management of vocational education
TRANSCRIPT
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Quality Assurance inTechnical and VocationalEducation
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Quality assurance in theManagement, Planning and deliveryof instruction Mr. Genus Review and revise TVET CurriculumMr. Parham Plan and deliver competency-basedinstruction, and assessment Mr.Martinez
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Measure of excellence
Consistent adherence to measurable and
verifiable standards
Outcome of the sum of all of the features and
characteristics of a programme
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Quality managementProcedures, processes or systemsused to guarantee and improvethe quality of a vocational andtechnical education and traininginstitution.
Quality assurance aims to avoidunfavorable development and soprevent poor quality.
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Improve the quality of education andtraining
Produce and disseminate coherentinformation
Ensure the protection of beneficiaries Create a quality culture Help implement policies in education Achieve better value for money Improve attractiveness of programme Tool for policy developers
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Allows for flexibility- articulation Practical experience for students
Monitoring of quality
Relevance of curriculum Vocational guidance
Monitoring and evaluation
Coordinating training
Effective teaching
Qualified instructors
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Establish mechanism for accreditation Flexible methods of delivery
Outcome-based delivery
Outcome-based assessment
Feedback mechanism and procedure forimprovement
A cooperative process
National goals for education / TVET policy
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Consideration of function as a whole Leadership/management
Customer focus
Result orientation Continuous learning / innovation
Relevance to the world of work
Financial stability
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Management commitment Personnel Development
Based on need assessment
Communication strategy
Clear objectives Develop a process of planning, evaluation
and implementation
Document the process
Measure outcome
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A structure to support and sustain effortstoward achieving quality Lines of leadership- specify positions
Specify duties
Number of persons reporting to position
Divide departments by functional areas
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Types of Leaders Charismatic Leaders
Transformational leaders
Contingency and situational leaders
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Democratic or participative Decentralize authority
High degree of participation
Paternalistic Provides benefits, employee services and fair supervision
Authoritarian Use authority
Economic rewards
Free-Rein Leader depend on subordinate
No leader inspired motivation
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Identify community needs Identify business and industry needs
Identify students needs
Assess potential for employment for specificoccupation
Identify programme goals and objectives
Analyze equipment, materials, instructors and
other support staff Plan for articulation
Vertical - across institutions
Horizontal - across programmes
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Define enrolment policy Enrolment number Course pre-requisite
Objectives Admission requirements Modes of delivery Learning support services
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Prepare to serve students with disabilities Vocational assessment Individualized education plans Instructional strategies Evaluation strategies Promote peer acceptance Provide guidance counselling Coordinating support services Transition programming
Interdisciplinary team
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Registration of institutions Conform to required standards
Programme evaluation
Programme improvement Evaluation of facilities
Equipment
Qualified instructors Technical and educational qualifications
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Self-assessment/responsibilities Identify the requirements
Gain management commitment
Coordinate and communicate the process
Assign resources Assess the gap analysis
Document the process
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Course Design Title of the course
Duration
Course level
Course objectives Outcomes
Course modules
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Course Curriculum Who is involved in the curriculum development?
Who approves the curricular?
How is course content determined?
Course delivery Who delivers the course?
Is the provider accredited?
Is the assessment process quality assured?
