Education is the process by which we learn of the past and present in order to shape the future and contributes to the over-all development of each individual (Weinstein & Fantini, 1973). As such, the educational process and programs are instrumental for changing the world. Parkay & Hass (2000), defines curriculum as all the experiences that individual learners have in a programme of education whose purpose is to achieve broad goals and related specific objects, which is planned in terms of a framework of theory, or past and present professional practise. Today, it is the responsibility of educational institutions to teach an infinite variety of human beings, differing in interests, abilities and experiences. Technical Vocational Education and Training (TVET) curriculum helps student develop a broad range of knowledge, skills and attitudes which all contribute to the graduate’s employability (Finch & Crunkilton, 1999).
Technology in the 21st century is advancing rapidly fuelling the demand for a highly skilled workforce that is flexible and analytical as well as serve as driving forces for creativity, growth, critical thinking and lifelong learning. Technical vocational education and training (TVET) addresses the skills set needed for developing a competent workforce to meet the job requirements of the industry and respond to changes in technology and demographics that are currently defining future labour market demand for success in the 21st century (Wolf, 1995). The impact of the technological advancements and processes in the workplace has challenged TVET systems to design programs which deliver specific occupational skills training. As such, TVET institutions must be aware of the changes and revise and evaluate the curr...
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...culum that will equip students for the 21st century workplace.
Works Cited
Finch, C.R. & Crunkilton, J.R. (1999). Curriculum Development in Vocational and Technical Education: Planning, Content and Implementation (5th Ed.). Needham Height, MA
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Parkay, F.W. & Hass, G. (2000). Curriculum Planning: A contemporary approach (7th Ed.). Boston: Allyn and Bacon.
Weinstein, G. & Fantini, M.D. (1973). Toward Humanistic Education: A Curriculum of Effect (4th Ed.). Praeger Publishes, Inc.
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Yum-Teo, T.H. (2004). Reforming Curriculum for a Knowledge Economy: The case of technical education in Singapore. Education that works: The NCIFA 8th Annual Meeting. NCIFA
Definitions for curriculum are many and varied. Broad sweeping statements claim that curriculum is what is taught in various subjects and the amount of time given to each. While a more specific view is that curriculum are performance objectives for students that focus on specific skills or knowledge (Marsh, 2010). Marsh (2010, p. 93) defines curriculum as “an interrelated set of plans and experiences” that are completed at school. The curriculum used in education can have various interpretations, it may refer to the curriculum as a plan that encompasses all the learning that is planned and directed by the school. Cu...
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By keeping the old ways of teaching, students are never prepared for jobs that actually exist. Instead students are forced to learn the standard way and lose the ability to apply their prior knowledge to current jobs. Modernized teaching allows an individual to form a creative side of thinking. This is done by using technology, where individuals are able to explore and think of things in new ways never thought of before. Davidson discusses how the education system strictly focuses on preparing students for higher education rather than properly preparing them for jobs in their fields of interest. She
Rudolph, J.; Fry, B.; and Barr, L. "Factors Affecting the High School Curricula and Their Implications upon Vocational Teacher Education." In Beyond the Debate, pp. 82-94. University Council for Vocational Education, 1988. (ED 303 639)
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With the fast advances in innovation, a significant number of today 's employments now require more than a high school education or trade skills. Achievement in the workforce is progressively characterized by the capacity to think fundamentally, control a PC, and to work cooperatively in a teaming domain. Today 's school training builds up these capacities, furnishing people with priceless business and individual aptitudes and information,
...ct, Teacher and Learner. Humanism is base on process, Andragogy and Gestaltists and the delivery of this system: Learner, Subject and Teacher. By realising that these theories overlap one another in several ways, I conclude that I need to incorporate a varied approach to curriculum delivery which will give learners maximum scope so to absorb new information, engage with enthusiasm and make the necessary connection with previous knowledge so to ensure long-term retention.
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
Fiero, Gloria K. The Humanistic Tradition. 6th ed. Vol. 2. New York: McGraw Hill, 2011. Print.
Flinders, D. J. (1997). My Pedagogic Creed. The curriculum studies reader (4th ed.). New York: Routledge.
Posner, G. (1998) ‘Models of curriculum planning’. In Beyer, L. and Apple, M. (eds) The Curriculum. Problems, Politics and Possibilities (2nd edn). New York: State University of New York Press.
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Curriculum is important being it’s the underlying factor that plays a role in determining ones growth, achievement and success. The majority of curriculum con...
To remain competitive and employable in the twenty-first century workplace, society today must conform to the changing demands. Technology is one of the principal driving forces of the future; it is transforming our lives and shaping our future at rates unprecedented in history, with profound implications, which we cannot even begin to see or understand.
Since then, Basic Principles of Curriculum and Instruction has been a standard reference for anyone working with curriculum development. Although not a strict how-to guide, the book shows how educators can critically approach curriculum planning, studying progress and retooling when needed. Its four sections focus on setting objectives, selecting learning experiences, organizing instruction, and evaluating progress. Readers will come away with a firm understanding of how to formulate educational objectives and how to analyze and adjust their plans so that students meet the objectives. Tyler also explains that curriculum planning is a continuous, cyclical process, an instrument of education that needs to be fine-tuned.