The document outlines the development of a Technical and Vocational Education and Training (TVET) curriculum aligned with Sustainable Development Goal 8, focusing on promoting inclusive and sustainable economic growth through effective job training. It discusses the importance of needs analysis, stakeholder involvement, and ongoing evaluation to adapt to technological changes and labor market demands. Additionally, it emphasizes the role of performance appraisal, curriculum flexibility, and faculty development in enhancing education quality and aligning with national policies.

1. DEVELOPING TVET
CURRICULUMTO MEET SDG
Dr.V.Thanikachalam

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

6. Manpower Requirement
 Skilled Workers
 Technicians
 Engineers
 Managers
 Software Professionals
 Technologists

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.

14. System
 Inputs
 Conversion process
 Output
 Outcome
 Internal feedback
 External feedback

15. Outcome
 Benefits/ results
 Successful production
 Profits
 Services
 Continuous improvement
 satisfaction

16. Output
 Technicians /teachers/specialists
 Skilled workers
 Engineers
 Professionals
 Services to the society
 Products
 Patents

17. Processes
 Conversion process
 Teaching
 Training
 Evaluating
 Development processes

18. Input
 Funds
 Resources
 Infrastructure
 Expertise
 Guidelines /policies
 Human resources

19. Feedback -Internal
 Questionnaire
 Oral
 Discussion
 Records
 Observation
 Achievements

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

27. Higher Order Rules
 Design principles
 Design standards
 Design practices

28. Cognitive Strategies
 Innovative solutions
 Maintenance free products
 Economical solutions
 Value improved products
 Compact products

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

35. Flexible Curriculum
 Courses: Core/Applied/Advanced/Electives
 Maximum Duration
 Dual Degree
 Integrated Programs
 Credit Transfer
 Individual Studies

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

38. VUCA
 Vulnerability
 Uncertainty
 Complexity
 Ambiguity

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

49. Questions
 Your questions please

50. Part II
 Part II presents the process of developing
curriculum through in-house development
centers.

51. CURRICULUM
DEVELOPMENT CENTERS
THANIKACHALAM,V., Ph. D.,
Former Professor and Head, CIA
NITTTR

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

55. Budgeting
 Funds estimation
 Resource persons’ expenditure
 Conduct of meeting
 Printing ,telephone,post,fax
 Value analysis
 Draft curriculum

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

59. Staff/faculty Development
 Content updating
 Industrial/field training
 Instructional methods
 Measure and Evaluation systems

60. Development of Instructional
Resources
 Learning packages
 Text books
 Workshop manuals
 Laboratory manuals
 Drawing manuals
 Item banks

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

63. End of Part II
 Thank you