivate

design

develop

enhance

explain

facilitate

formulate

generalize

generate

improve

integrate

organize

plan

prepare

produce

propose

relate

revise

sequence

specify

write

Application Definition: Understands both

the content and structure of

material.

analyze

break down

categorize

compare

contrast

correlate

deduce

detect

differentiate

discriminate

examine

figure out

group

manage

maximize

minimize

optimize

order

outline

select

separate

train

transform

Comprehension Definition: Uses learning

in a new and concrete

situation (higher level understanding).

ascertain

adapt

apply

assign

calculate

classify

complete

compute

conduct

construct

contract

demonstrate

determine

discover

establish

estimate

employ

explore

expose

factor

illustrate

investigate

make

manipulate

maintain

modify

orient

perform

practice

predict

prepare

produce

provide

relate

set

simulate

solve

use

Knowledge Definition: Grasps the

meaning of material (lowest level of

understanding)

approximate

articulate

associate

characterize

clarify

classify

contrast

convert

differentiate

delineate

describe

discuss

explain

give example

locate

paraphrase

predict

review

summarize

translate

Definition: Remembers

previously learned material.

cite

define

describe

numerate

identify

indicate

label

list

locate

match

name

outline

point

recall

recognize

reproduce

select

state

tabulate

write

What is a task?

Represent the smallest unit of job activity with a meaningful outcome

Result in a product, service or decision

Represent an assignable unit of work

Has a definite starting and ending point

Can be observed and measured

Can be performed over a short period of time

Can be performed independent of other tasks

Consist of two or more steps.

Introduction to Standards development

Imagine a world without standards .......

(Measurability, Compatibility, Universality, Marketability

Portability, Conformity ...)

Standards are used as a system of measurement

(Mass , Length, Speed, Temperature , Etc....)

Key question What is the difference between competence and competency?

• Competence = ability (in general)

• Competency = test to assess knowledge, skill and attitude

(Potential to perform vs Actual performance)

Definition of standards

A unit standard is a registered statement of desired education and training outcomes and its associated assessment criteria together with administrative and other information as specified in the regulations

A technical standard is an established norm or requirement. It is usually a formal document that establishes uniform engineering or technical criteria, methods, processes and practices. ...

What are performance standards?

Performance standards provide clear statements of the kinds of performances that constitute evidence that students had met the content standards. They answer the question, how well must a student perform? ...

Unit standards

The intended audience is:

the “informed assessor” – a subject expert (or someone who has

access to expertise) who is qualified as an Assessor

a candidate who has completed learning and has the capacity to

determine readiness for formal assessment

Specify outcomes of learning or work performance

Provide the basis for the design of assessment and making an

assessment judgment

They are not directly concerned with delivery of learning or training

programs

As they describe required performance, they inform the design of

such programs

BUT

Headings on a Unit Standard

Title The outcome of learning attained

and awarded – the person is able to …

Element An assessed sub-outcome of learning to give clarity to the

Title – the person is able to …

Performance

Criteria

The FORM, AMOUNT, and QUALITY of evidence that is required

to be considered by the Assessor if credit is to be awarded –

what is “performance worthy of credit”?

Range

statement

The context, or parameters in which the performances

are required or are relevant

Special

Notes

Information to improve clarity of meaning and scope of the

performances expected

Performance

Criteria

(RANGE)

OUTCOMES EVIDENCE

ELEMENTS TITLE

Components of a Unit Standard

Unit standards and qualifications

• Unit standards outline a level or measure of

achievement. It can be viewed as a statement of

performance and outcome criteria.