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Enrolment Define enrolment policy Enrolment number
Guidance and monitoring Course pre-requisite Objectives Modes of delivery Learning support services Cost of the course
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Guidance and monitoring Course assessment requirement
Course certification
Student counselling
Measuring student performance Criteria
Continuous
Certification
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Knowledgeable about the world of work Should have teaching skills
Principles/Methodology
Philosophy
Understand their student Psychology
Sociology
Assess/evaluate students Lifelong learners
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Course evaluation Develop teaching plan
Content should be industry driven
Measurable objectives
Discover new ways to engage students Use different methodology of teaching
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Delivery methods for a maximum learningeffect Classroom / Workplace learning
Quality learning environment Facilities/equipment
Integrate technologies Technology for teaching/learning
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How it contributes to teaching and learning Engage attention and interest
Reinforcing key aspects of subject matter
Act as focal point for learner response Add value to instructional method
Reinforces learning
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Types of learning resources Black/whiteboards/flipcharts
Overhead/LCD projector
Computers/video/CD Handouts/ books/manuals/web resources
Equipment/machines
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Sleeping in class Grandstanding
Prolonged chattering
Excessive lateness Noisy electronic devices Disputing instructors authority/expertise Verbal or physical threats to trainee or
instructor
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Discuss disruptive behaviour in private
Address behaviour not trainee/individual
Find ways to re-channel energy of
participants Maintain positive attitude
Use ground rules very early
Dont assume that old model work
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Curriculum is in line with the requirements ofthe labour market
Coordination among agencies/institutions
Flexibility for the individual to move from oneeducational strand to another
Stakeholders involvement
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A formalized approach to collecting andanalyzing information or data so as to: Determine the worth of a programme
Determine areas of failure
Take corrective measures Improve a programme
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Formative Conducted during operation of a program for the
purpose of improvement
Summative Conducted at the end of program to provide for
making decision or judgment about the programsworth or merit
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Quality of course Students performance
Graduates employment rate
Students satisfaction
Qualified instructors
Employer satisfaction
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The status of graduates 4-6 months aftercompleting their studies Graduates satisfaction level
The extent to which graduates utilize Career Guidanceservices
Graduates interest in further education Graduates capability of securing employment
Graduates earning
Graduates experience in securing a job
Graduates ability to perform at work
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Accounting system Ledgers
T-accounts: Debit, Credits and Balance
Budget and Budgeting Flexible budgeting
Allows for some level of flexibility
Fixed budgeting
Specified levels of allowable expenditure
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Budget and Budgeting Direct cost- All cost that will be specifically spent Indirect cost- cost incurred which are not shared with
other budget
Budget planning Inventory control and purpose
Reduce mismanagement
Provide for marking system
Valuable for planning
Valuable when facilities are moved
Provide historical document of type, cost, supply
Provide basis for calculation of depreciation
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Internal audit administrators /accountants Financial statement
Compliance
Operational functions
External audit- conducted by external auditors Provide reliable data
Safeguard records and assets
Focus on operational efficiency
Adhere to agreed policies
Prepare for audit and reporting
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Personnel development Teaching staff
instructors/training staff
Leadership staff
Administrators/managers Supervisors
Department heads
Support staff Guidance counselors
Admission officers Other support staff
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Personnel development ActivitiesCredit Course
Occupational
Experience
Workshop and
ConferenceShort Term
Training
In-Service Days
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Personnel development need assessment A survey
Observation
Advisory committee recommendation
Instructors request New innovation
Accreditation requirements
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Leaders Role in Personnel Development
Priority Vs
RandomActive
Vs Passive
Team
Vs
Individual
planning
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Quality ismonitoredby:
ExternalAgency
Feedbackfrom thepublic
EmployersFeedback
GraduateFeedback
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Quality monitoring Assess inputs of learning
Teaching materials/equipment
Teaching staff
Assess process of learning delivery
assessment
Assess output of learning
Students performance
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Administrators Accreditation
External monitoring body
Government
Stakeholders
Students
Instructors Students / trainees
Institution
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Prepare and disseminate report Government
Stakeholders
General public
Students Administrators and Instructors
Invite comments
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Why Quality Assurance? Standards are achieved and maintained
Coordination of activities
General public should be involved
Curriculum should be relevant Guidance is provided to students
Facilities/ technologies are improved
Continuous professional development
Administrators and Instructors are heldaccountable
Monitoring and evaluation
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The Approach
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Educational system that emphasizes thespecification, learning, and demonstration ofcompetencies (knowledge, skills, behaviors) thatare of central importance to a given task oractivity.
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Often comprised of modules Outcomes are based on standards set by
industry
Assessment is designed to ensure eachstudent has achieved all the outcomes (skills,knowledge and attitudes)
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Competencies are carefullyselected.
