Technical and vocational education training not only helps the learner but also provides industry-specific graduates and productivity increases. The curriculum developers should prepare industry relevant curricula.
2. SDG- 8
Promote sustained inclusive and
sustainable economic growth, ensuring full
and productive employment, and decent
work for all.
3. Process of Developing TVET
Curriculum to Meet SDG
Based on the Needs Analysis
Program Objectives are Based on
Employers Needs (jobs, tasks)
Needs are Identified Based on the
Organizations’Activities (present and near
future) and personal competencies to meet
performance targets.
4. Dynamic Changes
Product Changes
Process Changes
New Technology/Improved changes
Changes in Laws, Rules, and Regulations
Scarcity of Raw Materials
Demand for Newer Goods/Services
5. Context Analysis
FDI for new manufacturing companies
MNCs need qualified workers
New Vocational Education Projects
World Bank assisted project in vocational
education
ADB assisted project for faculty development
More women students opt for vocational
education
7. Courses
Sequence of content units arranged
A judiciously organized subject matter
Organized set of processes, procedures,
programs and alike which are applied to
learners in order to achieve specified
objectives.
8. Curriculum
A systematic group of courses required for
graduation or certification
A general overall plan of the content or a specific
materials of instruction offered for
certification/graduation
A body of prescribed educative experience under
college supervision
Designed to provide an individual with the best
possible training
9. Factors to be taken
Entering behavior of the learners
Technological changes
Legal changes
Increasing number of students entering into the
system
Instructional methods
Integration of courses of study
Learning materials
Changes in emphasis needed by social system
10. Syllabus
Drafted by a nominated group of faculty
Approved by a Academic Council/Board of
Studies
Lists the Courses of Study
Contents and Time Allocation
Reference Books
11. Rules and Regulations
Minimum marks required for a pass
Attendance required
Number of courses required
Training required
12. Problems
Depth of coverage
Participation of stake holders
Less flexible
13. Systems Approach
System is defined as set of interrelated
parts ,working independently and jointly,in
pursuit of common objectives of the
whole,within a complex environment.
20. Feedback- External
Evaluation Committee’s reports
Public opinion
Reports in Mass media
Employer’s feedback
QUESTIONS raised in the parliament
21. Curriculum based on SDG
Job analysis
Performance analysis
Potential analysis
Duties
Task analysis
Competencies
Key performance areas
22. Job
A position which is available in an
industry/organization to be employed.
A person is either employed on a job by
virtue of his/her qualification and
experience
Or is trained by industry to fit into the job
position available.
23. Duty
A person employed in an industry to a
specific job specification is expected to do
several duties as requirement of the job.
These are identifiable discrete activities
done by the employee.
24. Job Analysis
Process of examining a job
Job consists of a large number of duties
Results in a set of tasks to be performed
25. Task Analysis
A set of tasks involved in each job.
A task involves a set of steps through
which performance is completed.
Performance objectives describe the
standards of achieving the task
26. Learning Task Analysis
Internal sequence of progress
Learning required
Information
Discrimination
Concepts/ concrete
Concepts/ defined
Rules
29. Performance Evaluation of
Employees
Evaluation of performance of an employee
Based on the detailed instruments prepared
The HR/IR departments prepare the instruments
in consultation with line management
Standards of performance are specified by the
organization
Standards are form the industry or in house best
practices
30. Performance Appraisal
Evaluation of the employee’s performance
Based on records
Observation
Achievement
Innovative practices adopted
Appraisal is done at periodical intervals
Discussed with the employee.
31. Utility of Performance Appraisal
Identification of causes for
discrepancies/poor performance
Additional training required
Planning for conducive environment
Development of job-aids
Development and orientation to operation
and maintenance manuals
Improvements in workplace ergonomics
32. Rewards Based on the
Performance
Financial rewards
Job enrichments
Job enlargements
Letters of appreciation
Publication in the in-house journal
33. Potential Appraisal
To identify the additional competencies
To match new jobs available
Post to appropriate units/branches/centers
To utilize the extra talents
34. Curriculum Based on National
Policies
Finance : funds,grants,loans,donations,fees.
