Dr. Karen Juneau

Towards a definitionFormal education, which

includes education for life and education for earning a living, represents a vast array of learning activities and experiences.

Curriculum is concept that includes a broad range of educational activities and experiences. Baby working at computer

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Goals A the end of this presentation, you will be able to

Define the concept of curriculum

Understand the characteristics of career and technical education programs

Identify some of the factors that can affect the effectiveness of these programs

Definition Curriculum is the sum of the learning activities and

experiences that a learner has under the auspices or direction of the school or training program

The central focus of the curriculum is the learner.

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Informal Elements Formal courses are not the only

items considered as parts of the curriculum in a school setting.

Clubs, sports, and other co-curricular activities are significant contributors to the development of a total individual and to curriculum effectiveness.

Learning and personal growth do not take place strictly within the confines of a classroom or laboratory.

Academic AND Career Education Curriculum includes general

(academic) education as well as career and technical education.

We consider n should consider not only what might be offered in career and technical and education, but how those learning activities and experiences should relate to the student's more general studies.

Educate the Whole Person It is not enough to have the

curriculum include courses and experiences that are exclusively related to career and technical education.

Consideration must be given as to how academic and career and technical education can work together.

Charles Margerison, Dick McCann, Rod Davies, (1995) "Focus on team appraisal", Team Performance Management, Vol. 1 Iss: 4, pp.13 – 18 Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=882732&show=html

Curriculum versus Instruction In order to clarify this

definition of curriculum, it is important to examine how it may be distinguished from the concept of instruction. curriculum constitutes a

broad range of student experiences in the school setting

instruction focuses on the delivery of those experiences. The Curriculum Experience

http://www.unesco.org/education/tlsf/TLSF/theme_b/mod06/uncom06t01.htm

Curriculum Development Curriculum development encompasses broad based

activities that impact on a wide range of programs, courses, and student experiences.

Curriculum activities are conducted at a higher level than instructional development.

In contrast, instructional development builds on the curriculum through planning for and preparation of specific learning experiences within courses.

Interrelationships

Characteristics of CTE We will focus on the

development of career and technical and technical education curriculum.

This is somewhat artificial since the curriculum is neither "academic" nor “career and technical and technical”.

These are interrelatedexperiences for the student.

CTE Experiences

Youth organization

General Education

Experiences

Orientation of CTE Programs Traditionally, the career and

technical and technical curriculum has been product or graduate-oriented.

The career and technical and technical curriculum is oriented toward process (experiences and activities within the school setting) and product (effects of these experiences and activities on former students).

Justification

Unlike its academic counterpart, the career and technical and technical curriculum is based on identified occupational needs of a particular location.

These needs are clarified to the point that no question exists about the demand for workers in the selected occupation or occupational field

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Focus Career and technical and

education is not limited to the development of knowledge about a particular area.

CTE deals directly with helping the student to develop a broad range of knowledge, skills, attitudes, and values, each of which ultimately contributes in some manner to the graduate's employability.

Kollewin Blog http://www.kollewin.com/EX/09-15-04/331415_f520.jpg

In-School Success Standards Although it is important for each student to be

knowledgeable about many aspects of the occupation he or she will enter, the true assessment of student success in school must be with 'hands-on" or applied performance.

The Area 30 morning automotive collision and services technology class shows off "Blue on Black," their project that took second place in its class at the recent World of Wheels show. The morning and afternoon automotive classes worked on the 1996 Camaro Z28.

http://www.bannergraphic.com/story/1614111/photo/1316903.html

Out-of-School Success Standards A career and technical and

technical curriculum must also be judged in terms of its former students' success.

Success standards often take the form of affective job skills, technical skills, occupational survival skills, job search skills, and entrepreneurial skills. Newly hired mechanics

http://www.mtaplus.com.au/job-seekers/

School-Workplace--Community Relationships Since there are a number of

potential "customers" in the community who are interested in products (graduates), the curriculum must be responsive to community needs.

Culinary student http://www.studyadelaide.com/

Responsiveness Career and technical and

technical curriculum must be responsive to technological changes in our society.

New developments in various fields should be incorporated into the curriculum so that graduates can compete for jobs and once they have jobs, achieve their greatest potential.

Expense The dollars associated with operating certain career

and technical curricula are sometimes considerably more than for their academic counterparts.

Equipment must be updated periodically if the instructor expects to provide students with realistic instruction, and this updating process can be very expensive.

The purchase of consumable materials requires a sustained budgetary commitment to the curriculum. Funds are need to buy consumables used by students throughout the school year.

Why work on curriculum? Career and technical curriculum

soon becomes outdated when steps are not taken to keep it from remaining static.

A static curriculum is a dying curriculum.

The responsiveness of a curriculum to changes in the work world has much bearing on the ultimate quality of that curriculum and its contribution to student growth.

Explicit OutcomesNot only must the contemporary

career and technical and technical curriculum be responsive to the world of work, it must also be able to communicate this responsiveness to administrators, teachers, students, parents, and employers.

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Fully Articulated Curriculum articulation may involve the resolution of

content conflicts across different areas or development of a logical instructional flow from one year to the next.

Curriculum articulation also takes place throughout levels of schooling. (Career pathways and 2+2 agreements)

RealisticHands-on experiences in

laboratory and work-based educational settings provide the student with a relevant means of transferring knowledge, skills, and attitudes to the world of work.

Evaluation-Conscious As a curriculum is being implemented , plans must be

made to assess its effects on students (formative assessments)

After the curriculum has been implemented and data have been gathered, school personnel may actually see what strengths and weaknesses exist (summative assessments)

Future-OrientedAll CTE educators need to focus on

the future What technological changes might

affect the need for graduates?

What types of school laboratories win be needed twenty years from now?

What sorts of continuing education will be needed by students who are in school right now?

Summary Curriculum includes the wide range of experiences

that contributes to the growth of an individual

Curriculum design for school systems focus on the needs of the individual

CTE programs are designed to integrate academic and careers skills.

For these programs to be effective, the methods and materials must be kept current and this requires funding.

ResourcesFinch, C.R. and Crunkilton, J. R. (1999). Curriculum

Development in career and technical and technical Education Boston: Allyn and Bacon, Chapter 1.