Work-Process Based Development of Advanced Detailed Curricula

Table Of Contents

• Cover
• Title
• Copyright
• About the author
• About the book
• This eBook can be cited
• Preface
• Table of Contents
• 1 Introduction: Curriculum Development
• 2 Curriculum in TVET
• 2.1 Approaches of Curriculum Development
• 2.2 Establishing a Platform for State-of-the-Art Development of Curricula
• 2.2.1 Ensuring the Relevance of Curricula in TVET
• 2.2.2 Work-Process Based Qualification Research as a Foundation for Curriculum Development
• 2.2.2.1 Discussion of Qualification Research
• 2.2.2.2 Work-Process Based Curriculum Development
• 2.3 Work-Process Knowledge as the Basis of a Curriculum Design
• 2.3.1 The Importance of Work-Process-Knowledge
• 2.3.2 The Process of the Development of Curricula
• 2.3.2.1 Vocational Education as a Link between Working and Learning
• 2.3.2.2 A Shaping-Oriented Curriculum
• 2.3.2.3 A Curriculum for Cooperative Vocational Education
• 2.3.2.4 Educational and Qualificational Targets
• 2.4 Summary and Background of the Curriculum Approach
• 3 Conducting Work-Process Analyses for the Development of Curricula
• 3.1 From Analysing “Work” to Analysing “Work-Processes”
• 3.2 The Need for Conducting Work-Process Analyses
• 3.3 Establishing the Platform for the Development of Advanced Detailed Curricula and Related Skill Testing
• 3.3.1 A Step by Step Plan for Developing Advanced Detailed Curricula and Related Skill Testing
• 3.3.2 The Complete Procedure of Conducting Work-Process Analyses
• 3.3.3 The Starting Point: Establishing a Draft Profile of a Training Occupation
• 3.3.3.1 Field of Activity
• 3.3.3.2 Core Work-Processes and Competences
• 3.3.3.3 Working Conditions
• 3.3.3.4 Employment and Advancement
• 3.3.3.5 Salary
• 3.4 Embedding the Occupation in a Structure Regarding Level of Workmanship
• 3.5 Embedding the Occupation in a Structure Regarding Clusters of Occupations
• 3.5.1 Clustering Occupations
• 3.5.2 Different Concepts of Occupational Clustering
• 3.6 Overall Procedure and Instruments for Work-Process Analyses
• 3.6.1 Forming a Team of Experts for Conducting Work-Process Analyses
• 3.6.2 Research Regarding the Occupational Profile of the Occupation under Study
• 3.6.3 Establishing Guidelines for Conducting the Visits to the Companies
• 3.6.4 Selecting Companies for Conducting the Work-Process Analyses
• 3.6.5 Conducting the Work-Process Analyses
• 3.6.6 Developing a Draft Advanced Occupational Standard
• 3.6.7 Verification of the Draft Advanced Occupational Standard
• 3.6.8 Endorsement of the Advanced Occupational Standards
• 3.6.9 Officiating the Advanced Occupational Standards by the Governmental Institution
• 3.7 Intermediate Summary
• 4 Advanced Detailed Curricula – Guidelines for Development
• 4.1 Developing Advanced Detailed Curricula in a Two-Stage Process
• 4.1.1 From Advanced Occupational Standards to Advanced Detailed Curricula
• 4.1.2 The Concept of Developing Advanced Detailed Curricula7
• 4.2 From the Concept to Operationalization of Advanced Detailed Curricula
• 4.3 The Structure of Developing Advanced Detailed Curricula
• 4.4 The Structure of the Curriculum Template
• 4.4.1 Occupational Profile
• 4.4.2 Occupational Scheme
• 4.4.3 Course Descriptors
• 4.4.4 Advanced Detailed Curriculum
• 4.5 The Credit System
• 4.5.1 Credit Concept and Related Terms
• 4.5.2 Key Features of the Credit System
• 4.5.3 Credit Allocation
• 4.6 The Development of Outcome-Oriented Competences
• 4.7 Establishing “Groups of Core Competences” to Define “Learning Areas”
• 4.7.1 Groups of Core Competences
• 4.7.2 Differentiation of Core Competences
• 4.7.2.1 Customer Reception and Initiation of the Service
• 4.7.2.2 Service Preparation and Processing of Service
• 4.7.2.3 Vehicle Delivery
• 4.8 Defining a 3-Dimensional Model of Competence-Based Outcomes
• 4.8.1 Core Work-Processes
• 4.8.2 Core Competences
• 4.8.3 Detailing of the Core Work-Processes
• 4.9 Occupational Didactical Analysis and Questions
• 4.9.1 What is the Purpose of Formulating Guiding Didactical Questions?
• 4.9.2 How are the Guiding Didactical Questions Generated?
• 4.9.3 Do the Guiding Didactical Questions Adhere to a Structure?
• 4.10 The Design of Learn- and Work Assignments
• 4.10.1 Variants and Steps of Development
• 4.10.2 Modes of Instruction
• 4.11 Learning Environments
• 4.11.1 Designing of Learning Environments Based on AOS
• 4.11.2 Tools, Equipment, Materials
• 4.12 Assessment Criteria
• 4.12.1 Evidence Required to Demonstrate Competence in a Standard
• 4.12.2 Assessment Requirements
• 4.12.3 Methods of Assessment
• 4.12.4 Content and Categories of Assessment
• 4.13 Summary
• 5 Sample Curriculum
• 5.1 Summary of the Principles
• 5.2 Example of a Format of the Curriculum
• 5.2.1 Topics of the Structure
• 5.2.2 Detailed Presentation
• 5.3 Developing Learn- and Work Assignments
• 5.3.1 Carrying out the Tasks/Project and the Learn- and Work Assignments
• 5.3.2 Assessment of the Results of the Project by the Teachers/Trainers:
• 5.3.3 Example: Learn- and Work Assignments
• 6 Conclusion
• Sources
• Abbreviations
• The Authors
• Series index