Kuliah 1 Sepang

CURRICULUM DESIGN AND
DEVELOPMENT FOR NEW MILLENNIUM

WORKFORCE
Dr. Yusri Kamin
Assoc. Prof. Dr. Muhammad Sukri Saud
16-17 March 2013
Faculty of Education, Department of Technical and
Engineering Education, UTM

DEVELOPMENT IN TVET
To some, curriculum has denoted a specific
course, while to others it has meant the
entire educational environment Whereas
perceptions of the term may vary, it must
be recognized that curriculum encompasses
more than a simple definition. Curriculum is
a key element in the educational process;
its scope is extremely broad, and it touches
virtually everyone who is involved with
teaching and learning.
DEVELOPMENT IN TVET
Curriculum may be defined as the sum of
the learning activities and experiences that
a student has under the auspices or
direction of the school
DEVELOPMENT IN TVET
No other area has greater emphasis been placed
upon the development of curricula that are
relevant in terms of student and community needs
and substantive outcomes. The vocational and
technical curriculum focuses not only on the
educational process but also on the tangible results
of that process. This is only one of many reasons
why the vocational and technical curriculum is
distinctive in relation to other curricular areas.

DEVELOPMENT IN TVET
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
disjointed offerings to a comprehensive
array of relevant student learning
experiences.
CHARACTERISTICS OF THE
VOCATIONAL AND TECHNICAL
EDUCATION 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
the result of that achievement-results
that take the form of performance in
the work world
JUSTIFICATION
TVET 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.
FOCUS
TVET 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,
and values, each of which ultimately contributes in some manner
to the graduates 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 STANDARD
The Knowledge content must related to occupational in
workplace. Student assessment must be hands-on and applied
performance Student standard success performance must align
with the performance expected in the occupational, with criteria
used by instructors 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
happening in the working places.
SCHOOL WORKPLACE COMMUNITY RELATIONSHIP

The curriculum must be responsive 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
RESPONSIVENESS

The contemporary vocational curriculum must be
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 complex, and these
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
DEVELOPMENT IN VOCATIONAL AND
TECHNICAL EDUCATION
RATIONALE FOR CURRICULUM DEVELOPMENT
IN VOCATIONAL AND TECHNICAL EDUCATION
Data-Based
Curriculum 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
Dynamic
Administrators, 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 to
tell 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
Ability/Competency
:Employability-
workplace
Knowledge
Skills
Attitude
Values
CURRICULUM LIFECYCLE
DESIGN
Initiate or review
strategic planning/portfolio
analysis, market research,
initiation, review,
benchmarking,
DESIGN
Develop or redevelop
learning design, assessment
design, learning resource

DESIGN
Approve
Approval, validation: MQA, JPK,
KPM, School/Training
institution Administration
DESIGN
Communicate
Documentation, marketing,
recruitment, enrolment
DESIGN
Resource
Staffing, learning resources
DELIVERY
Delivery
Session planning (learning and
teaching) learning activity design
teaching/lecturing
DELIVERY
Enable/Support
Session planning (support),
learning support managing
learner, differences , responsive
teaching, tutoring
DELIVERY
Assess
Formative feedback, assessment
planning, and delivery, grading,
summative feedback, reflection
(learners),
EVALUATION
Evaluate
Evaluation, sharing/dissemination
THE CURRICULUM LIFECYCLE
DESIGN AND
DEVELOPMENT
DELIVERY AND
STUDENT
ASSESSMENT
PROGRAM
EVALUATION
The process should not be
isolated. It should be
overlapped and
continuously considered

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CURRICULUM DESIGN AND

DEVELOPMENT FOR NEW MILLENNIUM

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