Curriculum and TTLM Development

VoPe 3012
Regular Program
 Curriculum and TTLM
Development
Unit One: Curriculum Conceptions
and Definition
 1.1 Definition of Curriculum

Activity 1.1
1. What does a curriculum mean?
2. Is there a single definition of curriculum?
3. Which way of defining the curriculum do you
favor? Why?
4. Please come up with your own working
definition of curriculum.
5. How does curriculum affect trainees and
trainers?
 1.1 Definition of Curriculum

• There is no universally accepted single

definition for curriculum so far
• The word curriculum is derived from the Latin
term Currere which stands for a racing chariot
or running.
• The divergence in defining curriculum provides
us with the needed scope and variety in dealing
with the concept.
• The way we define curriculum highly depends
on our approach to curriculum.
 1.1 Definition of Curriculum

• All the learning which is planned and guided by the

school, whether it is carried on in groups or
individually, inside or outside the school (Kelly).
• All planned learning activities intended to achieve
certain goals for which the institution is responsible
(Tyler and Taba).
• All the ongoing learners’ experiences gained inside
or outside of the school under the guidance of the
institution so as to enable trainees to attain general
skills and knowledge at a variety of learning sites
(Dewey and Eisner.)
 1.2 Levels of Curriculum
Activity 1.2
1. What are the main levels of curriculum?
2. What is the broader level of curriculum?
3. What is the narrower level of curriculum?
4. From which curriculum level should the TVET
curriculum be derived? Why?
 1.2 Levels of Curriculum
• Curriculum can be derived from different
levels starting from broader societal level to
narrower experiential level which deals with
each individual student. The following are
levels of curriculum:
• Societal level of curriculum
• Institutional level of curriculum
• Instructional level of curriculum
• Experiential level of curriculum
 1.3 Curriculum Approaches
Activity 1.3
1. What are the major approaches of curriculum?
2. Which approaches are categorized under
Technical/Scientific Approach?
3. Which approaches are categorized under non-
technical/non-scientific Approach?
4. How do the two broad approaches differ from
each other?
5. Which approach is suitable for the TVET sector?
Why?
 1.3 Curriculum Approaches
Curriculum approach
• reflects one’s perceptions, values and knowledge
about curriculum and curriculum work.
• reflects a holistic position or a metaorientation
encompassing curriculum’s foundations, curriculum
domains, and curriculum theory and practice.
• expresses a viewpoint about curriculum
development and design; the role of the learner,
teacher, and curriculum specialist in planning
curriculum; the curriculum’s goals; and the
important issues that need to be examined.
 1.3 Curriculum Approaches
• Curriculum approaches can be categorized in
to two broad areas as technical/scientific or
non-technical/non-scientific perspective.
A. Technical-Scientific Approach
• Behavioral-Rational Approach
• System- Managerial Approach
• Intellectual- Academic Approach
 1.3 Curriculum Approaches

B. Non-Technical/Non-Scientific Approach
• Humanistic- Aesthetic Approach
• Reconstructionism
• Reconceptualist Approach
 1.4 Foundations of Curriculum

Activity 1.5
1. What does a foundation of Curriculum stand for?
2. Which of the foundations of vocational education
is basic? Why?
3. Examine your area of study against the
foundations of vocational education.
4. Do you think that the foundations are
appropriate? Why? Explain your reasons to your
partner.
1.4 Foundations of Curriculum

Psychological Philosophical Sociological Historical

Foundations Foundations Foundations Foundations

Figure 1.1: Major Foundations of Curriculum

 1.4.1 Philosophical Foundations
• refer to the philosophies, values, ideals and
ideologies because they represent points of
view which guide the development of the
curriculum at a particular time.
• is an important foundation of curriculum
because the philosophy advocated or
reflected by a particular school influences
goals (aims), contents, and the organization of
its curriculum.
 Table 1.1: The different philosophies’ view on curriculum

Philosophy Curriculum

Idealism  Upholds goodness and truths

 Religious and values oriented
Realism  Concerned with world of ideas and things fixed within established
subject matter
 Theory and principles before application
 Includes only the essentials
 Emphasized reality of things
Pragmatism  Emphasis on how to think rather than what to think
 Emphasis on development of insights, understanding and skills
acquired in creative, reflective, critical thinking
 Child centered
 Subject matter for stimulating exploration and practical action
Existentialis  Main concern is to free the child to do his own thing
m  Free learners to choose what to learn and believe
 No course guides and content outlines
 Learners set own identities and standards
 Table 1.1: The different philosophies’ view on curriculum

Philosophy Curriculum

Perennialism  Fixed, because the “ends “ of education are absolute and universal
 Liberal arts and science drawn from human wisdom and classical
sources
 Taught subject in customary, separate from rather than combined
 Eliminate “extras” and “frills” (music)

Essentialism  Essential skills (3Rs) (English , Science, History, Math & Foreign
Language)
 Educate the competent person

Progressivism  Based on students interest

 Involves the application of human problems & affairs
 Interdisciplinary subject matter, activities and projects

Reconstructionism  Put curriculum as a means in remarking society and rebuilding culture