Theory is integrated with skill
practice Essential knowledge is learned tosupport the performance of skills
Training materials are keyed tothe competencies
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Materials designed to support theacquisition of knowledge andskills
Methods of instruction involvemastery learning
Sufficient time and appropriate
training methods are used Prior learning is assessed
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Learning should be self-paced Training approach is flexible
Variety of support materials
Satisfactory completion of training is based onachievement of all specified competencies
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Determine required competencies
Specify course / unit learning objectives
Identify learning outcomes
Design instructional activities and criteria toassess learning outcome
Develop a process where trainees can
demonstrate mastery of competencies
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Consider: What students or trainees will learn
Students needs on the job
What are the essential prerequisites
Previously learned knowledge andskills
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Identify occupation title Narrow the list of occupations Is formal training required Is the occupation allowed by law What is the entry level?
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What are competencies? Measurable or observable knowledge, skills,
abilities, and behaviors critical to successful jobperformance
Example Prepare tax
Rebuild an inboard engine
Fill cavity
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What is a task? Smallest identifiable and essential piece of a job
that serves as a unit of work A complete unit of work performed on the job that
result in a complete product or service Specific job or occupation
Competencies/Duties
Task .
Step I .. Step II ..
Step III ..
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A complete unit of work performed Has definite beginning and ending points
May be broken into several procedural steps
Begins with an action verb in the presenttense
Is short and precise
Can be learned in a short period of time
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Performance action verb Example: Type, Replace, Fabricate, Transport..
What is Used or produced Letter, Lower unit, Joint, Patient ..
Qualifiers- serve to distinguish task From dictation, Mercury engine, By wheel chair
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Why Verify? Out-of-date task
Unimportant task Strategy for Verification Qualified individuals in theoccupation..
Experts in the field
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Importance of task to the worker
How frequently is the task performed?
How critical is the task?
Can the task be learned? Is the task a prerequisite to performing other
task?
How much time can be used for completing
task?
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The process of identifying andwriting down the specific skills,
knowledge, and attitudes thatdistinguish someone who performsa task competently from someone
who cannot perform the task at all.
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Duties ________ Tasks____________
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Break down each task into component parts steps Benefits
Each specific step required to complete a task is identified
Technical knowledge for performing the steps are
identified Specialized tools are identified
Critical safety knowledge and skills are identified
Critical attitudes that are an integral part of performing
the task are identified
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Terminal performance objective Brief statement describing exactly:
What the trainee must do to show that the task hasbeen mastered
Describe a situation under which performance must bedemonstrated
What performance is required
How well the trainee must perform to reach mastery
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Three basic components Observable behavioror performanceon the part of the learner
Standard acceptable performance onthe part of the learner Conditionsunder which learnerbehavior of performance is to occur
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Task Repair or replace a window mechanism
Terminal performance objective Provided with an automobile with damaged window
mechanism: repair or replace the windowmechanism so that it operates smoothly
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Help to check the wording of Task Trainee knows exactly what they are to
master
Help instructor decide on learning activities Decide on how testing situation can be set Provide an excellent means of looking at
programme
Determine instructional materials andresources
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Learning package designs Student direction sheet
Student direction for completing task Learning guide
Carefully guide students through wide variety ofdeveloped print and media materials
Self-contained module Include detailed instructions, pictures, diagrams, pre-test and post-test
Develop instruction- Lesson plan Instructor lesson notes
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Is the process of collecting evidence and making judgments on ones progress
towards satisfying the performance criteria set outin a standard or learning outcome
At the appropriate point, judgment is madeas to whether competency has been achieved.
