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DACUM (Develop A Curriculum): It presents the practical ways for developing of curriculum for technical vocational educational institutes.
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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!