Development of a curriculum model for vocational/technology education
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The problem of the present study was to investigate several aspects of the School Improvement Model (SIM) and consider its applicability in addressing the needs of vocational/technological education at the secondary school level. Initially, the SIM model was closely studied and related literature researched in an effort to determine a appropriate method to derive a functional model. Experts in the field of curriculum were solicited and their experiences taken into consideration prior to the development of a model. Taking into account the SIM model, the related literature and the experiences of others, a model was developed and presented before a knowledgeable panel for evaluation, given certain criteria. The suggestions of the panel were taken into consideration and the Technology/Vocational School Improvement Model (TVSIM) was developed;The TVSIM model allows for flexibility of subject integration and provides a framework for curriculum renewal, alignment, and assessment. Briefly, the model consists of the following steps. First, the school board, working in conjunction with the SIM team, develops a stakeholders' committee which is asked to empower curriculum committees. Second, the curriculum committee determines the gap, develops the subject philosophy statement and then ascertains what are the curriculum content determinators. Third, the committee then decides to retain or renew the curriculum. If the curriculum is to be renewed, then content standards are set, program goals are established, and a scope and sequence grid is developed. Fourth, unit plans are then developed and compiled into a draft curriculum. Finally, all teachers are provided with professional staff development and the curriculum is ready for service;From the curriculum committee, a subset of teachers are employed and becomes the assessment committee. The assessment committee determines which concepts will be tested and determines the evaluation methodology. The evaluation is carried out in two ways; one is a paper and pencil test while the other uses authentic measures. The authentic measurements involve criteria which are developed through a method known as SOLO--Structured Observable Learner Outcomes. The two evaluations are then combined into an instrument and drafted into a pilot test. The instrument is then field tested and a test analysis is carried out at which point the instrument is revised and ready for pre- and post-testing.