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Criteria-referenced testing Evaluating and or grading the learning of students
against a set of pre-specified criteria
Norm-referencedtesting Evaluating and or grading the learning of students byjudging or ranking them against the performance oftheir peers
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A form of assessment in which students areasked to perform real-world tasks thatdemonstrate meaningful application of
essential knowledge and skills
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Requires students to develop responses ratherthan select from predetermined options
Elicits higher order thinking in addition tobasic skills
Directly evaluates holistic projects Criteria made known to students Allows for the possibility of multiple humanjudgments
Relates more closely to classroom learning Teaches students to evaluate their own work
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Reliability: Produce the same result withprecision after repeated attempts
Adequacy of feedback: Result are recordedand provided to the user in a timely manner
Accessibility: Assessment available and cancover a wide range of tasks
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Validity: it must cover all the performancecriteria for the skills and knowledge of thestandard being assessed;
Authenticity:it must be the individuals ownwork;
Sufficiency:enough evidence must becollected to judge the individual iscompetent across all elements andperformance criteria
Competent: the individual is competentnow and meets the current standard
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The purpose is to confirm thatan individual can perform the
standard expected in theworkplace, as expressed in therelevant endorsed competency
standards
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The assessment: Based on clearly stated learning objectives that are
measurable
Demonstrate outcomes under particular conditions(preferably workplace conditions)
Skill mastery and records are maintained
Direct evidence about a students knowledge andskills
Use performance criteria as a benchmark and
measure the evidence against the performancecriteria
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Gathering evidence about a students /trainees performance
Assessment is linked to the requirements ofthe workplace
Direct evidence about a students knowledgeand skills should be obtained
Use performance criteria as a benchmark andmeasuring the evidence against the
performance criteria
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To be competent Carrying out tasks at an acceptable level
Organizing and managing a range of different tasks
Responding appropriately to routine changes
Applying existing skills and knowledge to newsituations
Using communication and interpersonal skills whichsuit the work environment
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Internal
Verifier
AssessorExternal
Verifier
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Interpersonal skills
Have current evidence of competence
Evidence of professional development
Knowledge of principles and practice ofassessment
Knowledge of units of assessment
Assist institutions to develop best practice
Provide information on new qualification
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An external verifier: Is an Employer of awarding body or institution
Sees individual records of assessment
Samples the evidence collected
Monitors the overall assessment process Makes recommendation for certification to
awarding body
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Make sure quality control procedures aremastered
Samples assessment and countersignsassessment records
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Direct observation of the candidate Documentation
Photograph, audio, video or other electronicrecording of candidates activities
The presentation of artifacts Sample projects
Questioning the candidate to assess theunderpinning knowledge and understanding Written test
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Recognition of Prior learning Simulation Journal Oral presentation Case study Problem solving Research
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Assessor-led approach: assessor could take some responsibility for collecting
and structuring evidence and collects evidencethrough observation of performance supplemented by
questioning
Candidate-led approach: may be particularly appropriate if it is difficult for the
assessor to carry out direct observation. Candidates
who take the lead
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Develop test before instruction
Select learning resources Benefits of developing test
Diagnosing entry level Providing immediate feedback Assessing mastery of task Evaluating the effectiveness of learning materials
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Determine exactly what should be tested Determine whether the process or productor both is critical Determine minimal acceptable standards Write directions for the students/trainees
Purpose of the test
General testing situation
Exactly what trainee/student is expected to do Time, etc.
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Recallitems Short answers
Completion
Recognition
Multiple choice True or false
Matching items
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Instructor preparation Deliver instruction and meet course objectives Assess students
Observation in the workplace Practical demonstration and questioning Written tests and essays Projects
Ensure required equipment and resources areavailable Provide clear instruction Explain level of performance Assess student
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Managing learning Design a form to be completed and signed by
student and instructor after the completion of a task
Re-arrange the learning environment (Lab)
Keep a students progress record Document Mastery of Task
Satisfactory
Unsatisfactory
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Determine required competencies Specify course/learning objectives
Identify learning outcomes
Design instructional activities
Assessment of learning outcomes Demonstrate mastery competencies
Develop learning package
Implement and manage student learning
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Technical and Vocational
Education and Training
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Curriculum Development can be defined as thesystematic planning of what is taught andlearned in schools as reflected incourses ofstudy and schoolprogrammes.
The curriculum is the sum of all learningactivities or experiences that a student has
under the direction of the school.
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Oriented towards performance in theworkplace
Based on identified occupational needs Standards / applied performance
Focused in developing knowledge, skillsattitudes, and values for employability
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Graduates success is demonstrated in theworkplace
Responsive to community needs
Governments involvement is required
Responsive to technological changes
Resources are critical for implementation
Adequate funding is critical
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Curriculum developed on objective data-based information
Curriculum must be dynamic Take into consideration globalization
Explicit Outcomes Realistic course content
Dynamic curriculum
Student-Oriented
Future-Oriented
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To prepare students for successfulemployment in the labour market To adjust to changing technology and the world of
work
Acquire skills needed for a competitive globaleconomy
Be lifelong learners
Be innovative and creative
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Assess existing programmes Strategic planning and policy decision Programme planning Programme delivery
Take a decision Implications for decisions made Irreversible Futuristic
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TVETCurr.