 Curriculum should be a catalyst of change
 Aims to lead pupils to rational discussions and contract analysis of
issues
 1.4.2 Sociological Foundations
• Any discussion of curriculum should consider the social
setting, especially the relationship between schools and
society and how that relationship influences curriculum
decisions.
• The sociological overview of vocational technical education
is the societal opinion about vocational technical education.
• The transmission of culture and heritage is the primary task
of society’s educational system. Society’s values, beliefs and
norms are maintained and passes to the next generation
not merely by teaching about them, but also by embodying
them in the educational system’s very operation using what
we call the hidden curriculum.
 1.4.3 Psychological Foundations
• In the development of psychological foundations,
the more significant exploration has revolved
around theories of learning. This is because
psychology provides a basis for understanding the
teaching and learning process.
• There are several theories of learning which
explain the process of learning from different
perspectives. These are behaviorism, cognitivism,
constructivism and social learning theories.
 1.4.4 Historical Foundations
• Historical foundation helps us to have deeper
insight about vocational education in a given
nation.
• Knowledge of the history of curriculum provides
guidance for today’s curricularists.
• Bobbitt produced the book” The Curriculum” in
1918, a work that is generally acknowledged to
be the first book totally devoted to curriculum in
all its phases.
• In 1924, Bobbitt again published another book
“How to Make a Curriculum”.
 1.5 Domains of Curriculum

• Curriculum’s domain defines the field’s internal

boundaries-the accepted knowledge presented in
published articles and books.
• Although curricularists generally agree on the
foundation areas (the field’s external boundaries), they
often disagree on curriculum’s knowledge domains.
• Many efforts have been made to determine these
domains. However, still opinions regarding what
curriculum knowledge base essentially vary among
scholars.
 TTLM and Curriculum
Development
Unit Two: Theories of Curriculum
Theories and Models of curriculum
Activity 2.1
1. What does curriculum theory mean?
2. What does curriculum models stand for?
3. What is the relation between theory and
models?
4. How do the curriculum models differ to each
other?
5. Which model suits the TVET system well? Why?
 2.1 Curriculum Theory
2.1.1 What is a curriculum theory?

• Various scholars have attempted to define curriculum theory

differently.
• Curriculum theory is a set of related statements that gives meaning to
a school’s curriculum by pointing out the relationships among its
elements and by directing its development, its use and its evaluation
(Beauchamp, 1982).
• Curriculum theory is a set of related educational concepts that affords
a systematic and illuminating perspective of curricular phenomena
(Glatthorn, Boschee and Whitehead, 2006) .
• Curriculum theory is a set of propositions, observations, facts, beliefs,
policies and procedures proposed or followed as a basis for
curriculum action (Hewitt, 2006).
• Curriculum theory is assets of principles and methods sufficiently
worked out and rationalized to provide a guide for creating curricula
(Marsh and Willis, 2007).
 2.1.2 Models and theories differentiated

• Models are sub-theories which designate analogies.

• Curriculum models represent curriculum theory.
• The construction of a model is a way of representing given
phenomena and their relationships.
• Models can provide detailed perspectives on some particulars
of the curriculum in action, but not the total picture.
• Current curriculum models can be broken down into two
broad categories—the product model and the process model.
• The product model is results-oriented.
• The process model is more open-ended, and focuses on how
learning develops over a period of time.
Dominant Curriculum Models

Curriculum
Models

Product Process
Model Model

Tyler’s Wheeler’s Taba’s Stenhouse’s

Model Model Model Model
 Ralph Tyler’s Objectives Model of Curriculum Development

• Ralph Tyler’s Model anchors on Four Basic Principles

which are popularly known as Tyler’s Rationale.
Tyler’s model was one of the first models and it was
and still is a highly simple model consisting of four
steps.
1. Determine the school’s purposes (objectives)
2. Identify educational experiences related to
purpose
3. Organize the experiences
4. Evaluate the purposes
Ralph Tyler’s Objectives Model
Ralph Tyler’s Objectives Model
 Hilda Taba’s Objectives Model of Curriculum Development

• In 1962, Hilda Taba, in her book called Curriculum

Development: Theory and Practice developed Tyler’s
conceptual scheme into an orderly planning procedure of
seven steps:
1. Diagnose needs
2. Formulate objectives
3. Select content
4. Organise content
5. Select learning experiences
6. Organise learning experiences
7. Determine what to evaluate and ways and means of doing it
Hilda Taba’s Objectives Model
Diagnosis of learners need

Formulation of Objectives

Selection of Content

Organisation of content

Selection of learning experiences

Organization of learning activities

Evaluation
 Wheeler's Model of Curriculum

• It is a type of model that indicates curriculum development as a

continuous cycle.
• According to this model, curriculum development should be responsive to
changes in the education sector and make appropriate modifications to
account for these changes.
• This model also targets situational evaluation; this is because the context
within which the curriculum decisions are taken is considered important.
• This model includes five interconnected phases:
– Aims, goals, and objectives
– Learning experiences
– Selection of content
– Organisation and integration of learning experiences and content
– Evaluation
• Once this cycle is complete, it starts again from the first step and goes
onward, continuingly improving the curriculum. Wheeler model has both
advantages and disadvantages.
Wheeler's Model of Curriculum
 Laurence Stenhouse’s Process Model

