Kuliah 1 sepang

CURRICULUM DESIGN AND CURRICULUM DESIGN AND DEVELOPMENT FOR NEW MILLENNIUM DEVELOPMENT FOR NEW MILLENNIUM

WORKFORCEWORKFORCE

Dr. Yusri KaminAssoc. Prof. Dr. Muhammad Sukri Saud

16-17 March 2013Faculty of Education, Department of Technical and

Engineering Education, UTM

CURRICULUM DESIGN AND DEVELOPMENT IN TVET

To some, curriculum has denoted a specific course, while to others it has meant the entire educational environment entire educational environment Whereas perceptions of the term may vary, it must be recognized that curriculum encompasses more than a simple definition. Curriculum is Curriculum is a key element in the educational process; a key element in the educational process; its scope is extremely broad, and it its scope is extremely broad, and it touches virtually everyone who is involved touches virtually everyone who is involved with teaching and learningwith teaching and learning..


Curriculum may be defined as the sum of Curriculum may be defined as the sum of the learning activities and experiences that the learning activities and experiences that a student has under the auspices or a student has under the auspices or direction of the schooldirection of the school


No other area has greater emphasis been placed upon the development of curricula that are the development of curricula that are relevant in terms of student and community needs relevant in terms of student and community needs and substantive outcomesand substantive outcomes. The vocational and technical curriculum focuses not only on the educational process but also on the tangible results the tangible results of that process. of that process. This is only one of many reasons why the vocational and technical curriculum is distinctive in relation to other curricular areas.


History has an important message to convey about antecedents of the contemporary vocational and technical curriculum and provides a most meaningful perspective to the curriculum developer. Curriculum as we know it today has evolved over the years from a narrow set of a narrow set of disjointed offerings to a comprehensive disjointed offerings to a comprehensive array of relevant student learning array of relevant student learning experiencesexperiences.

CHARACTERISTICS OF THE CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL VOCATIONAL AND TECHNICAL EDUCATION CURRICULUMEDUCATION CURRICULUM

CHARACTERISTICS OF THE VOCATIONAL AND TECHNICAL EDUCATION CURRICULUM

Orientation: The ultimate success of the vocational and technical education curriculum is not measured merely through student educational achievement but through but through the result of that achievement-the result of that achievement-results that take the form of results that take the form of performance in the work worldperformance in the work world


JUSTIFICATIONTVET curriculum is based on indentified occupational needs of a particular locale. The needs are clarified to the point that no question exits about the demand for workers in the selected occupational or occupational area. Justification extends beyond the school setting into the community. Support for the curriculum implementation is derived from the employment that exist for the graduate.


FOCUSTVET curriculum is not limited to the development of knowledge about the a particular area. TVET deals directly with helping the student to develop a broad range of knowledge, skills, attitudes, to develop a broad range of knowledge, skills, attitudes, and values, each of which ultimately contributes in some manner and values, each of which ultimately contributes in some manner to the graduate’s employabilityto the graduate’s employability. Learning environment makes provision for the student development of knowledge, skills, attitudes, values, and ability as well as integration of these elements and application to stimulated and realistic work settings. Also focus on integration of academics studies such as mathematics and science so the student able to link these academic content areas into TVET.


IN SCHOOL STANDARDThe Knowledge content must related to occupational in related to occupational in workplace. workplace. Student assessment must be hands-on be hands-on and applied performance Student standard success performance must align with the performance expected in the occupationalperformance expected in the occupational, with criteria used by instructors must be standard of the occupationalinstructors must be standard of the occupational. The students may be required to scribed procedures or principles, with each of theses standards having its parallel in the work world.


OUT OF SCHOOL STANDARD Standard (Skill, Knowledge, Working Behaviour (attitude) ) derives from the real business and industrial sectors. Based on what are the real business and industrial sectors. Based on what are happening in the working places.happening in the working places.


SCHOOL WORKPLACE COMMUNITY RELATIONSHIP

The curriculum must be responsive to community needsresponsive to community needs. Curriculum advisory committees, donating equipment and materials to the schools, or providing internships and shadowing experiences for students. Recognized that strong school-workplace-community partnerships may often be equated with curriculum quality and success.


