Development of VET Curriculum

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Development of VET Curriculum
Ghang, Jong-Hoon
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I. Concept of curriculum in vocational and
technical education
Curriculum
The sum of the learning activities and
experiences that a student has under the auspices
or direction of the school
Two central focus of the curriculum
? each student has his or her own curriculum
? to do with the breadth of learning experiences
and activities associated with a curriculum.
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Education in our society
FORMAL EDUCATION
EDUCATION FOR EARNING A LIVING
EDUCATION FOR LIFE
INFORMAL EDUCATION
Characteristics vocational and technical
curriculum
In-School success standards
Focus
Orientation
Justification
Out-of-School success standards
School-community relationships
Expense
Responsiveness
Logistics
Federal involvement
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Possible shared and unique aspects of
instructional development and curriculum
development
INSTRUCTIONAL DEVEOPMENT
Develop Curriculum Goals
Write a Lesson Plan
CURRICULUM DEVEOPMENT
Plan a Unit
Make Curriculum Planning Decisions
Write Objectives
Obtain Student Instruction-nal Resources
Sequence Objectives
Obtain School-related Data
Develop Learning Experiences
Determine Students Needs and Interests
Obtain Community- related Data
Select Media
Develop Curriculum Materials
Select Equipment
Determine Curriculum Content
Evaluate Curriculum MaterialsEffectiveness
Obtain Supplies
Make Curriculum Content Decisions
Prepare Teacher-made Instructional Materials
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Data-based
Decisions about whether or not to offer a
curriculum need to be founded on appropriate
school and community-related data
Dynamic
Just as vocational and technical education in a
dynamic state, its curricula must, likewise, be
dynamic
Explicit outcomes
Not only must the contemporary vocational and
technical curriculum be responsive to the world
of work, it must also be able to communicate this
responsiveness to both teachers and students
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Fully articulated
Curriculum articulation may involve the
resolution of content conflicts across different
areas or development of a logical instructional
flow from the first year to the second year
Realistic
Vocational curriculum content is typically based
on the actual workers role with relevant tasks,
knowledges, skills, attitudes, and values serving
as a foundation for what is to be taught
Student-Oriented
Not only must the curriculum meet group needs,
but there is an obligation to meet the individual
students needs
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Evaluation-conscious
Anyone who is involved with the vocational and
technical curriculum should be aware that
evaluation is a continuous effort
Future-Oriented
The extent to which a curriculum is successful
twenty, thirty, or even forty years from now
will be largely dependent upon the
future-oriented perspective associated with it
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Curriculum development in vocational and
technical education
PLANNINGTHE CURRICULUM
ESTABLISHING CURRICULUM CONTENT
IMPLEMENTINGTHE CURRICULUM

• Establish a Decision- making process
• Collect and Assess School-related Data
• Collect and Assess   Community-related Data

• Utilize Strategies to Determine Content
• Make Curriculum Content Decisions
• Develop Curriculum Goals and Objectives

• Identify and Select Materials
• Develop Materials
• Initiate Competency- Based Education
• Evaluate the Curriculum

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A Brief glossary of systems terms
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?.5SelectInstruc-tionalSetting
PHASE IANALYZE
?.4DetermineSequence Struc-ture
PHASE IIDESIGN
?.5Validate Instruction
PHASE III DEVELOP
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?.2ConductInstruction
PHASE IVIMPLEMENT
PHASE VCONTROL
?.3Revise System
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(1)
(2)
(3)
(4)
CONDUCT FEASIBILITY STUDY
CONDUCTTASK ANALYSYS
DEVELOP TRAINING OBJECTIVES
DEVELOPCRITERION TEST
Revise
Revise
Revise
(8)
(7)
(6)
(5)
DEVELOP LEARNING STRATEGIES
DEVELOP LEARNING SEQUENCE
VALIDATE TRAINING OBJECTIVES
VALIDATECRITERION TEST
Revise
Revise
Retest
Revise
(10)
(11)
(9)
(12)
DEVELOP INDIVIDUAL LESSONS
VALIDATE INDIVIDUAL LESSONS
IMPLEMENT FIELD TEST SYSTEM
FOLLOW-UP ON GRADUATES
Revise
Revise
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II. Method of curriculum design
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Decision tree For a small dinner party
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Decision tree for offering an air conditioning
program
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Program evaluation and review technique(PERT)
PERT network for feasibility study of vocational
program XYZ
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School-related data analyzed
School-related Data
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Proposal presented to school board
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Report reviewed by VET Advisory Concil
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Standards for Program
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Composite data analyzed and final proposal
prepared
Decision to Study feasibility
Proposal Approved by VET director and School
Administration
Final Decision
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Community-related Data
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Community-related Data analyzed
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III. Processes of curriculum design
Identifying types of data to be collected
Possible sources of data needed to determine if
vocational program standards may be met
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Possible sources of data needed to determine if
vocational program standards may be met
(continued)
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Possible sources of data needed to determine if
vocational program standards may be met
(continued)