• This model originated with Laurence Stenhouse, an English educational

theorist, in his 1975 book An Introduction to Curriculum Research and
Development.
• Stenhouse believed that curriculum development should be a
collaborative process involving teachers, students, and the wider
community.
• This Model emphasizes the importance of teachers’ active involvement
in the development of curriculum because teachers are experts in their
fields and that they have valuable insights into what works best for their
students.
• At the heart of this model is the idea that the curriculum should be
based on a process of inquiry, rather than simply being a set of
prescribed content or skills that are handed down to teachers.
• Teachers and students should work together to identify the questions,
issues, and problems that are most relevant to their learning, and then
develop their own strategies for investigating and addressing them.
 Laurence Stenhouse’s Process Model

• Stenhouse believed that the curriculum should be

flexible and adaptable, able to respond to the changing
needs and interests of both students and teachers.
• This Model is based on the idea that curriculum
development shouldn’t be a one-time event but as an
ongoing process of reflection, evaluation, and revision.
• Stenhouse’s model assumes a level of independence in
curriculum development at both the school and
practitioner levels.
• Stenhouse opposes using behavioral objectives as the
basis for the curriculum and instead proposes an inquiry-
based approach to learning allowing for the emergence
of unintended learning outcomes, which may not be
specified in the objectives and.
 Laurence Stenhouse’s Process Model

• According to this model the curriculum

development process involves:
1. Defining the value positions in any curriculum
specification
2. Specifying curriculum in terms of content materials
and method
3. Indicating training procedures for teachers
4. Defining the contextual variables in schools,
systems, environments that will affect realization in
practice
5. Listing and testing hypotheses regarding effects
6. Attempting to relate effects to contextual variables
 Components of Stenhouse’s Model

• The components of Stenhouse’s Model are:

1. Content
• The first step of Stenhouse’s model involves the selection
of content, which is much more specific than objectives.
2. Methods
• The second step, methods, encompasses an
understanding of teaching methodology and how the
content from step one should be taught to the students.
3. Evaluation
• The final step of the model involves evaluation, which
examines the content and methods using effective
formative and summative mechanisms.
2.2 Classification of Curriculum theorizing

Activity 2.2
• What are the major categorizations of
curriculum theorizing?
• What are the assumptions of the different
categories of curriculum theorizing?
• Which curriculum theorization is suitable for
the TVET context? Why?
 2.2 Classification of Curriculum theorizing

• Curriculum theorists can be placed in various

categories as supported by various scholars.
These include:
– Traditionalists
– Conceptual empiricists
– Reconceptualists/ Critical theorists
– Post modernists
 2.3 Types and Views of Curriculum Theory

Activity 2.3
• What does design theories of curriculum deal
with?
• What are the functions of design theories of
curriculum?
• What are the concerns of each domain of the
theories of curriculum?
 2.3 Types and Views of Curriculum Theory

• There are two major categories of curriculum theories:

• Design theories address the basic organization of the
curriculum plan. For this, curricularists draw on
philosophy as well as on social and psychology theory.
• Engineering theories explain, describe, predict, or even
guide curriculum-development activities. They involve
specific plans, principles, and/or methods or procedures.
Engineering theories of curriculum are also partially
based on principles of measurement and statistics.
 2.4 Functions of a theory

Activity 2.4
• Discuss the major functions of theories of
curriculum.
• Which of the major functions of curriculum
theories worth most? Why?
 2.4 Functions of a theory

• Theories serve various functions such as:

– Description function
– Prediction function
– Guidance function
– Explanation function
2.5 Professional value of curriculum theory

Activity 2.5
• What is the importance of theories of
curriculum?
• What is the significance of curriculum theory
for a TVET trainer?
2.5 Professional value of curriculum theory

• Curriculum theory is important in the

following ways:
1. It provides a framework with which to design
the curriculum.
2. It empowers teachers for quality outcomes in
curriculum implementation process.
3. It enables teachers to rely on theory in
research about the school curriculum.
 TTLM and Curriculum
Development
Unit Three: The Cycle and models of
Curriculum Development
 3.1 The cycle of Curriculum Development

Activity 3.1
1. Who establishes a curriculum development
cycle?
2. Where does a curriculum development cycle
begin and end?
3. How do personnel engaged in curriculum
development benefit from the cycle?
 3.1 The cycle of Curriculum Development

• The development of an effective curriculum is a multi-step,

ongoing and cyclical process.
• The process progresses from evaluating the existing program,
to designing an improved program, to implementing the new
program and back to evaluating the revised program.
• The components of the cycle of curriculum development
include needs assessment, curriculum development or
revision, material selection, assessment development,
curriculum dissemination, curriculum implementation and
evaluation.
• Implementation should include staff development and
program evaluation for each content area.
 3.1 The cycle of Curriculum Development

Figure 3.1: The cycle of Curriculum Development in Situation Analysis Model

 3.2 Stages of the curriculum development process

Activity 3.2
1. How do you carry out the curriculum
development process?
2. How do we determine the effectiveness of
educational objectives?
3. How do we carry out the selection of content
for a curriculum?
4. What are the three basic elements for
organizing curriculum experiences?
 3.2 Stages of the curriculum development process

