A.KALA DEVI (807662) MOHD FADLY (807855) V.RUSHANI (807740) 1 Curriculum has the meaning of educational path and describes the learning process in a much more comprehensive and complex fashion than is possible with plans of learning content or learning material.
The Curriculum development is oriented towards the learner by enabling them to become not only successful learning achievers at school but also responsible citizens, effective workers, caring community members, and life-long learners, in an increasingly interdependent world. 2 The effectiveness of well developed curriculum should be measured on : it is able to attract the young generation into the occupation of the future and skills which employers need
it is able to deliver not only technical contents (technical skills) but also to learn how to cope with new challenges (coping skills) and prepare them for life long learning
it is able to provide with the basic set of skills it takes to transfer from one job or area of work to another, once they have entered the workforce and - it offers open access to all without the constraints of entry requirements
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A.Kala Devi (Matriks No :807662)
4 5 Curriculum as Technical Function Theory stating that educational requirements reflect the demands for greater skills on the job due to technological change.
Integrating technical into academic content allows students to explore with good higher order skills - contextual knowledge, reasoning, analytical and critical thinking skills etc
focuses not only on the educational process but also on the tangible results of that process.
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Focus
-to develop a broad range of knowledge, skills, attitudes,and values- each ultimately contributes in some manner to simulated and realistic work settings
-integration of academic studies with applied studies so that students are better able to link these academic content areas to applied career and technical education content.
8 In School Success Standard - assessment of student success in school must be with 'hands-on" or applied performance -In-school success standards must be closely aligned with performance expected in the occupation
Out-of-School Success Standards -Curricular outcomes can be judged looking at students demonstrate their success in the world of work. -Success standard related with employment : affective job skills, technical skills, occupational survival skills, job search skills, and entrepreneurial skills 9 School-Workplace--Community Relationships
-maintaining strong ties with a variety of agriculture, business, and industry-related areas
-curriculum must be responsive to community needs
-Employers in the community should indicate what students needs are and to assist the school in meeting these needs. 10 Federal Involvement -support for the operation of technical curricula with meet certain requirements.
11 Responsiveness
-Technical curriculum must be responsive to a constantly changing world of work. -The Industrial Revolution -Integration of technology concept into everyday life
-Therefore new developments in various fields should be incorporated into the curriculum so that graduates can compete for jobs and achieve their greatest potential.
12 Logistics -facilities, equipment, supplies, and instructional resources is a major concern in the implementation career and technical curricula
Expense
13 As a curriculum is being developed, the educator obligated to develop it more systematically to reach the quality into the "finished product" or graduate.
Curriculum developers must give consideration to the basic character of the curriculum and build in those factors that contribute to its quality.
As the development is on going process, outcomes of this process must be made clear by looking into below aspects: 14 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
the use of data as a basis for curriculum decisions cannot be overemphasized 15 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.
Provision must be made to redirect, modify, or even eliminate an existing curriculum any time due to meet its contribution to student growth
Explicit Outcomes 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 where students achievement and how their outcomes relate to a particular occupation or field. 16 Realistic The content of curricular should not developed merely on the basis of what a person should know but also includes what a person should be able to do.Emphasis must be placed upon practicals like hands-on experiences in laboratory and work-based educational settings.
Student-Oriented various students' learning styles, develop individual work- based learning plans, or to make available alternate paths for the achievement of course objectives.
17 Evaluation-Conscious -Curriculum evaluation has to be an on ongoing activity -plans must be made to assess its effects on students. -school personnel must actually see what strengths and weaknesses exist.
Future-Oriented Educators are concerned about future such as : technological changes might affect the need for graduates types of school laboratories win be needed twenty years from now. continuing education will be needed by students who are in school right now. The successful curriculum dependents on on its future- oriented perspective.
18 World Class-Focused
Benchmarking against world-class standards focusing on total quality and empowering self-directed work teams that businesses and industries can become world class. Likewise, curricula that prepare students to work in these businesses and industries must be sure what is taught includes world class-focused learning experiences. 19 This pillar of learning implies in the first place for application of what learners have learned or known into practices
Learning to do thus implies a shift from skill to competence, or a mix of higher-order skills specific to each individual.
learning to do also means: ability to communicate effectively with others; aptitude toward team work; social skills in building meaningful interpersonal relations; adaptability to change in the world of work and in social life; competency in transforming knowledge into innovations and job-creation; and a readiness to take risks and resolve or manage conflicts.
20 Co-operation between social partners and the government should be legislated. This legislation should include and clarify the role of the social partners in curriculum development, delivery and financing education.
The occupational profile and curriculum framework should cover a list of competencies, standards and work attitudes. It should also specify the level of training, duration, assessment and certification.
