C O N T E M P O R A R Y

D E S I G N S F O R
C U R R I C U L U M
D E V E L O P M E N T
TVE 5002 CURRICULUM DESIGN IN
TECHNICAL AND VOCATIONAL EDUCATION
KHAIRUNISA MOHD KADIR
G S 5 2 9 2 0
 A SYSTEM VIEW OF CURRICULUM
DEVELOPMENT

To help the curriculum developers design

curriculum that is relevant to the time, people and
organisations

To allows us to look at the bigger picture and give

considerations to a bunch of curriculum related
factors
 A SYSTEM IS
"AN ORGANIZED WAY OF DOING SOMETHING"

"A COLLECTION OF ELEMENTS, INTERACTING WITH

EACH OTHER TO ACHIEVE A COMMON GOAL"

FINCH & CRUNKILTON (1999) CURRICULUM DEVELOPMENT IN TECHNICAL

AND VOCATIONAL EDUCATION (PG. 26)
EDUCATIONAL SYSTEMS

INPUT
That which enters the system from the environment

PROCESS
Subprocesses in the system that act on input and transfer it to output

OUTPUT
Product of the system that is returned to the environment
EDUCATIONAL SYSTEMS

ENVIRONMENT
Context within which the system operates. May place constraints on
system operation

FEEDBACK
Serves as a means of providing results of system output back into the
system so it can be compared with desired output
A SYSTEM FOR IMPLEMENTING COMPETENCY-BASED EDUCATION

ENVIRONMENT
(School, Community, Business,
Industry, Government, Etc)

INPUT PROCESS OUTPUT

(Student) (Program) (Program graduate)

FEEDBACK

FIGURE 2-2 VOCATIONAl PROGRAM SYSTEM

 CURRICULUM SYSTEM INSTRUCTIONAL SYSTEM
Emphasizes what is to be taught Emphasizes on how teaching & learning take place

Input range from philosophies, perception, and Input tends to have more specifi focus; a

values held by curriculum participants to developed curriculum

focusing on instructional resource selection &

institutions & community context
development, instructional planning, instruction &
focuses primarily on planning for, selecting, &
evaluation student's progress
sequencing content
Output is student learning
Output is the developed curriculum
Feedback used to enhance student learning
Feedback used as for curriculum improvement
 A MODEL IS
"A SIMPLIFIED YET COMMUNICABLE REPRESENTATION
OF A REAL-WORLD SETTING OR SITUATION"

Model communicate in several ways:

systematically procedurally conceptually

"Some models may also be systems, and some systems may be models"

FINCH & CRUNKILTON (1999) CURRICULUM DEVELOPMENT IN TECHNICAL

AND VOCATIONAL EDUCATION (PG. 29)
 SYSTEMS MODEL FOR
PERFORMANCE IMPROVEMENT
"SYSTEM THEORY, SYSTEMATIC PERFORMANCE DIAGNOSIS, AND SYSTEMATIC
DOCUMENTATION OF EXPERTISE ARE POWERFUL MEANS OF DEALING WITH
COMPLEX PERFORMANCE ISSUE"

(SWANSON, 1994, P.19)

ANALYSIS
1 Determine the organization's performance requirements desired goal and standard

DESIGN
2 Include both program and training design

DEVELOPMENT
3 Materials development and pilot testing

IMPLEMENTATION
4 Program plans and training are corporated into the organization

CONTROL
5 Evaluating programs and training as well as deciding whether or not to continue these efforts
 CURRICULUM PEDAGOGY
ASSESSMENT MODEL
EMBRACES A NUMBER OF FUTURISTIC CONCEPTS SUCH AS AN EXPERT
SYSTEM, ARTIFICIAL INTELLIGENCE, AND COMPUTER BASED DEVELOPMENT
PROCESSES

(FOUNDER: DANIEL VOGLER)

 8 BASIC CONCEPTS
1 Knowledge, skills, & affect required to exit a course are communicated in advance.
2. Course content drives the model.
3. The faculty member who delivers & evaluates the instruction is centrally involved in
planning the instruction
4. The student is target for content planning, delivery, & evaluation of instruction
5. Each content goal is analyzed by the instructor for domain, level, frequency,
difficulty, purpose & prefered sequence
6. Content action verbs are carefully sevected & manipulated to ensure that planning,
delivery & evaluation of instruction is aligned.
7. Each content goal requires aprroximately three hours of learning time invested by
student.
8. Micro-decisions made about course content create macro-baseddata that can be
used to describe & prescribe the instructional system
 INTEGRATED SYSTEM FOR
WORKFORCE EDUCATION
CURRICULAR (ISWEC)
A NUMBER OF ACADEMIC, EMPLOYABILITY AND OCCUPATIONAL SKILL
STANDARDS COLLECTIVELY SERVE AS A FOUNDATION FOR THE SYSTEM

THE SYSTEM OFFERS A COMPREHENSIVE FRAMEWORK FOR "LINKING

ACADEMIC, EMPLOYABILITY, AND OCCUPATIONAL KNOWLEDGE, SKILLS, AND
ATTITUDES"
(EDLING AND LORING, 1996, P. 1)
 WHY INTEGRATION OF
CURRICULUM IS CENTRAL TO
ISWEC?
Integration can contribute to the contextualization of content
It can address the variation in students' learning styles
Integration stimulates instructors to connect with others outside their teaching
areas and create meaningful work teams
The three curriculum areas reflect a subtle
content shift from core to broad to specialized
content as the student progresses from 9 to
grade 14+

Students can be exposed to clusters,major and

occupations accordingly so there is no
requirement to make uninformed
commitments to certain work areas during
grades 9 & 10 even later.

The system has been created based "on the

assumption that approximately 70 to 80
percent of the occupational requirements will
be common within the cluster"
 PERFORMANCE-BASED
EDUCATIONAL DESIGN SYSTEM

TO PROVIDE A SYSTEMATIC MEANS OF DEVELOPING INSTRUCTION THAT

WOULD ENSURE THE PERFORMANCE CAPABILITY OF LEARNERS

THE SYSTEM CAN BE UTILIZED TO DEVELOP INSTRUCTIONAL PROGRAMS,

COURSES, AND INDIVIDUAL INSTRUCTIONAL SEQUENCES

(DAVID PUCEL, 1989)

 THE THEMATIC CURRICULUM
FRAMEWORK

FOCUS ON MOVING STUDENTS FROM TRADITIONAL, LOCKSTEP MODEL OF

SCHOOLING TO ONE THAT INCLUDES MEANINGFUL OPPORTUNITIES FOR
STUDENTS TO LEARN AS THEY EXPLORE BROAD THEMES THROUGH A WIDE
VARIETY OF CONTEXTUALIZED EXPERIENCES
(FINCH, FRANTZ, MOONEY & ANEKE, 1997)

SERVE AS AN ORGANIZER FOR AN ENTIRE SCHOOL, PROVIDE A FOCAL POINT

FOR A SCHOOL-WITHIN-A-SCHOOL, OR FURNISH STUDENTS WITH CONTENT
WHERE THEY CAN ENGAGED IN SELF-DIRECTED LEARNING