• The process of curriculum development

includes various components and procedures
such as:
– need diagnosis,
– formulation of purposes (objectives),
– selection of contents and learning experiences,
– organization of contents and learning experiences,
– implementation,
– curriculum dissemination, and evaluation.
 3.2 Stages of the curriculum development process

• Criteria for formulating educational objectives

a. Matching
b. Worth
c. Wording
d. Appropriateness
e. Logical grouping
f. Periodic revision
 3.2 Stages of the curriculum development process

• Criteria for selection of content

a. Validity
b. Comprehensiveness
c. Variety
d. Suitability (Appropriateness)
e. Balance of breadth and depth
f. Continuity
g. Relevance to life
h. Interest
i. Utility
j. Feasibility
k. Learnability
 3.2 Stages of the curriculum development process

• Organizing elements in curriculum experiences

• Tyler (1949) has identified three basic elements
of organizing curriculum experiences and he calls
them organizing threads that run vertically and
horizontally. The elements include:
a. Concepts
b. Skills and
c. Values
 3.2.2 Curriculum diffusion/dissemination

Activity 3.3
1. How do you evaluate the curriculum
diffusion/dissemination in the TVET curriculum
development process in Ethiopia?
 3.2.2 Curriculum diffusion/dissemination

• It consists in the distribution or publication of

information, reflections and decisions.
• It refers to the spread of information about
curriculum renewal, namely about innovative
instruction or instruction-related practices aimed at
preparing and informing all those involved with the
curriculum change.
• It turns out to be a prerequisite for a meaningful
and successful implementation of curriculum
renewal or curriculum change.
 3.2.2 Curriculum diffusion/dissemination

• It creates a bridge between the curriculum theory

and its implementation or practice.
• Researches show that curriculum renewal has often
failed due to lack of dissemination or hasty and
consequently superficial dissemination.
• In this regard, Kelly (2004:107) observes that ―… a
major reason for the failure of the Schools Council to
influence curriculum change more directly and more
widely was to be found in the dissemination
strategies that were adopted.
 3.2.3 Curriculum implementation

Activity 3.4
1. Explain the differences among the three
perspectives of curriculum implementation.
2. Which perspective to curriculum
implementation is suitable for the TVET
landscape? Why?
 3.2.3 Curriculum implementation

• Curriculum implementation is one of the

highly important components of curriculum
development.
• It is the execution stage of a planned
curriculum.
• Effective execution requires a clear
understanding of the basic concepts of
curriculum implementation.
 3.2.3 Curriculum implementation
• According to Ornstein and Hunkins (2009), implementation:
– Requires educators to shift from the current programme which
they are familiar with to the new or modified programme
– Involves changes in the knowledge, actions and attitudes of people
– Can be seen as a process of professional development and growth
involving ongoing interactions, feedback and assistance.
– Is a process of clarification whereby individuals and groups come
to understand and practice a change in attitudes and behaviors;
often involving using new resources
– Involves change which requires effort and will produce certain
amount of anxiety and to minimize these, it is useful to organize
implementation into manageable events and to set achievable
goals
– Requires a supportive atmosphere in which there is trust and open
communication between administrators, teachers, educators and
where risk-taking is encouraged.
 3.2.3 Curriculum implementation
• There are three different perspectives of curriculum
implementation: fidelity, mutual adaptation and
curriculum enactment.
• The fidelity approach is concerned strictly with the
degree of exactness between the planned curriculum and
the implemented experience.
• The mutual adaptation provides the teacher freedom to
make necessary changes to the planned curriculum during
implementation in line with the existing school situations.
• The curriculum enactment puts a great deal of priority on
the classroom-based (micro-curricular) movement in the
school experience. It is also known with a name school
based curriculum development (SBCD).
 3.2.4 Curriculum Evaluation

Activity 3.6 .

1. Compare and contrast the curriculum Evaluation

models
Curriculum Evaluation models

Criteria
A B C D

1.

2.

3.

4.

5.
 3.2.4 Curriculum Evaluation

• Curriculum evaluation is the process of

delineating, obtaining and providing useful
information for judging decision alternatives
on the implemented curriculum.
• It involves value judgment about the
curriculum and seeks an answer to the
question, “Did we do what we wanted to do?”
 3.2.4 Curriculum Evaluation
• Curriculum evaluation has the following specific functions and roles:
– It identifies the strengths and weaknesses of the curriculum before,
during and after implementation.
– It checks the effectiveness of other curriculum-based factors, such as
individual student performance, teacher performance, and other quality
concerns related to the organization and mission of the school.
– It allows curricularists to make decisions to revise, compare, maintain or
discontinue their actions and programs.
– It informs decisions passed by individuals about instructional
management, credentials and selection.
– It provides essential feedback and suggestions for professional
development options such as in-service education for teachers and other
educational professionals to update their professional competences.
– It encourages educators and others take responsibility for assessing
present practices, organizing options for new arrangements,
implementing selected activities, evaluating next steps, and continuing to
improve and coordinate practices.
 3.2.4 Curriculum Evaluation
• What areas in curriculum are quantified for
evaluation?
• Mission statement (philosophy)
• Sequence (order)
• Continuity (without disruptors)
• Scope (depth/variety of content)
• Articulation (how parts fit)
• Balance (quantitative and qualitative aspects of content)
• Coherence ( relationships among different components)
 Curriculum diffusion, evaluation and
alignment
Activity 3.7
1. Is curriculum diffusion decisive? Why?
2. Why do we conduct curriculum evaluation in
the TVET system? Does it align with either of
the curriculum evaluation models?
3. Which model do you prefer among the
curriculum evaluation models? Why?
4. How do you see the benefits of Curriculum
Alignment?
 3.2.5 Curriculum Improvement