Methods of curriculum delivery should be compatible with the national resources, social attitudes and other work ethics
21 Investigate various methods of curriculum delivery such as training within both enterprises and educational establishments to recommend appropriate balance between theoretical,practical and other integrative aspects of curriculum. Case studies may be useful in this regard.
Competency-based training helps to acquire skills necessary to meet various job profiles. Teaching materials and methods should be developed compatible with the availability of the national resources.
Regional networks should be established to consider future strategies and recommendations made here. This will help to develop further various aspects of curriculum development and implementation
22 Japan -principle of equal opportunities for all nation -National standards for curricula at all school levels in order to ensure optimum national level of education -Broad guidelines for the objectives and standard content in the study course for each of the four school levels. -assist the development of the trainees in the new emerging technological areas, lay more emphasis on basic and essential knowledge, a number of revisions have been made in the existing curricula. 23
V.RUSHANI (807740) 24 25 Curriculum has been seen as the development of the mind through academic knowledge.
Hidden curriculum: Learning through experience.
26 3 TYPES OF KNOWLEDGE Knowing That (knowledge of facts) Knowing How (Knowledge of skills) Knowing by acquaintance /knowing by recognition 27 To know is to be connected 28 Curriculum is a Node 29 Source (Curriculum) 30 31 32 Mastery of each lower category is a prerequisite for achieving mastery of the next higher category. (Bloom,1956) Cumulative & Hierarchical
Hierarchical classification is not regarded proper for each subject field. WHY?
(Senemolu, 2007).
33 34 Knowledge Factual Conceptual Procedural Metacognitive Facts & Basic Elements Figuring Inter- relationship How to do something Knowledge of Cognition 35 Recalling & Adapting
Perform better and learn more
Students knowing different strategies for learning, thinking, and problem solving can use their knowledge and students knowing their own strength and weakness can adjust their own cognition and thinking to diverse tasks to be more adaptive.
(Amer, 2006; Krathwohl, 2009). 36 37 Using the four pillars of learning as fundamental principles and cross-cutting themes is intended to be an alternative approach to the facilitation of curriculum change through resetting objectives, identifying/selecting key competencies, and integration of relevant knowledge, skills and values across curriculum areas or learning domains. 38 Students have to understand the world around them
The broader students knowledge, the better student can understand the many different aspects of our environment.
Encourages greater intellectual curiosity, enables students to develop their own independent judgments. 39 Learning to know implies learning how to learn by developing ones concentration, memory skills and ability to think
Process of improving concentration skills can take different forms and can be aided by many different opportunities.
40 Thinking is something children learn first from their parents and then from their teachers.
The process should encompass both practical problem-solving and abstract thought.
The process of learning to think is a lifelong one and can be enhanced by every kind of human experience.
41 A focus on abstract concept
Challenges for knowledge, curriculum and learning will be the ability of todays learners to be more familiar and comfortable with abstract concepts and uncertain situations.
Students were presented with ready-made problem
Problems are rarely that clearly defined.
Knowledge- make decisions/choices based on complex uncertain realities.
42 Enhances the students ability to acquire & utilize knowledge
In the past, curricular practitioner claimed themselves to be sages on the stage delivering knowledge to the eagerly waiting students whose minds were empty vessels waiting to be filled.
Range of new technologies and new techniques
The role of curricular practitioner has changed from sages on the stage to guide on the side
43 Produces a scientifically and technically trained person
Students joining the workforce should be highly knowledgeable
Universities as a platform to continue providing knowledge
44 Are Curriculum as Technical Theory and Knowledge Theory implemented in Malaysian Education System?
45 Has long been established in Malaysia.
Misconception that Technical and vocational education are only for low academic achievers.
Large number of students are looking into these stream by enrolling in technical schools to gain knowledge before choosing their career path (technical). 46 Malaysian Economic Planning Unit (EPU), under the Ninth Malaysia Plan, technical and vocational schools were allocated approximately RM629.2 million in development expenditure.
Technical and Vocational Education and Training(TVET) providers: a) Ministry of Education b) Ministry of Higher Education c) Minister of Human Resource and Development d) Ministry of Youth and Sports e) Ministry of Community Development f) State Governments g) Private Providers (MARA, UniKL, etc) 47 Implementation Strategies
Increasing Enrolment in Vocational & Skills Stream
Strengthening technical and vocational education
Forming links with local and foreign institution of higher education
Introducing Skills Stream at national schools beginning 2011 48 49 Having technical/vocational schools will help bridge the gap from our secondary schools to universities. These schools can also act as a stepping stone for those who are not yet ready for university, they can spend some time obtaining a diploma before making the leap.
completers of vocational programs had better employment opportunities than completers of academic programs
No child left behind .Every child has an opportunity to gain education in the field relevant with their interest.
It was suggested that UNESCO should organize regional seminars in the coming years in order to train national curriculum developers with new approaches.
During this process, an open prototype curriculum on a selected subject could be formulated as an example. 50 51