Computer Society of Zambia

ICT Training Standards and Professionalism Seminar

Zamcom Lodge, Lusaka. 26 May 2005
Website: www.csz.org.zm
E-mail: info@csz.org.zm

TRENDS AND ISSUES IN CURRICULUM DEVLEOPMENT IN

THE TECHNICAL EDUCATION, VOCATIONAL AND
ENTREPRENEUSRHIP TRAINING (TEVET) SECTOR IN
ZAMBIA

Presentation
By
Gabriel S KONAYUMA
Ministry of Science, Technology and Vocational Training
PO Box 50464
Longacres, Lusaka
Zambia
Telephone: +260 1 251331

Website: http://www.mstvt.gov.zm

E-mail: gkonayuma@mstvt.gov.zm or gkonayuma@yahoo.com

CURRICULUM DEVLEOPMENT AND REVIEW

INTRODUCTION
This paper seeks to explore the trends and issues in curriculum development and review in the
technical education, vocational and entrepreneurship training sector in Zambia. The paper
looks at the processes in curriculum development and review. The paper is structured as
follows:
• Definitions and explanation of terms
• Curriculum development and review process
• Trends and issues in curriculum development and review

1.0 Definitions and Explanation of Terms

1.1 Curriculum
Curriculum is defined as “all the planned and guided learning experiences and
intended learning outcomes, formulated through the systematic reconstruction of
knowledge and experiences, under the auspices of the school, for the learners’
continuous and willful growth in personal social competence” (Tanner, 1980:1).
Curriculum in the TEVET sector encompasses not only what is written in the Syllabus
but also includes among other things, course and programme design, course
development and approval, content, teaching and assessment strategies, facilities
and timetabling.

1.2 Curriculum Development

Curriculum Development refers to “all aspects of the formal curriculum process
including review of the current situation, development of aims and objectives,
decisions on content and structure, detailing learning activities and teaching methods,
developing assessment strategies, evaluation and review procedures.

2.0 Curriculum Development Process

TEVETA’s Curriculum Development follows the following process: Training Needs
Analysis (TNA), determining aims and objectives of the course, and learning
outcomes for the trainees. This is followed by deciding on the course content,
structure and focus. The next stage is determination of learning activities in line with
the content and learning outcomes. This is followed by indication of assessment

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 methods aligned to the learning outcomes. Course evaluation strategies relevant to
the programme aims and objectives are then determined. The diagram below shows
the model of curriculum development:

A. CURRICULUM FOUNDATIONS

1. Rationale for the Programme

2. Programme Purpose/Goal
3. Program Objectives
4. Entry Requirements
5. Assessment
6. Duration
7. Referrals
8. Failures
9. Programme Evaluation
10. Staffing
11. Certification
12. Progression

B. CURRICULUM CONTENT
1. Model Title
2. Unit Title
3. Module Aim
4. Module Objectives
5. Nominal Duration
6. Learning Outcomes
7. Conditions for learning
8. Learning Activities
9. Assessment Criteria
10. Assessment Method
11. Resources/References
Fig. 1

TEVETA uses the systematic curriculum instructional development (SCID) model for
curriculum development. SCID is an efficient and effective method for creating competency-
based curriculum and instructional materials. Twenty three components are grouped into five
phases: Curriculum Analysis, Curriculum Design, Instructional Development, Training
Implementation and Programme Evaluation.
The phases in more detail are:

Phase 1. Curriculum Analysis comprises six components. First is a needs analysis, in which
actual needs are determined. If the need for training is confirmed, a job analysis is next
(DACUM approach is recommended). Next is task verification, which can extend
involvement in the job analysis from a few to 100 or more expert workers and can provide a

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means of rating the importance and difficulty of each task and obtaining other valuable
decision-making information. Armed with this information, it is possible to select tasks (or
deselect them, as some industry trainers say) for inclusion into the program. The next
component in this phase is the standard task analysis. The information obtained in this step is
absolutely essential in identifying performance steps and decisions, essential knowledge,
industry standards, etc. needed to develop accurate and relevant teaching and learning
materials. A sixth component, the literacy task analysis is recommended, but is optional here.

Phase 2. Curriculum Design comprises four components. Based on information collected in

Phase 1, it is necessary to make decisions about the training approach -- type of instructional
program and materials to be developed, the degree to which instruction will be individualized,
and support media to be developed. Next is the development of learning objectives for each
task of group of tasks, followed by the development of job performance measures. This
phases concludes with the preparation of a training plan, which should be fairly detailed and
include all aspects of personnel and facility and equipment needs. Implementation of this plan
must occur concurrently with the development phase.