• Curriculum improvement is a process of enriching,

modifying certain aspects without changing
fundamental conceptions/ elements/ structure of an
existing curriculum.
• Levels of operation for curriculum Improvement are:
– Substitution- substituting a new book for the current series
– Alternation- adding to instructional time
– Variations- transferring a successful programme
– Restructing- organizing teams for teacher and specialist
– Value orientation change- shifting from routine instruction
to computer assisted instruction
 3.2.5 Curriculum Improvement

• There are certain actions that facilitate

Curriculum Improvement process. These are:
– Change climate and working conditions to
encourage improvement
– Maintain appropriate tempo
– Change for variety of activities
– Build evaluation procedure
 3.2.6 Curriculum Change

• Curriculum change refers to the basic

alteration in the structure and design of
learning experiences based on conceptions
which may be at the school, district or
national level.
• It also denotes to the process of making the
curriculum different by shifting to new goals
and means.
 3.2.6 Curriculum Change

• Principles that guide curriculum change process are:

– People improve when they detect the desire of the stimulator to
improve himself
– Direction of improvement should be determine cooperatively
– People must identify and examine each other’s centrally held
values
– People improve through experience
– Divide time between contact individual and with go group.
– People’s resistance to efforts of others constitutes major
individual differences
– Create a climate of freedom
– Keep channels of communication offer
– Use power with great care
– Operate on a limited number of fronts at a given time.
 3.2.7 Curriculum Alignment

• Curriculum Alignment- alignment between

curriculum and state standards, standardized
test/state test, curriculum embedded tests, student’s
assignments, lesson plans, textbooks and instruction.
• There are two different kinds of alignment. These
are:
– Vertical Alignment- planning curriculum across the grade
levels from kinder garden through high school, building
upon instruction based upon standards
– Horizontal Alignment- alignment of the curriculum being
taught by teacher in common grade level.
 3.2.7 Curriculum Alignment

• Curriculum Alignment- alignment between

curriculum and state standards, standardized
test/state test, curriculum embedded tests, student’s
assignments, lesson plans, textbooks and instruction.
• There are two different kinds of alignment. These
are:
– Vertical Alignment- planning curriculum across the grade
levels from kinder garden through high school, building
upon instruction based upon standards
– Horizontal Alignment- alignment of the curriculum being
taught by teacher in common grade level.
 3.2.7 Curriculum Alignment

• There has to be an alignment between the written

and taught curriculum.
• The Written Curriculum specifies what is to be
taught and is produced by the state, the school
system, the school and the classroom teacher.
• The Taught Curriculum refers to what the teacher
actually teaches in the classroom.
• The Tested Curriculum- provides value feedback
about each trainee’s understanding of the
essential content, concept and skills.
 3.2.7 Curriculum Alignment

• There has to be an alignment between the written

and taught curriculum.
• The Written Curriculum specifies what is to be
taught and is produced by the state, the school
system, the school and the classroom teacher.
• The Taught Curriculum refers to what the teacher
actually teaches in the classroom.
• The Tested Curriculum- provides value feedback
about each trainee’s understanding of the
essential content, concept and skills.
TTLM and Curriculum
Development
Unit Four: Curriculum Design
 Curriculum Design
Activity 4.1
1. How do we categorize curriculum design?
2. Which of the curriculum design models do you
prefer? Why?
3. How do you see the possibility of combining
different kinds of designs in a single curriculum?
 4.1 Overview of Curriculum Design