Indiv. Phil.
Nat. & StatePhi of Educ.
Nat. Goals forEduc.
NationalTVET Policy
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Who establishes the standards? School Board
Board of Trustees
Teachers/Administrators
Representatives of business and industries
How are standards established? Involvement of teachers
Administrators and directors
Employers and employees
When are standards established? When opportunities have been identified
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What standards need to be established? Delivery of programmes
Opportunities for cooperation/partnership
Employment opportunities for graduates
Prospective enrolment Availability of qualified instructors
Availability of facilities / equipment
Availability of funding
Courses to support programme
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Assessing current status of vocational programmes What are the current programmes What are the courses
Determine students occupational interest Standardized test Interest inventories Standardized aptitude test Standardized achievement test
Institution made survey
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Following up former students Identifying and collecting information on graduates
Employed, unemployed or continuing education
Assessing facilities
School facilitiesProjecting enrolment
Community data Projecting school enrolment
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Understanding the community Population trends
Community goals and priorities
Projecting programme cost Identifying and assessing availableresources
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Labour Market Data Number of businesses and industries in
the community
Assessing current and projected labourdemand Current and emerging areas of employment
Growing occupations and qualifications
Where are the skills shortages?
What are competencies? Changes in technology
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Labour Market Data Sources of employment in the community
Assessing current and projected laboursupply Addition to current labour supply
Losses from the current labour supply
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Sources of Information National / local / sectoralemployment data
Data forecast from businesses andindustries
National / local / sectoral researchdata
Institution enrolment / graduationnumbers
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Factors to consider Time Funds Internal and external pressure
Government requirements National TVET policy / Goals for Education Skills needed by employers Level of content Academic / vocational content
Entrepreneurial skills
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Determining curriculum Content Introspection
Instructors develop individualthoughts
The DACUM approachDuties
Task
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DACUM Committee A committee of 8-10 expert workers Recruited from business and industries Professional bodies
Content decided by DACUM Committee
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DACUM Committee Review of job or occupational area Identify areas of responsibilities Identify specific tasks Sequence the tasks Identify general knowledge, attitude and skillrequirements Occupational standards Identify equipment, tools, and materials
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Job/Occupation identified Determine duties Determine tasks which are focused on performance Sequence the tasks
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Duties ________ Tasks____________
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Industry standards Competencies
Duties and tasks
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Identifying Constraints Student characteristics
Instructors and support staff
Curricula arrangements
The employment settings
Youth employment
Shortage areas
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Goals: Broad (unmeasurable) aim or purpose ofa total educational curriculum Gives direction for development of specific objectives
Individual involvement
Consistency of curriculum goals with other goals
General objectives/Performance objectives Precise and measurable
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Identifying and selecting materials What materials do you need to enhance teaching?
What materials do you need to deliverinstruction?
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Selecting Curriculum Materials General information
Acceptable standards of quality
Strengths and weaknesses
Instructor bias Readability level
Short and long range planning for materials
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Factors to consider Time Expertise Accuracy of information
Editorial assistance Material production Funds
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Determining the worth or merit of acurriculum
Productassessment
Contextassessment
Inputassessment Process
assessment
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Need for curriculum materials assessment Defining curriculum materials quality
Acceptability
Practicability
Generalizability
Conducting the curriculum materialsassessment
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Assess ripple effect of change Is re-training of faculty instructors necessary?
Must other parts of curriculum be changed?
Assess students response to change Assess students in employment Students satisfaction with programme Assess instructors / staff response to change Employer satisfaction
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Planning the Curriculum Establish decision-making process Collect and assess school / Community-related data
Establishing Curriculum Content Strategies to determine content
Make curriculum content decision Develop curriculum goals and objectives
Implementing and evaluating theCurriculum
Identify and select materials Develop materials
Select delivery strategies