DACUM Workshop

(learning points)

Prepared by: Mohammad Rafi Qazizada
Date: 07. 03. 2012


Definition of curriculum
A Curriculum is a judiciously organised subject matter (Static)
Set of process, programmes and the like, which are applied to learners
in order to achieve certain kind of objectives (Dynamic)
A curriculum is those aspects of education and training which have
been planned to comprise a course (Descriptive)
A curriculum is a sequence of content units arranged in such a way
that the learning of such a unit may be accomplished as a single act,
provided the capabilities described by specified prior units in the
sequence have already been mastered (Prescriptive)
In summary CBT Curriculum......
CBT Curriculum is purely and simply a teaching strategy.
A teaching and learning strategy is in turn conceived as being a series
of goal-oriented activities of procedures to be carried out by instructors
with respect to trainees and in the context of a syllabus or a body of
subject matter.


Comparison of trainee performance to
competency standards
Conduct internal evaluation of programme
by trainees
Obtain views from trainers/instructors
Obtain confidential reviews from experts
and employers
Collate inputs and synthesize them
Organisation of teaching and
learning environment
Selection of instructional
strategies
Analysis of student
performance with respect to
set objectives and competency
standards
Identify deficiencies on the
curriculum
Recommendation of
changes
Listing of module titles
Identification of Learning Outcomes
Development of learning strategies
Development of practical exercises
Listing of related knowledge
Listing of tools and equipment

Prerequisites to the
training
Training needs
Job descriptions
Occupational profile
Task analysis
Educational and training
objectives


Preparation
phase

Evaluation
phase

Implementati
on phase

Development
phase
Phases of CD
Curriculum revision
Every curriculum has a shelve life and it is necessary to review
curriculum in order to realign it to the changing demands and dev.
(Omission of key information, Changes in technology, Changes in
approach of the content)

Curriculum review should be an organised process in order to yield the
intended result. It is important to have a committee: (Teachers that have
taught the module, Other teachers in the same occupational area,
Occupational job experts, CD expert)

Review Process: Duration of Module, Aim of the module, Learning
Outcomes, Outcome assessment criteria. Module content

CBT definition
There is no uniform understanding and definition of the terms
competence and competency
Competence is the ability to perform activities within an occupation or function to the
standards expected in employment . NVQ-UK
Competence is the possession and development of sufficient skills, knowledge and
appropriate attitudes and experience for successful performance of life roles K. G.
Marsh University of Greenwich

What does it mean to be competent?
Being able to do the job.
Knowing how and why things are done.
Knowing what to do if things go wrong.
Having the right approach to do a job properly and safely.
Being able to adapt to similar but different situations in work.

6
Why is competency important?
Employers
Improve quality of products
and services
Improve productivity
Reduce cost and minimise
waste
Workforce that is able to adapt
to new work practices and
technologies
International competition and
investment
Employees
Employment opportunities
new entrants
existing workers
Job satisfaction
Promotion
Recognition
Wages
Mobility
Adapt to new work practices and
technologies


CBT implementation
Job
mapping

Job profiling
Development
of training
materials
Development
of standards
Development
of curricula
Development
of assessment
materials
C
E
R
T
I
F
I
C
A
T
E
S
D
I
P
L
O
M
A
S
Bachelor Degree
Masters Degree
Doctoral Degree
Bachelor Honours Professional Bachelor
1
2
3
4
5
6
7
8
9
10
NQF
Levels
Proposed Qualifications on the NQF
SYSTEMATIC CURRICULUM &
INSTRUCTIONAL DEVELOPMENT
Phases
A - ANALYSIS
B - DESIGN
C - DEVELOPMENT
D - IMPLEMENTATION
E - EVALUATION
Major Components
A - 1
Conduct
Needs
Analysis
A - 2
Conduct
Job
Analysis
A - 3
Conduct
Task
Verification
A - 4
Select
Tasks
for Training
A - 5
Conduct
Standard
Task Analysis
A - 6
Develop
Competency
Profile
B - 1
Determine
Training
Approach
B - 2
Develop
Learning
Objectives
B - 3
Develop
Performance
Measures
B - 4
Develop
Training
Plan
C - 1
Develop
Learning
Guides/Modules
C - 2
Develop
Learning
Plans/Job Aids
C - 3
Develop
Lesson
Plans
C - 4
Develop
Supportive
Media
C - 5
Pilot-Test/
Revise
Materials
E - 1
Conduct
Summative Evaluation
E - 2
Analyze
Information Collected
E - 3
Initiate
Corrective Actions
D - 1
Implement
Training Plan
D - 2
Conduct
Training
D - 3
Conduct
Formative Evaluation
D - 4
Document
Training

SCID
Components of curriculum
Module title
Module aim
Learning Outcomes
Outcome assessment criteria
Module content
Delivery strategy
Tools and equipment
Resources
DACUM Orientation

What is DACUM?
It is an acronym for : Develop A Curriculum

Why DACUM?
DACUM is a unique, quick, innovative and low cost method of job and /or
occupational, process and functional analysis.