• The process of meaningfully constructing and interconnecting the

components of a curriculum so as to address such fundamental
questions as what needs to be learned and how and why, the resources
required and how learning will be assessed is known as Curriculum
Design.
• Curriculum design involves a form into which curriculum is cast or
organized.
• Curriculum is generally organized through designs such as:
– Disciplines (e.g., mathematics, engineering, humanities, sciences);
– Fields (e.g., art, civics, design, home economics, industrial arts, social
studies);
– Units (e.g.,bicycling; child labor; feminism, jazz; mass media; queer fiction;
verbs; water colors);
– Organizing Centers (e.g., activities, modules, mini courses, problems,
processes, projects, tasks and competencies); or
– Personal Pursuits (e.g., aerobics, autobiography, cooking, bird watching,
guitar playing).
 4.2 Models of Curriculum Design
Activity 4.2
1. Which design model is appropriate for TVET
curriculum in Ethiopia? Why?
2. How do you view the importance of the
principles guiding the sequencing of contents
and learning experiences?
3. Do you follow certain principles when you
organize learning contents? If yes state them
 4.2 Models of Curriculum Design
4.2.1 Subject-Centered Curriculum
• The subject centered curriculum designs are the
most popular and widely used curriculum design.
• Knowledge and content are integral parts of the
curriculum. Teacher has full control of the
curriculum.
• Types of subject-centered designs are:
– Separate Subject Design
– Correlated Design
– Process Design
– Broad field Design/Integration
 4.2 Models of Curriculum Design
4.2.2 Learner-Centered Design
• The students/learners are the center of focus
of the program.
• These designs are found more frequently in
the elementary school level where teachers
tend to stress the development of the whole
child.
• Types of learner-centered designs are:
– Child-Centered Design
– Experience-Centered Design
 4.2 Models of Curriculum Design
4.2.3 Problem- Centered Design
• Problem centered designs are organized to
reinforced cultural traditions and also addresses
those community and societal needs that are
currently unmet.
• The major concern is with genuine life problems,
and the need to adjust or cater to the concerns and
situation of learners.
• Types of problem-centered designs are:
– Life Situation Design
– Core design
 4.3 Dimensions and Principles of Curriculum Design

• The curriculum design has six important dimensions

and some important principles that guide some of
the dimensions of curriculum design. These are:
1. SCOPE
2. SEQUENCE
3. CONTINUITY
4. INTEGRATIION
5. BALANCE
6. ARTICULATION
4.3 Dimensions and Principles of Curriculum Design

Objectives

Subject Matter Method and

Organization

Evaluation

Figure 4.1: The components of Curriculum Design

 4.4 Tips for Curriculum Design

• The following curriculum design tips can help

educators manage each stage of the curriculum
design process.
– Identify the needs of stakeholders
– Create a clear list of learning goals and outcomes
– Identify constraints
– Consider creating a curriculum map/matrix
– Identify the instructional methods
– Establish evaluation methods
– Remember that curriculum design is not a one-step
process
 TTLM and Curriculum
Development
Unit Five: Curriculum Development
for TVET
 5.1 TVET Curriculum Development

Activity 5.1
1. Why do we translate OS in to Training Standard
before developing TVET curriculum?
2. Why do we develop a comprehensive list of
competency standards for selected job titles
before starting instructional activities?
3. Why do we conduct labor market needs
analysis in order to design competency based
TVET curriculum?
 5.1 TVET Curriculum Development
• In the TVET sector competency-based curriculum
development is applied.
• Competency-based curriculum focuses both on
employment and self-employment opportunities.
• Proper competency-based TVET curriculum
development should be preceded by a profound labor
market needs analysis.
• There are four different approaches for assessing labor
market, namely, employer surveys, extrapolations,
labour market signaling and job vacancy.
• The popular competency based curriculum
development model for TVET is the Systematic
Curriculum and Instructional Development (SCID).
 5.1 TVET Curriculum Development
• SCID has five phases. They are:
– Phase 1, need analysis
– Phase 2, design
– Phase 3, development
– Phase 4, implementation
– Phase 5, evaluation
 5.1 TVET Curriculum Development

Figure 5.1: Simplified approach to competency based curriculum development

Adapted from: (Laird and Stevenson, 1993)
5.2 Basic Principles of Competency- based Curriculum Development

• Competency based Curriculum Development has

its own basic principles. They are:
– goal setting is based on preparing the student for a
particular professional/vocational activity in
accordance with the requirements of the
economy/labor market or a particular customer-
employer;
– social partnership or the involvement in the designing
curriculum and teaching activities representatives of
the economic sphere - direct customers, consumers
and beneficiaries of the results;
5.2 Basic Principles of Competency- based Curriculum Development

– primacy of practical tasks in the learning process,

which is focused on the development of learning
outcomes;
– training is based on interdisciplinarity or the
integration/synchronization of practice and theory;
– modular approach is used to structure the
curriculum;
– feedback analysis and evaluation; learning/training
providers self-evaluation and every year correction
of the curriculum.
 5.3 Practical Steps in the Development of Outcome Based Curriculum

• The general steps followed in outcome-based curriculum development are:

Step 1) Analyze the occupational standard and its units of competence
Step 2) Determine the program learning outcomes
Step 3) Determine and identify the different module titles
Step 4) Accomplish the template for Learning Module
Step 5) Define the qualification level and certification
Step 6) Describe the target group and their entry requirements
Step 7) Decide on the mode of delivery
Step 8) Design the program structure
Step 9) Describe the context for the institutional assessment
Step 10) Define the trainer’s / facilitator’s profile
Step 11) List, as an annex, the resource requirements of the program
Step 12) Consolidate the learning modules and package the program
 5.4 Linking Occupational Standards with Training Standards

Activity 5.2
1. How do you explain the process of linking
Occupational Standard with Training
Standard in the Ethiopian TVET system?
2. Why do we need to translate Occupational
Standard in to Training Standard before
conducting curriculum development?
 5.4 Linking Occupational Standards with Training Standards

