Curriculum as Technical Theory n Knowledge Theory

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CURRICULUM AS

TECHNICAL THEORY &KNOWLEDGE THEORY

A.KALA DEVI (807662)MOHD FADLY (807855)V.RUSHANI (807740)

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Curriculum has the meaning of educational path anddescribes the learning process in a much morecomprehensive and complex fashion than is possiblewith plans of learning content or learning material.

The Curriculum development is oriented towards thelearner by enabling them to become not only successfullearning achievers at school but also responsible

citizens, effective workers, caring community members,and life-long learners, in an increasingly interdependentworld.

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The effectiveness of well developed curriculumshould be measured on :

it is able to attract the young generation into the occupation ofthe future and skills which employers need

it is able to deliver not only technical contents (technical skills)but also to learn how to cope with new challenges (copingskills) and prepare them for life long learning

it is able to provide with the basic set of skills it takes totransfer from one job or area of work to another, once theyhave entered the workforce and - it offers open access to allwithout the constraints of entry requirements

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A.Kala Devi (Matriks No :807662)

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Curriculum as Technical Function Theory stating that

educational requirements reflect the demands for greaterskills on the job due to technological change.

Integrating technical into academic content allows

students to explore with good higher order skills -contextual knowledge, reasoning, analytical and criticalthinking skills etc

focuses not only on the educational process but also onthe tangible results of that process.

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Focus

-to develop a broad range of knowledge, skills,attitudes,and values- each ultimately contributes in somemanner to simulated and realistic work settings

-integration of academic studies with applied studies sothat students are better able to link these academiccontent areas to applied career and technical educationcontent .

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In School Success Standard- assessment of student success in school must be with

'hands-on" or applied performance-In-school success standards must be closely aligned withperformance expected in the occupation

Out-of-School Success Standards-Curricular outcomes can be judged looking at studentsdemonstrate their success in the world of work.-Success standard related with employment :affect ive job s ki l ls , techn ical ski l ls , oc cu pat ion al

su rvival ski l ls , job search ski l ls , and entrepreneur ial

sk i l l s

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School-Workplace--Community Relationships

-maintaining strong ties with a variety of agriculture,business, and industry-related areas

-curriculum must be responsive to community needs

-Employers in the community should indicate whatstudents needs are and to assist the school in meeting

these needs.

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Responsiveness

-Technical curriculum must be responsive to a constantlychanging world of work.-The Ind us tr ia l Revo lut io n-In tegrat ion o f techno logy con cept in to everyday l i fe

-Therefore new developments in various fields should beincorporated into the curriculum so that graduates cancompete for jobs and achieve their greatest potential.

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Logistics-facilities, equipment, supplies, and instructional resources

is a major concern in the implementation career andtechnical curricula

Expense

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As a curriculum is being developed, the educator obligatedto develop it more systematically to reach the quality intothe " f in ished p roduc t " or graduate.

Curriculum developers must give consideration to thebasic character of the curriculum and build in those factorsthat contribute to its quality.

As the development is on going process, outcomes of thisprocess must be made clear by looking into below aspects:

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Data-BasedCurriculum content decisions should be made after avariety of data, such as student characteristics and thenature of the occupation being prepared for, have beengathered and examined

the use of data as a basis for curriculum decisions cannotbe overemphasized

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RealisticThe content of curricular should not developed merely on the

basis of what a person should know but also includes whata person should be able to do.Emphasis must be placedupon practicals like hands-on experiences in laboratory andwork-based educational settings.

Student-Orientedvarious students' learning styles, develop individual work-based learning plans, or to make available alternate pathsfor the achievement of course objectives.

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World Class-Focused

Benchmarking against world-class standards focusing on totalquality and empowering self-directed work teams that

businesses and industries can become world class. Likewise,curricula that prepare students to work in these businessesand industries must be sure what is taught includes worldclass-focused learning experiences.

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This pillar of learning implies in the first place for applicationof what learners have learned or known into practices

Learning to do thus implies a shift from skill to competence, or

a mix of higher-order skills specific to each individual.

learning to do also means: ability to communicateeffectively with others; aptitude toward team work; social skillsin building meaningful interpersonal relations; adaptability tochange in the world of work and in social life; competency intransforming knowledge into innovations and job-creation;and a readiness to take risks and resolve or manage conflicts.

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Co-operation between social partners and the governmentshould be legislated. This legislation should include andclarify the role of the social partners in curriculumdevelopment, delivery and financing education.

The occupational profile and curriculum framework shouldcover a list of competencies, standards and work attitudes. Itshould also specify the level of training, duration, assessmentand certification.

Methods of curriculum delivery should be compatible with thenational resources, social attitudes and other work ethics

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Investigate various methods of curriculum delivery such astraining within both enterprises and educationalestablishments to recommend appropriate balance betweentheoretical,practical and other integrative aspects ofcurriculum. Case studies may be useful in this regard.