DACUM process advantages:
Encourages group interaction and brainstorming
Builds group synergy and consensus
Gives future orientation
Maximizes input from industry
Facilitates employee/employer/learner buy-in
Provides effective way to meet industry needs for job-specific training
Gives comprehensive outcomes with superior quality at low cost


The GAP
What is taught
Real world
GAP
Three major assumptions of DACUM
Expert workers can describe
and define their job more
accurately than anyone else.
An effective way to define a
job/occupation is to precisely
describe the tasks that expert
worker perform.
All the tasks, in order to be
performed correctly, demand
the use of certain knowledge,
skill, tools and positive
worker behavior.
The process. (duties)
The whole job
The whole job
Divided into
6 to 12 duties
Occupation ?


COOK
Prepare
meat
Bake
pastry
Prepare
salads
Promote
hygiene
?
The process. (tasks)
The whole job
Each duty divided into
6 to 20 tasks
Tasks
Duties Tasks
Prepare
meat
Bake
Pastry
Prepare
salads
Promote
hygiene
?
Cut
meat
Marinate
meat
Roast
meat
Prepare
dough
Bake
dough
Cut salads
Clean
utensils
Example:
Occupation: Lecturer
Duty: Deliver lectures
Task: Prepare lesson plan
Steps:
1- Break-down syllabus content
2- Allocate time to cover relevant
syllabus content

Photo: (duties and tasks)
Photo: (duties and tasks)
Photo: ( Presenting of duties and tasks)
A- Duty statements
Describe large areas of work in
performance terms
Serve as cluster for a cluster of
related tasks
(usually 6 20 per duty)
Consist of one verb, an object and
usually a qualifier.
Are general, not specific
statements of the work that is
performed ( usually 6 to 12 per
occupation)
Stand alone (are meaningful
without reference to the job)
Avoid reference to workers
behavior, tools and knowledge
needed.

B- Task statements
Concisely describe a task in
performance terms
Should have a single action verb
and an object that receives the
action
Usually contain one or more
relevant qualifiers
Are explicitly stated (crystal clear)
Are meaningful by themselves (
not dependent upon the duty of
other tasks)
Avoid references to worker
behavior
Avoid references to tools and
equipment that merely support
task performances
Avoid references to knowledge
needed.
Guidelines for:
Blooms Taxonomy
Evaluati on
Synthesis Definition: Judges the
value of material for a
given purpose.
alleviate
assess
communicate
conclude
consider
counsel
criticize
critique
decide
defend
detect
elicit
estimate
evaluate
grade
interpret
judge
justify
measure
predict
prescribe
rank
rate
recommend
reinforce
release
review
select
score
support
test
validate
verify
Analysis Definition: Formulates new
structures from existing
knowledge and skills.
arrange
assemble
budget
code
combine
compile
construct
create
cultivate
design
develop
enhance
explain
facilitate
formulate
generalize
generate
improve
integrate
organize
plan
prepare
produce
propose
relate
revise
sequence
specify
write
Application Definition: Understands both
the content and structure of
material.
analyze
break down
categorize
compare
contrast
correlate
deduce
detect
differentiate
discriminate
examine
figure out
group
manage
maximize
minimize
optimize
order
outline
select
separate
train
transform
Comprehension Definition: Uses learning
in a new and concrete
situation (higher level
understanding).
ascertain
adapt
apply
assign
calculate
classify
complete
compute
conduct
construct
contract
demonstrate
determine
discover
establish
estimate
employ
explore
expose
factor
illustrate
investigate
make
manipulate
maintain
modify
orient
perform
practice
predict
prepare
produce
provide
relate
set
simulate
solve
use
Knowledge
Definition: Grasps the
meaning of material
(lowest level of
understanding)
approximate
articulate
associate
characterize
clarify
classify
contrast
convert
differentiate
delineate
describe
discuss
explain
give example
locate
paraphrase
predict
review
summarize
translate
Definition: Remembers
previously learned material.
cite
define
describe
numerate
identify
indicate
label
list
locate
match
name
outline
point
recall
recognize
reproduce
select
state
tabulate
write

What is a task?
Represent the smallest unit of job activity with a meaningful outcome
Result in a product, service or decision
Represent an assignable unit of work
Has a definite starting and ending point
Can be observed and measured
Can be performed over a short period of time
Can be performed independent of other tasks
Consist of two or more steps.
Introduction to Standards development
Imagine a world without standards .......
(Measurability, Compatibility, Universality, Marketability
Portability, Conformity ...)


Standards are used as a system of measurement
(Mass , Length, Speed, Temperature , Etc....)

Key question
What is the difference between competence and competency?
Competence = ability (in general)
Competency = test to assess knowledge, skill and attitude
(Potential to perform vs Actual performance)

Definition of standards
A unit standard is a registered statement of desired education and training
outcomes and its associated assessment criteria together with
administrative and other information as specified in the regulations
A technical standard is an established norm or requirement. It is usually a
formal document that establishes uniform engineering or technical criteria,
methods, processes and practices. ...