• Occupational standards, or employment specifications, must be

defined by employers following procedures agreed upon by all
stakeholders.
• Developing countries should obtain occupational standards from
others for benchmarking purposes.
• A country may want to adapt selected standards for internal uses,
particularly those which are international in scope, to save
resources, facilitate labor mobility, and promote inward
investment.
• Training standards, or learning specifications, are used to define
curricula in training institutions.
• Training standards need to be linked to OSs if training is to be
relevant to the real world of work. This linkage is sometimes
absent, particularly in developing countries.
 5.5 Translating Occupational Standards into Training Standards

• The needs of employment (occupational standards) must be

translated into a language that can be understood in
education and training.
• The goal is to translate the language of action and inputs in
employment to the language of inputs in education, which
enable education professionals to plan and deliver learning
programs.
• One immediate step that can be taken is to develop learning
standards and outcomes that describe what people will be
able to do at the end of a learning program. Then learning
outcomes can be linked to employment outcomes defined in
occupational standards.
 5.5 Translating OS into Training
Standards
The world of employment Cooperation The world of education
The
The competence • learning content
Other competence to be related to the Other
employment required in achieved in learning outcomes educational
requirements occupations training • assessment of requirements
e.g., age, achievement e.g., teaching
location, • other process methods,
design of jobs, requirements (e.g., general
physical responsibilities, education
characteristics Employment duration of content
Outcomes Learning programs, locations
Outcomes
(Outcomes) (Processes)
Occupational Standard Training Standard

System components that are not related

Figure 4. Translating occupational standards into training standards
Source: (Frestwell, Lewis and Deji, 2001: 32)
 5.6 Methodologies for setting occupational
standards
• There are three major kinds of methodologies
for defining occupational standards. These are
job/task analysis, DACUM, and Functional
Analysis.
 5.6.1 Job/Task Analysis

Figure 5.4 Job/Task Analyses

 5.6.2 DACUM

Figure 5.5 DACUM Processes

 5.6.2 DACUM

Figure 5.6 Duty/Task (DACUM) Cart

 5.6.3 Functional Analysis

Figure 5.7 Functional Map

 5.7Academic vs Competence based Curriculum
ACADEMIC CURRICULUM COMPETENCE BASED CURRICULUM

Teacher-centered, high subject Learner-centered, promotes skills and

content, focus on knowledge competencies as well as knowledge
 IQ scores/test results  Motivation to learn
 Literacy and numeracy  Creativity and initiative
 Specific subject knowledge  Independence and self confidence
 Short and longer term  General knowledge
outcomes  Longer term outcomes

Table 5.1: Comparison between Academic and Competence-based Curriculum

 Project work
Practical Activity 1
• Take an Occupational Standard for one level in
your occupation and translate it in to a
training standard and then develop a full
package curriculum for it.
• Based on the training standard you have
developed draw a full package program for
one level in the TVET Qualification Framework
in your occupational area.
 TTLM and Curriculum
Development
Unit Six: Preparation of Teaching,
Training and Learning Materials
 A START
E B
Secure Approved
Competency Standard
D Are Descriptions
Analyze the Unit of Learning Outcomes YES
of Competency Complete?

NO Is the Analysis of all

Determine the Module
C Units of Competency NO
Title and Description comprehensive?
C
List Learning Outcomes
YES D
of a particular Module
YES
Is there a change
Define Nominal E in Competency
Hours per Standard? NO
Module
Specify Assessment
Criteria END

Specify Assessment
Describe Conditions List the content
Method

B
 UNIT OF PRACTICE OCCUPATIONAL
COMPETENCY : HEALTH AND SAFETY
PROCEDURES
ELEMENT
1. Identify hazards and
risks
2. Evaluate hazards and
risks
3. Control hazards and
risk
4. Maintain OHS
awareness

MODULE
TITLE :
Practicing occupational health and safety
procedures
 SUMMARY OF LEARNING OUTCOMES :
Upon completion of this module, the trainee/student must
be able to:

LO 1. Identify hazards and risks

LO 2. Evaluate hazards and risks

LO 3. Control hazards and risks

LO 4. Maintain occupational health and safety awareness

 LEARNING OUTCOMES Estimated
number of
hour
LO 1. Identify hazards and risks 2
LO 2. Evaluate hazards and risks 4
LO 3. Control hazards and risks 6
LO 4. Maintain occupational health and safety 6
awareness

18

Total

In order to come up with estimated

number of hours in a particular
module, determine how much time
a learner needs to acquire a higher
level of mastery in every learning
outcome.
 STAGE MODULE INFORMATION

LEVEL OF CERTIFICATION LEVEL OF CERTIFICATION

Identify certification level See certification levels on

based on the prescribed competency standards.
level in the PTQF e.g. NC I, NC II, NC III
and NC IV.

PRE-REQUISITE PRE-REQUISITE

Identify the pre-requisite of Pre-requisites are those

a particular module (if modules or
necessary) competencies which
learners must have
successfully completed
or achieved before
commencing on the
next module.
LO 1. IDENTIFY HAZARDS AND RISKS
Assessment criteria
must be observable
ASSESSMENT CRITERIA : and measurable within
the level of
performance

1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/Risks and its corresponding indicators are identified

in line with workplace procedures.