Competency-based training helps to acquire skills necessary

to meet various job profiles. Teaching materials and methodsshould be developed compatible with the availability of thenational resources.

Regional networks should be established to consider futurestrategies and recommendations made here. This will help todevelop further various aspects of curriculum developmentand implementation

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Japan-principle of equal opportunities for all nation-National standards for curricula at all school levels in order toensure optimum national level of education

-Broad guidelines for the objectives and standard content in thestudy course for each of the four school levels.-assist the development of the trainees in the new emergingtechnological areas, lay more emphasis on basic and essential

knowledge, a number of revisions have been made in theexisting curricula.

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V.RUSHANI (807740)

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3 TYPES OF

KNOWLEDGE

KnowingThat

(knowledgeof facts)

KnowingHow

(Knowledgeof skills)

Knowing byacquaintance /knowing by

recognition

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To know is to be connected28


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Curriculum is a Node

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Source(Curriculum)

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Mastery of each lower category is a prerequisite for achieving mastery of the nexthigher category.

(Bloom,1956) Cumulative & Hierarchical

Hierarchical classification is not regardedproper for each subject field. WHY?

(Senemolu , 2007).

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Knowledge

Factual

Conceptual Procedural

Metacognitive

Facts&

BasicElements

FiguringInter-

relationshipHow to dosomething

Knowledgeof

Cognition

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Recalling & Adapting Perform better and learn more

Students knowing different strategies forlearning, thinking, and problem solving can usetheir knowledge and students knowing their ownstrength and weakness can adjust their owncognition and thinking to diverse tasks to be

more adaptive.

(Amer, 2006; Krathwohl, 2009).

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Using the four pillars of learningas fundamental principles and cross-cuttingthemes is intended to be an alternativeapproach to the facilitation of curriculumchange through resetting objectives,

identifying/selecting key competencies,and integration of relevant knowledge,skills and values across curriculum areas orlearning domains.

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Students have to understand the worldaround them

The broader students knowledge, the betterstudent can understand the many differentaspects of our environment.

Encourages greater intellectual curiosity,enables students to develop their ownindependent judgments.

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Learning to know implies learning how to

learn by developing ones concentration,memory skills and ability to think

Process of improving concentration skills can

take different forms and can be aided bymany different opportunities.

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focus on abstract conceptChallenges for knowledge, curriculum and learning will be

the ability of todays learners to be more familiar andcomfortable with abstract concepts and uncertain

situations.Students were presented with ready-made

problem

Problems are rarely that clearly defined.

Knowledge- make decisions/choices based on complexuncertain realities.

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Enhances the students ability to acquire utilizeknowledge

In the past, curricular practitioner claimedthemselves to be sages on the stage deliveringknowledge to the eagerly waiting students whoseminds were empty vessels waiting to be filled.

Range of new technologies and new techniques

The role of curricular practitioner has changedfrom sages on the stage to guide on the side

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Produces a scientifically and technically trainedperson

Students joining the workforce should be highlyknowledgeable

Universities as a platform to continue providingknowledge

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Are Curriculum as Technical Theory andKnowledge Theory implemented in MalaysianEducation System?

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Has long been established in Malaysia.

Misconception that Technical and vocationaleducation are only for low academicachievers.

Large number of students are looking into

these stream by enrolling in technical schoolsto gain knowledge before choosing theircareer path (technical).

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Malaysian Economic Planning Unit (EPU), under the NinthMalaysia Plan, technical and vocational schools were allocatedapproximately RM629.2 million in development expenditure.

Technical and Vocational Education and Training(TVET)providers:

a) Ministry of Educationb) Ministry of Higher Educationc) Minister of Human Resource and Developmentd) Ministry of Youth and Sports

e) Ministry of Community Developmentf) State Governmentsg) Private Providers (MARA, UniKL, etc)

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Implementation Strategies

Increasing Enrolment in Vocational & Skills Stream

Strengthening technical and vocational education

Forming links with local and foreign institution ofhigher education

Introducing Skills Stream at national schools beginning 2011

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Having technical/vocational schools will help bridge thegap from our secondary schools to universities. Theseschools can also act as a stepping stone for those whoare not yet ready for university, they can spend sometime obtaining a diploma before making the leap.

completers of vocational programs had betteremployment opportunities than completers of academicprograms

o child left behind .Every child has an opportunity togain education in the field relevant with their interest.


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It was suggested that UNESCO should organize regionalseminars in the coming years in order to train nationalcurriculum developers with new approaches.

During this process, an open prototype curriculum on aselected subject could be formulated as an example.

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Curriculum as Technical Theory n Knowledge Theory

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