• A cluster of unit standards make up a qualification

Standards development procedure 1. Task analysis

2. Clustering of tasks

3. Identification of unit titles

4. Development of elements

5. Generation of range statements

6. Development of performance criteria

Task Analysis criteria:

1. Importance

2. Frequency of operation

3. Complexity

4. Criticality

Clustering of Tasks:

1. Process

– Sequence

– Procedural steps

2. Systems

– Digestive system

– Transmission system

– Solar system

3. Relationship

– Teaching and learning

– Assessment and certification

– Monitoring and evaluation

Identification of Unit titles:

form cluster headings of clustered tasks:

Perform basic engineering drawing

Apply mathematical principles

Repair exhaust system

Install security system

Prepare lessons

Development of Elements title and

Performance criteria:

Elements are sub-elements of a unit title

They give clarity to the unit title

In giving clarity to the unit titles the title is

sub-divided

Performance criteria

They further break down the elements

into smaller objectives

The smaller objectives add up to the

whole unit objective

Credit allocation & value

Credits allocated to a unit standard must reflect the notional learning time it is expected to take candidates to repeatedly meet the outcome and performance requirements in the unit standard. Notional learning time includes time:

• Spent in structured tuition and self-directed learning and practice

• Taken to gather and provide evidence for assessment purposes

• Taken for assessment in all the outcomes and contexts

One credit represents a notional 10 hours of learning, practice and

assessment time with respect to the outcomes and contexts of the unit.

Credits allocated must:

• Be whole numbers and no more than 120

• Be consistent with unit standards comparable outcomes, evidence demands

and contexts.

Develop of Performance criteria

What is performance criteria?

• It is the FORM, AMOUNT, and QUALITY of evidence that is

required to be considered by the assessor if credit is to be

awarded

• It helps assessors maintain objectivity and provide students with

important information about expectations, giving them a target or goal to strive for.

Occupation: TVET Trainer

Unit title: Design learning programme

Elements

1. Confirm scope of learning

2. Design the learning programme

3. Develop the learning programme content

4. Structure learning programme

Elements from Unit title

Element: Design the learning programme

Performance criteria

1. Relevant learning strategy documentation is accessed and used to guide the learning program development.

2. The competency and learning styles of the target group learners are investigated to inform the learning program design.

3. Research is conducted to identify existing learning programs, learning resources and learning materials which could be used and customised.

4. A range of options for the learning program content is generated in collaboration with other persons and based on research findings and application of learning principles.

5. Design options for the learning program content are identified and applied.

PC from element

(حرفىی)پروسه انکشاف استندرد های مهارت های مسلکی (حرفىی )منظقی انکشاف استندرد های مهارت های مسلکی / مرحله استداللی 9

Process of Developing standards for TVET

سامان آالت ومواد

ویازمىذی تاومىذ شذن

قذم ا/مراحل

کار ا

معیار اجراات

ظایف

سکتر

شغل

ارزیابی

تی مشخصات شغل -تعیه ومدن شغل ، تثبیت سی ا ساختار شغل. 2

تی مشخصات ظیفی /اوکشاف . تعیه ظایف کار ا. 3

تی مشخصات کاری / اوکشاف –تعیه کار ا برای ر ظیف . 4 .

تی معیار ای اجراات برای ر کار/ساخته . 5

لست ومدن مراحل یا کار ای ضمىی برای ر کار. 6

لست ومدن سایل سامان آالت ، ماد دیگر مىابع . 8

زراعت، تجارت، خذمات، ساختمان غیري : مشخص ومدن سکتر مثأل . 1

تی اوکشاف مىذرجات داوش، تاوایی، مصویت طرزبرخرد. 7

اوکشاف تی معیار ای ارزیابی . 9

Photo: ( General knowledge and Skill and attitude of Teacher)

Syllabus Syllabus consist of information and details of Task Profile.

Basically syllabus describes: 1. WHAT TO TEACH ?

2. HOW TO TEACH ?

Basic Elements 1. Topic 2. Theory 3. Performance 4. Time 5. Delivery mode 6. Assessment mode 7. Selected references & audiovisual materials 8. Tools, equipment and supplies

SYLLABUS

OCCUPATION:CARPENTER

DUTY/TASK:

THEORY PERFORMANCE HRS DELIVERY MODE ASSESSMENT MODE

Selected Refrenceces and Audiovisual Materials

Tools, Equipment Supplies and Facilities

TOPIC

Thank you!