3. Contingency measures are recognized and established

in accordance with organizational procedures.
CONTENTS :
 Hazards and risks identification control

 Organizational safety and health protocol

 Threshold Limit Value (TLV)

 Occupational Health and Safety Indicators

 CONDITIONS
The students/trainees must be provided with the following:

• Personal protective equipment

• Learning guides

• CD’s, VHS tapes

• Hand-outs

• Organizational safety and health protocol

• OHS Indicators

• Threshold Limit Value

• Hazards/risks identification and control

 METHODOLOGY :

Group discussion

Film viewing

Case study

Self-paced learning

Lecture/discussion

Demonstration
 STAGE MODULE INFORMATION

ASSESSMENT METHOD ASSESSMENT METHOD

Specify the method of assessing the Having identified the evidences needed
learning outcome. Identify whether the to assess the learning outcomes you now
assessment will be: need to look at assessment methods to
support the collection of the evidences.
 Observation

 Computer or paper based

Where possible, you are encouraged to
 Oral/interview use holistic approach. A holistic approach
to competency assessment is one in
 Practical demonstration which competence is seen as the ability to
draw in and integrate a variety of
Specify where the assessment will take
knowledge, skills and attitudes.
place
 MODULES OF INSTRUCTION/TRAINING

UNIT TITLE: A unit of competency which when applied in a work

situation can logically stand alone. It indicates a title and
express in outcome terms.

MODULE TITLE: •Briefly describe the title of the module

MODULE
•Brief description of the module its scope and delimitation
DESCRIPTOR:

LEVEL: Level of Qualification based on PTQF

(NC 1, NC 2, NC 3, NC 4)
NOMINAL
DURATION: Estimated /suggested number of hours per module

LEARNING •Specify what the Learner will be able to do or achieve

OUTCOMES:
 MODULES OF INSTRUCTION/TRAINING

•Listings of criteria by which the achievement of the learning

ASSESSMENT
outcomes will be judged
CRITERIA:
•Specify the performance outcomes the learner will be expected
to demonstrate at the conclusion of the learning outcome

•These will assess the necessary knowledge, skills, and attitudes,

reflecting the performance criteria as outlined in the relevant
industry or competency standards

CONDITIONS: •Outlines the situations and contexts under which learners will
be assessed

•Specify the conditions under which the learning and

assessment will take place

•These can include a list of tools and equipment, access to

learning resources and equipment manuals, and types of facility
 MODULES OF INSTRUCTION/TRAINING

CONTENT List down the specific underpinning knowledge, skills,

attitudes & safety that are to be addressed within this
learning outcome.

METHODOLOGY Different approaches, methods and techniques

that a learning process will be delivered

ASSESSMENT •Specify the method of assessing the learning outcome

METHOD
•The methods used to gather evidence of sufficient
quantity and quality on which to make sound
judgement about a candidate’s competency

•Assessment methods include observation, simulation,

questioning, presentation, written assessment, etc.
 Mo dule o f Instruc tio n
SECTOR AUTOMOTIVE
UNIT OF REPAIR CHARGING AND STARTING SYSTEM
COMPETENCY
MODULE TITLE REPAIRING CHARGING SYSTEM
MODULE This module covers testing/identifying faults and
servicing charging system components.
DESCRIPTION
NOMINAL 40 Hours
DURATION
CERTIFICATE NC II
LEVEL
PREREQUISITE
SUMMARY OF Upon completion of this module, the trainee/student
must be able to:
LEARNING
OUTCOMES 1 Test charging system components and identify
faults
2 Disassemble alternator
3 Repair/replace and assemble alternator
component/parts
 COURSE DESIGN
The course title can be the name arising out of the competency
Course Title:
analysis. It should convey a clear message of what it is all about.

Course Duration : Approximate length of course in hours or years

Qualification Level: Refer to competency standard

Unit of
List down the unit of competency from CS
Competency :

The course description will include the relevance of the proposed

Course Description:
course to industry, enterprise or community needs and competencies
that the student may have after completion.

Course Outcomes: State the expected outcomes of the course based from the modules of
instruction developed. Include in the list of outcomes the general
workplace and key competencies required for the possible jobs the
students may have after training.
Entry Requirements: Specify essential entry requirements. Any particular qualification such as age
or size should be specified.

Course Structure Provide the sequencing of modules/subjects. Provide a nominal time for each
module/subject.

Competency Analysis This table reflects the number of modules developed in a particular unit of
competency
Unit of competency Number of module Total

Competency 1 1 1

Competency 2 1 1
Competency 3 2 2

Describe the assessment approach and how it relates to outcomes and how
Assessment Method will the performance of the learners be judged.

Course Delivery Identify any delivery modes essential to the course. Identify support
mechanisms and links with industry for effectiveness of course delivery.

Resources List the required facilities, tools, equipment and materials for course delivery.

Qualification of Instructors Identify minimum essential qualification, experience and competencies of

instructors and assessors Special qualification of instructors, if there is,
should be specified.
 Project work
Practical Activity 2
• Based on the curriculum you have already
developed; prepare appropriate teaching,
training and learning materials for one level
that best suits your context.