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CURRICULLUM
DEVLOPMENT
AND
REVIEW
2015
Preamble?
Executive Summary?
Preface?
Abbreviations?
THE PROCDURE FOR DEVELOPING A COMPETENCY BASED CURRICULLUM
c
d
e
identify the training needs that have not been addressed by the existing curricula
establish the mechanism for coping with emerging trends and challenges in the
industry
establish the findings and feedback derived from implementation of the existing
curricula
TITLE
DESCRIPTION
3
REMARKS/CO
MMENTS
Name of the
qualification
Training Needs
Analysis
Curriculm
Design/Format.
Curriculum
Development
relevance of content
appropriate learning resources
Time allocation for both theoretical
and manipulative skills
mode of delivery and learning
activities
duration for industrial attachment for
each module
competencies to be acquired during
industrial attachment
qualifications and experience of
trainers
specifications of training equipment,
specifications of learning materials
Preparation for
Implementation
2) Return the curriculum with observations to SSAC if it does not meet the
requirement for endorsement
6. Step 5- Approval by the Technical and Vocational Education and Training Authority
(TVETA)
The Councils Academic Committee shall upon the endorsement of the curriculum, submit it to
TVETA for approval and implementation within a specified period of time
.
A Competency based curriculum for TVET shall entail training programmes which
take into consideration the market demands and the social and economic needs of the
learners.
The goals and aims of a TVET curriculum should be consistent with relevant
legislation and policy documents on education and training such as: the national goals
of education and training, the National TVET Strategy, the Vision 2030, Sessional
papers and other relevant policy documents. Learning outcomes are derived from
standards which are defined by industry.
A Competency based curriculum shall seek to systematically identify and develop
essential worker competencies, or the knowledge, skills and attitude required for a
particular job
A Competency based curriculum for TVET shall be developed based on set competency
occupational standards.
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All Curriculum developers shall use the Building blocks Model given below
1 A TVET curriculum developer should conduct a Training Needs Analysis (TNA), which is the
first stage in curriculum development process.
2 The TNA should:
identify the training needs that have not been addressed by the existing curricula
establish the mechanism for coping with emerging trends and challenges in the
industry
establish the findings and feedback derived from implementation of the existing
curricula
CURRICULUM DESIGN
1. The TVET CDACC will oversee the design and development of the all CBET curriculum
2. The curriculum design shall broadly define the nature and scope of the TVET curriculum.
3. The design shall be developed by relevant teams who will use occupational/professional
standards to guide the development of curriculum materials which should be presented in a
modular format.
4. The curriculum development team should comprise at least one person from each of the
following categories:
a
b
c
d
e
f
g
h
ii
Artisan-990 hours
iii
iv
Diploma-2970 hours
Credits equivalency
e
f
g
h
i
j
6. The curriculum development team shall carry out a task analysis in order to identify the
competencies required to perform specified tasks/activities for the job for which the curriculum
is being developed.
The process of task analysis will involve:
a.
b.
c.
d.
e.
f.
7 A CBET TVET curriculum should be in modular form and the number of modules in a course
specified.
8 Each module shall group specific competencies together based on related tasks at the work
place.
9. Each module should be designed to enable a trainee acquire competencies of a particular task
in the work place.
10. Each module should:
a have a title/theme
b specify module units (subjects)
c have general and specific objectives
d have a discrete code
e specify entry behaviour of trainees
f specify industry sector(s) where the skills are applicable
g be evaluated and a certificate awarded independently by an accredited examining body
h be flexible to allow credit transfer, recognize prior learning and working experience and
career progression
10. The curriculum development team should formulate specific objectives to be achieved by the
trainee by stating each component of a task as a measurable learning outcome.
4.0 CONTENT DEVELOPMENT
1 Module units (subjects) content shall be organized into training packages which should be
derived from the specific objectives formulated at the design stage.
2 The content should be organized into logical subjects or module units.
3 The content areas shall address all the learning domains i.e
a) Cognitive
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b) psychomotor
c) affective
4. Appropriate duration should be given to each module depending on the time required for
the learner to be competent and demonstrate achievement of the learning outcomes.
5. At this stage emphasis is placed on the development of:
1) Instructional Materials
2) Learning Resources
3) Self Checks
4) Performance Tests
Manipulative
Skills
80%(90%)
70%
40%(50%)
30%
Theoretical
Skills
20%(10%)
30%
60%(50%)
70%
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3) Physical facilities shall conform to the standards set by relevant training regulators. The
facilities include workshops, laboratories, theory rooms and libraries among others.
4) A TVET curriculum shall specify the qualifications and experience of trainer.
5) A curriculum developer shall carry out induction of all stakeholders involved in the
implementation of the new curriculum to enable them own the document and the process.
The stakeholders shall include:
a
Government agencies in charge of TVET training
b
TVET Trainers and Technical staff
c
Managers and Administrators of TVET institutions
d
Accredited Certification bodies
e
Relevant industry regulators
The Curriculum Development, Assessment and Certification Council (CDACC) shall appoint
Sector Skills Advisory Committee (SSAC) members to be technical arm of the council.
The Curriculum Development, Assessment and Certification Council (CDACC) will appoint
SSAC members competitively
The Sector Skills Advisory Committee (SSAC) members shall be responsible for ensuring
that vocational education and training programmes offered are according to the needs and
demands of the employment market.
TVET CDACC shall provide coordination and secretarial services to the SSACs.
The Sector Skills Advisory Committee (SSAC) members shall represent the skill sectors
identified in the Market/industry.
Every member of the committee shall, unless he/she sooner resigns or otherwise ceases to
hold office, hold office for a period of three years and may be eligible for re- appointment
2.0 The composition of SSAC members will not be more than seven members of whom:i
ii
iii
iv
vi
vii
2. Subject to any general or specific directions by the council or any regulations made under it,
the committee may regulate its own proceedings.
3. Functions of the Sector Skills Advisory Committees (SSAC) will be to;
Advise the Board on the establishment of new vocational trades training and educational
programmes or on the abolition of existing ones.
ii
assess training needs and determine standards for the area of trades the committee is
covering.
iii
draw up training specifications and job description for the trades to be taught.
iv
ensure that the employment market is informed about training activities under the
committees to promote placements for students; and
vi
form sub - committees to work with particular training issues as may be necessary.
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