Years of education
Minimum credits required
Teacher / student ratio
Regulations of national councils
Industrial/societal demands
Courses of study based on the
law/rules/regulations
36. Curriculum Development Process
Professional department/center/cell
Professional staff
Resources
Delegation
Infrastructure
Participation of stake holders
37. Problems
Changes in government policy
Unavailability /shortage of professional
staff
Resource crunch
Shortage of infrastructure
Rapid changes in the human resource
requirement
39. Sustainability
Modern technologies and ecological
demands of the workplace require a skilled
workforce with order cognitive skills
Contextual knowledge, reasoning,
analytical and critical thinking skills etc.
In some situations, technical know-how
alone is no longer sufficient .
40. Sustainability…
Proficiency in and ability to cooperate and
communicate with co-workers, process
new information and apply it to make
decisions and take actions on one’s own
initiative, are becoming ever more
important.
41. Faculty Members
Faculty members must be more open for
new developments, cope with new
challenges, and able to assume
responsibility for what they do in their
respective areas of work.
42. Essential Skills
Ability to cope with changing challenges by
learning new skills and becoming a lifelong
learner.
Communication and cooperation skills
Application of learning techniques and cognitive
work-related skills
Independent judgement and sense of
responsibility
Ability to cope with stress.
43. Changes in the Government
Policy
Funds distribution
New restrictions in the Payment of grants-
in-aid
Changes in the priority sectors of education
Changes in the emphasize in the
programs(Certificate/Degree/Post-
graduate/Doctorate)
44. Critical Factors
Rapid changes in job potential
Job-shifts
Government
Private
Entrepreneurship
Overseas jobs
45. Critical Factors-contd.
Rapid changes in the competencies
Ultimate objectives
Scientific developments in contents
Modernization of delivery system
Shortage of faculty
46. Curriculum Implementation
Contents of Curricula
- Include Implementation Guidelines
- Instructional Packages, Learning aids
- Faculty Development
- Resource Development
- Case Studies
- Industrial Linkages
47. Guidelines for Periodical
Assessment
Changes in the human resource needs due
to advanced manufacturing methods
Planning cooperative programs
Funds for sustainability
Tracer studies on the alumni
Impact studies to get data from the
industrial associations and society at large
48. Critical Success Factors
Active participation of employers or professional
associations
Formative evaluation
Adequate on the job training
Cooperative programs (dual system)
Monitoring of implementation
Continuous improvement
Accredited programs
52. National Curriculum
Development Centers
A dedicated center
For a sector of education
A part of National Council of that sector
Networked with all other institutions,
organizations,stake holders
Infrastructure for developing projects
Resources and resource persons
53. Goals
Targets for various sectors
Programs
Participation of stakeholders
Identification of competencies
Well defined objectives
Programs confirming to National /
International norms
54. Program Planning
Systems approach
Needs analysis
Involvement of stake holders
Complete exploration of job potential
Identification of competencies for various
spectrum of employees
56. Formative Evaluation
Views of experts
Comments from employers
Feedback from the teachers
Commitment of the administrators
Evaluation of the infrastructure
Evaluation of resources
Evaluation of faculty
57. Resource Mobilization
Capital expenditure for facilities
Recurring expenditure for teachers salary
Books,journals,equipment,consumables
Development of learning resources
Maintenance of tools, instruments, and
equipment
58. Orientation to New Curriculum
Public opinion
Teachers development
Educational administrators
Marketing of the programs
Brochures
Mass media
61. Piloting
Implementation in one or two institutions
Monitoring the implementation
Feedback
Revision
Improvement in the curriculum
Improvement in the learning packages
Mass production
62. Implementation
State / province
National level
Periodic evaluation
Revision /modernization