This look at competency-based education (CBE) begins by defining competency-based training. The five essential elements are discussed--competencies, criterion-referenced evaluation, provision for individual development and evaluation, requirement of student performance, and student-paced instruction. Facilitating or supporting characteristics are…

During its second year the Consortium for the Development of Professional Materials for Vocational Education developed six competency-based modules for use in the preparation of local administrators of secondary and postsecondary vocational education programs. A four-stage development process was used: preparation of module prospectus, preparation…

The Systematic Curriculum and Instructional Development (SCID) model provides a tested procedure for developing high-quality, low-cost competency-based education and tech prep curriculum and instructional materials. It consists of 5 phases--analysis, design, development, implementation, and evaluation--and 23 components. The analysis phase…

One significant technique for initiating needed cooperation in tech prep is through use of the DACUM (Developing a Curriculum) job analysis process. Many program directors are asking educators to identify expert workers to serve on the panel. The next phase of serious linkage and partnering occurs when the panel comes together to interact and…

Curriculum developers must work hard to avoid the "what errors" of curriculum development. They must avoid failing to teach what should be taught and teaching what is no longer relevant and needed. Curriculum "what errors" are likely to occur when teachers design courses so as to teach what they know best, what they were…

The development of curriculum and instructional materials for competency-based education (CBE) is a costly and complex process involving many critical tasks. Failure to carry out any of these tasks can jeopardize the entire instructional development effort. The importance of the process demands that appropriate and effective procedures be used so…

This handbook is intended for use in preparing persons from education, business, industry, and government for the role of DACUM (Developing a Curriculum) facilitator. An introduction discusses the following: what DACUM is, why it is unique, why it should be used, what the DACUM facilitator does, who uses DACUM, when it should be used, and its…

A study was conducted on a national basis to identify and verify the competencies needed by administrators of secondary and postsecondary vocational and technical education programs. The survey instrument used in the study was developed at a 3-day Developing a Curriculum (DACUM) workshop that was attended by 11 expert secondary and postsecondary…

This guide is intended to assist vocational administrators assuming a facilitative and leadership role in the development and implementation of programs to help vocational students acquire and develop transferable skills. The guide is divided into three parts. Part 1 provides examples of the skills and discusses their importance in two broad…

The DACUM (Developing A Curriculum) occupational analysis process provides a systematic way to look at worker duties and tasks so that important knowledge, skills, standards, tools, and attitudes can be handed on to the next generation of workers. Revamped by The Ohio State University's Center on Education and Training for Employment, DACUM…

This document discusses the importance of maintaining the quality of DACUM (Developing a Curriculum) occupational analyses and presents a 2-page checklist detailing DACUM quality performance criteria. The introduction to the checklist discusses various "infractions" discovered during an analyses of some curriculum/program developers'…

This guide is intended to assist vocational administrators in meeting their responsibilities in the area of planning and implementing programs to help vocational students develop the positive attitudes and behaviors that are essential to success in the workplace. The first chapter defines the types of attitudes and behaviors that are sought by…

The Vocational and Industrial Training Board (VITB) of Singapore commissioned a review of its curriculum development process in order to identify ways that the process can be made more effective and efficient for trainees. The methodology included briefings, site visits, interviews, and review of curriculum documents. The following strengths of…

This module, one in a series of competency-based administrator instructional packages, focuses on a specific competency that vocational education administrators need to be successful in the area of school-community relations. The purpose of the module is to give administrators skills in involving the community in vocational education by providing…