FEDERAL INVOLVEMENT

•Transformation of vocational educational system•Increasing budget in implementing TVET Increasing budget in implementing TVET


RESPONSIVENESS

The contemporary vocational curriculum must be responsive to a constantly changing world of work.responsive to a constantly changing world of work. New developments in various fields should be incorporated into the curriculum so that graduates can compete for jobs and, once they have jobs, achieve their greatest potential.


LOGISTICS

The logistics associated with operating a vocational and technical curriculum are indeed complexindeed complex, and these complexities need to be taken into account complexities need to be taken into account when a curriculum is being established and after it becomes operational.


EXPENSE

•Facilities•Teaching and learning materials•Teacher •Training and certificated

RATIONALE FOR CURRICULUM RATIONALE FOR CURRICULUM DEVELOPMENT IN VOCATIONAL AND DEVELOPMENT IN VOCATIONAL AND TECHNICAL EDUCATIONTECHNICAL EDUCATION

RATIONALE FOR CURRICULUM DEVELOPMENTIN VOCATIONAL AND TECHNICAL EDUCATION

Data-BasedCurriculum content decisions should be made after a variety of data, such as student characteristics and the nature of the occupation being prepared for, have been gathered and examined


DynamicAdministrators, curriculum developers, and instructors must constantly examine the curriculum in terms of what it is doing and how well it meets student needs.


Explicit Outcomes

Broadly stated goals are an important part of any curriculum; however, these goals are only valid to the extent that they can be communicated in a more explicit manner. Although it is recognized that we cannot state all curricular outcomes in specific measurable terms, many of these outcomes may be written down in such a manner that the broad curricular goals are made more quantifiable. To the extent that outcomes are explicit, we will be able totell whether students achieve them and how the outcomes relate to a particular occupation or field


Fully Articulated

Vocational education program involves many special activities such as school to work, school enterprise etc. These programs require systematics ways of designing curriculum to ensure it effectiveness.


Realistic

Vocational curriculum content is typically based upon the actual worker's role with relevant tasks, knowledge, skills, attitudes, and values sewing as a foundation for what is to be taught.


Student-Oriented

Most curricula are, to some extent, student-oriented, and curricula in vocational and technical education are certainly no exception. Currently there is a great deal of concern about how a curriculum can best meet students‘ needs. Various approaches such as team teaching and individualized instruction have been used by instructors to help meet these needs. But, regardless of the approach an instructor uses, a basic question has to be answered: To what extent will the approach actually assist students in preparing for employment


Evaluation-Conscious

Evaluation is perceived by many to be an activity that comes periodically in conjunction with accreditation procedures. Realistically, administrators and instructors cannot wait that long to find out how successful they have been. Curriculum evaluation has to be an on ongoing activity-one that is planned and conducted in a systematic manner


Future-Oriented

Curriculum that hopes to be relevant tomorrow must be responsive to tomorrow's as well as today's needs. The extent to which a curriculum is successful twenty, thirty, or even forty years from now will be largely dependent on its future oriented perspective.


World Class-Focused

To able our students to work around the globe. The certificate also is recognize by many international professional bodies.

TVET and Curriculum Design and Development Focus

CURRICULUM LIFECYCLE CURRICULUM LIFECYCLE

CURRICULUM LIFECYCLECURRICULUM LIFECYCLE


DESIGNDESIGNInitiate or reviewstrategic planning/portfolio analysis, market research, initiation, review,

benchmarking,


DESIGNDESIGNDevelop or redeveloplearning design, assessment design, learning resource


DESIGNDESIGNApproveApproval, validation: MQA, JPK, KPM, School/Training

institution Administration


DESIGNDESIGNCommunicateDocumentation, marketing, recruitment, enrolment


DESIGNDESIGNResourceStaffing, learning resources


DELIVERYDELIVERYDeliverySession planning (learning and teaching) learning activity designteaching/lecturing


DELIVERYDELIVERYEnable/SupportSession planning (support),

learning support managing learner, differences , responsive

teaching, tutoring


DELIVERYDELIVERYAssessFormative feedback, assessment planning, and delivery, grading, summative feedback, reflection (learners),


EVALUATIONEVALUATIONEvaluateEvaluation, sharing/dissemination

THE CURRICULUM LIFECYCLETHE CURRICULUM LIFECYCLE

The process should not be isolated. It should be overlapped and continuously considered

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