Phase 3. Instructional Development comprises of four main components, although

depending on the type of materials produced, the first two components may vary. One choice
-- usually for competency - or performance-based programs -- is to develop a competency
profile and then to develop learning guides or modules. The second choice -- usually for more
traditional programs -- is to develop a curriculum guide and then to develop lesson plans. The
third component in either case is to develop supporting media, which can be simple
transparencies, posters and slides, or more expensive videotapes or interactive videodiscs.
Appropriate media add variety and clarity to the instructional process, motivate the learner,
and help demonstrate or illustrate difficult concepts and procedures. The last step in
dvelopment is to pilot-test and revise the materials. This step is important and worth the extra
time and money to make needed improvements and modifications. Keep in mind that the
purpose of these materials is to help learners achieve the performance objectives as
efficiently, effectively, and economically as possible. In many cases, existing materials and
resources may be used or adapted.

Phase 4. Training Implementation comprises four components, beginning with activating

the training plan developed in the design phase. By now, learners have been recruited,
instructors selected and trained, and the availability of facilities, supplies, equipment, and

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other resources confirmed. The next step, after pre-testing, is to conduct a formative
evaluation of learner and instructor performance. This information is invaluable in making in-
course corrections, should this become necessary. Documenting training in the form of
student achievement and instructor performance records is the final step in this phase. The
student competency profiles can be used to report achievement to parents and potential
employers as well as to administrators.

Phase 5. Program Evaluation, the final phase, comprises three components. With the
formative evaluation complete, the next important step is to conduct the summative evaluation
to collect data for use in decisions on maintaining or improving the education or training
program. This involves gathering data on the overall instructional process, program outcomes,
student follow-up, worker productivity, and cost-effectiveness. Analyzing and interpreting
this information will lead to recommendations on program improvement and, finally, taking
corrective actions. Completion of the evaluation phase produces the performance data and
feedback vital to any education or training system concerned with quality management and
proving its worth. (Center on Education and Training for Employment, 2005:2).

It should be noted that before TEVETA coordinates supervises the curriculum development
process, the following measures are in place: Staff (from institutions and industry) are
identified, the programmes to develop are identified along with a justification for the
programme. This is the planning stage.
Planning: This stage will involve convening a Curriculum Development and Review
Committee, identifying key issues and trends in the specific content area and assessing needs
and issues.

Articulating and Developing: The next stage is articulating and developing the curriculum.
This involves as mentioned earlier defining the programme its’ level and programme goal and
objectives. This stage will also involve the developing and sequencing of programme modules
and units. The curriculum development should also take into account identification of
resource materials to assist with programme implementation. This stage will also involve
developing assessment items and instruments to measure student or trainee progress.

Validation: Curriculum validation is the process through which independent experts in

various disciplines validate (i.e. the checking of the curriculum for correctness or for

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compliance). TEVETA ensures that those involved in this exercise were not involved in the
curriculum development exercise.

Approval: The TEVET Main Committee is responsible for the approval of developed and
validated curricula. Once curricula are approved, they can be used in institutions for training.

Implementation: This is putting the new programme into practice.

Evaluation: This entails updating the programme and determining the success of the
programme.

3.0 Curriculum Review Process

TEVETA’s policy is that a comprehensive review should be done no less often than
every five years. A review should be undertaken sooner if conditions warrant. In
particular, a review should be undertaken after the duration of each programme e.g. 1
year, 2 years or 3 years. The following steps will be accomplished for each
comprehensive review cycle:

1. The review process will be initiated by the training providers, who will notify the
TEVETA that a review is due.

2. Information gathering:

a. College or institution "assessment" processes include periodic surveys of the

College's various stakeholders to identify their needs, and results from the most
recent of these surveys should be made available to TEVETA. At a minimum,
surveys of students (i.e. past and present), parents, and businesses (employers)
should be undertaken. Input from student and "Sector Training Advisory
Committees (STACs) should also be collected if possible.

b. Institutional management boards and curriculum committees are encouraged to

arrange for "standard" syllabi to be updated for all courses required by the
respective programmes in a particular field.

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 c. Each committee should obtain detailed curriculum information from several
competing universities and colleges for use in "benchmarking."

4.0 CONCLUSION

TEVETA is involved at all stages of curriculum development and review. TEVETA

ensures that quality assurance by ensuring that all the stages of Curriculum
development and review are adhered to. TEVETA also ensures that the
introductory part of the curriculum contains all the relevant information such as
programme goal, programme aims and objectives, rationale, entry requirements,
programme evaluation, assessment, minimum pass level, referrals and failures,
attendance, staffing requirements, course duration and certification are clearly spelt
out. TEVETA also ensures that the main curriculum content contains the appropriate
modules, units, duration, learning outcomes, learning activities, assessment criteria
and methods. TEVETA is committed to ensuring that all curricula are reviewed
regularly so that trainees receive the current knowledge, skills and attitudes in order
for them to be competent and fit well in the labour market upon graduation.

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REFERENCES

Tyler, R. A. (1989). Curriculum Model based on the work of Ralph Tyler. [online]. San Diego
University, San Diego. Available from: http://www.coe.sdsu.edu/people/jmora/
MoraModules/TylerCurrModel.pps. [Accessed on: 24 May 2005].

Center on Education and Training for Employment. Systematic Curriculum Instructional

Development. [online]. Ohio: Ohio State University.
Available from: http://www.dacum.com/ohio/scid_br.pdf. [Accessed: 24 May 2005]