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Possible sources of data needed to determine if
vocational program standards may be met
(continued)
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Stages in the development of curriculum materials
1.Prepare a preliminary development plan.
2.Determine curriculum content to be investigated.
3.Determine terminal and enabling objectives.
4.Identify special curriculum materials needed.
5.Review the literature to determine what
materials are available.
6.Identify materials lacking in the content area.
7.Establish priorities for needed materials.
8.Finalize the development plan.
9.Conduct an intensive literature review.
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Stages in the development of curriculum materials
10.Obtain relevant references and resources.
11.Prepare a first draft of the materials.
12.Edit the first draft.
13. Prepare a second draft.
14. Pilot-test the second draft.
15. Prepare a third draft.
16. Field-test the third draft.
17. Prepare the final draft.
18. Duplicate the materials.
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A system for implementing competency-based
education
IDENTIFY HUMAN ELEMENTS OF WORK /LIFE
VERIFY HUMAN ELEMENTS OF WORK /LIFE
DEVELOP PERFORMANCE OBJECTIVES
DEVELOP RECORDING PLAN
IDENTIFY WORK/LIFE DOMAIN
REVIEW AVAILABLE RESOURCES
OBTAIN DEVELOP TASK INVENTORY
VERIFY WORK/LIFE TASKS
IDENTIFY COMPETENCYSTANDARDS
DEVELOP INSTRUCTIONAL ACTIVITIES MATERIALS
INITIATE PROGRAM
DEVELOP CRITERION REFERENCED MEASURES
DEVELOP MANAGEMENT PLAN
IDENTIFY WORK/LIFE ENVIRON -MENTS
VERIFY WORK/LIFE ENVIRON-MENTS
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IV. Evaluating the curriculum
Evaluation
Evaluation is the means used to determine the
worth or value
A framework for curriculum evaluation
CONTEXT EVALUATION
INPUT EVALUATION
PROCESS EVALUATION
PRODUCT EVALUATION
CURRICLUM INITIATION AND STRUCTURING
CURRICULUM OPERATION
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A framework for curriculum evaluation
Context evaluation

• Should the curriculum be offered?
• What student population will the curriculum
  serve?
• What business or industrial population will the
  curriculum serve?
• What content will be included in the curriculum?
• What goals should the curriculum have?
• What objectives will be used in the curriculum?

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A framework for curriculum evaluation
Input evaluation

• What curriculum materials might be most useful in
  a particular educational setting?
• Which materials are most acceptable to teachers
  and students?
• How might individualized instruction be best
  implemented?
• What are the relative effects of different
  materials on student achievement?

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A framework for curriculum evaluation
Process evaluation

• How well are learners performing?
• What is the quality of instructional and support
  personnel?
• What are the costs associated with operating the
  curriculum?
• To what extent are students satisfied with their
  instruction?
• Which(if any) of the curriculum components are
  deficient?

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A framework for curriculum evaluation
Product evaluation

• What is the mobility of former students?
• How satisfied are former students with their
  positions?
• How do employers view the performance of former
  students?
• How adequately is the curriculum preparing
  individuals for job entry?

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Evaluation plan components
1. Rationale

• Need for Evaluation
• Evaluation Approach
• Benefit Derived from the Evaluation

2. Objectives of the Evaluation Study
3. Curriculum Description

• Curriculum Objective
• Philosophy and Content
• Curriculum Procedures
• Student Population
• Curriculum Setting

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Evaluation plan components
4. Evaluation Design

• Constraints
• Evaluation Model
• Appropriateness of Evaluation design
• Determination of Achievement of Objectives
• Sources of Information
• Information Collection Metheds
• Analysis Techniques
• Schdule of Events
• Proposed Budget

5. Description of the Evaluation Report
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Defining curriculum materials quality

• Effectiveness
• Efficiency
• Acceptability
• Practicality
• Generalizability

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Basically four elements necessary for a training
experience
? The instructor, trainer, teacher or the
person(persons) who is in the leadership role ?
The topic or content of the program ? The
participants, audience, workshop members or the
people who partake of the learning process ? The
environment(i.e., chairs, tables, location, noise
level, ventilation, audio visuals, etc.)
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1. Pre-and Post-Tests
Pre-and Post-Tests to evaluate participant
learning. This becomes a method to evaluate the
participants knowledge gain
2. Participant Self Evaluation
Participant Self Evaluation assesses the
participants entry state, willingness to learn
and attitudes
3. Participant Evaluation
Participant Evaluation by the instructor is an
evaluation the trainer uses to assess the
participants entry state, willingness to learn
and attitudes
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4. Trainer Evaluation
Trainer Evaluation is the evaluation of the
trainer/teacher effectiveness as assessed by the
participants
5. Trainer Self Evaluation
Trainer Self-Evaluation is the trainers rating
of his/her own teaching effectiveness
6. Content Evaluation
Content Evaluation is the participant evaluation
of the information or seminar topic
7. Content Trainer Evaluation
Content Trainer Evaluation asks the trainer to
assess the content of the classroom training
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8. Facilities Participant Evaluation
Facilities Participant Evaluation is the
participants appraisal of the environment
including location, ventilation, temperature, etc
9. Facilities Trainer Evaluation
Facilities Trainer Evaluation is the trainers
appraisal of the environment
10. Work Statement/Follow-up Evaluation
Work Statement/Follow-up Evaluation is a method
of retrieving information about actual
participant transference of workshop information
to job performance
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Bibliography
Anita M. Myers. (1999). Program evaluation for
exercise leaders. Human Kinetics. Calhoun and
Finch. (1976). Vocational and Career Education
Concepts and Operations. Wadsworth Publishing
Company. Carol H. Weiss. (1998). Evaluation
Methods for Studying Programs and Policies.
Prentice Hall. Curtis R. Finch John R.
Crunkilton. (1984). Curriculum Development in
Vocational and Technical Education. Allyn and
Bacon, Inc. Jack J. Phillips. (1991). Handbook
of Training Evaluation and Measurement Methods.
Gulf Publishing Company. Joseph S. Wholey., Harry
P. Hatry, Kathryn E. Newcomer. (1994). Handbook
of Practical Program Evaluation. San Francisco
Jossey-Bass Publishers. Sandra Merwin. (1992).
Evaluation Ten Significant Ways for Measuring
Improving Training Impact. San Francisco
Jossey-Bass Publishers.