What are performance standards?
Performance standards provide clear statements of the kinds of
performances that constitute evidence that students had met the content
standards. They answer the question, how well must a student perform? ...


Unit standards
The intended audience is:
the informed assessor a subject expert (or someone who has
access to expertise) who is qualified as an Assessor
a candidate who has completed learning and has the capacity to
determine readiness for formal assessment
Specify outcomes of learning or work performance
Provide the basis for the design of assessment and making an
assessment judgment
They are not directly concerned with delivery of learning or training
programs
As they describe required performance, they inform the design of
such programs
BUT
Headings on a Unit Standard
Title
The outcome of learning attained
and awarded the person is able to
Element
An assessed sub-outcome of learning to give clarity to the
Title the person is able to
Performance
Criteria
The FORM, AMOUNT, and QUALITY of evidence that is required
to be considered by the Assessor if credit is to be awarded
what is performance worthy of credit?
Range
statement
The context, or parameters in which the performances
are required or are relevant
Special
Notes
Information to improve clarity of meaning and scope of the
performances expected
Performance
Criteria
(RANGE)
OUTCOMES
EVIDENCE
ELEMENTS
TITLE
Components of a Unit Standard
Unit standards and qualifications
Unit standards outline a level or measure of
achievement. It can be viewed as a statement of
performance and outcome criteria.
A cluster of unit standards make up a qualification
Standards development procedure
1. Task analysis
2. Clustering of tasks
3. Identification of unit titles
4. Development of elements
5. Generation of range statements
6. Development of performance criteria

Task Analysis criteria:
1. Importance
2. Frequency of operation
3. Complexity
4. Criticality

Clustering of Tasks:
1. Process
Sequence
Procedural steps
2. Systems
Digestive system
Transmission system
Solar system
3. Relationship
Teaching and learning
Assessment and certification
Monitoring and evaluation
Identification of Unit titles:
form cluster headings of clustered tasks:
Perform basic engineering drawing
Apply mathematical principles
Repair exhaust system
Install security system
Prepare lessons

Development of Elements title and
Performance criteria:
Elements are sub-elements of a unit title
They give clarity to the unit title
In giving clarity to the unit titles the title is
sub-divided
Performance criteria
They further break down the elements
into smaller objectives
The smaller objectives add up to the
whole unit objective



Credit allocation & value
Credits allocated to a unit standard must reflect the notional learning time
it is expected to take candidates to repeatedly meet the outcome and
performance requirements in the unit standard. Notional learning time
includes time:
Spent in structured tuition and self-directed learning and practice
Taken to gather and provide evidence for assessment purposes
Taken for assessment in all the outcomes and contexts

One credit represents a notional 10 hours of learning, practice and
assessment time with respect to the outcomes and contexts of the unit.
Credits allocated must:
Be whole numbers and no more than 120
Be consistent with unit standards comparable outcomes, evidence demands
and contexts.

Develop of Performance criteria
What is performance criteria?
It is the FORM, AMOUNT, and QUALITY of evidence that is
required to be considered by the assessor if credit is to be
awarded
It helps assessors maintain objectivity and provide students with
important information about expectations, giving them a target or
goal to strive for.



Occupation: TVET Trainer
Unit title: Design learning programme
Elements
1. Confirm scope of learning
2. Design the learning programme
3. Develop the learning programme content
4. Structure learning programme








Elements from Unit title
Element: Design the learning programme
Performance criteria
1. Relevant learning strategy documentation is accessed and used
to guide the learning program development.
2. The competency and learning styles of the target group learners
are investigated to inform the learning program design.
3. Research is conducted to identify existing learning programs,
learning resources and learning materials which could be used
and customised.
4. A range of options for the learning program content is generated
in collaboration with other persons and based on research
findings and application of learning principles.
5. Design options for the learning program content are identified and
applied.


PC from element


( )
9 / ( )
Process of Developing standards for TVET








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2 . -
/ . 3 .
. 4 . /
5 . /
6 .
8 .
1 . :
7 .
9 .
Photo: ( General knowledge and Skill and attitude of Teacher)
Syllabus

Syllabus consist of information and details of Task Profile.

Basically syllabus describes:
1. WHAT TO TEACH ?
2. HOW TO TEACH ?

Basic Elements
1. Topic
2. Theory
3. Performance
4. Time
5. Delivery mode
6. Assessment mode
7. Selected references & audiovisual materials
8. Tools, equipment and supplies


SYLLABUS
OCCUPATION:CARPENTER
DUTY/TASK:
THEORY PERFORMANCE HRS DELIVERY MODE ASSESSMENT MODE
Selected Refrenceces and Audiovisual Materials
Tools, Equipment Supplies and Facilities
TOPIC
Thank you!