Cover Image
close this bookGuide Book for TVE Teacher Education Curriculum Development and Adaptation (NITE - UNESCO, 1996, 32 p.)
View the document(introduction...)
close this folderSECTION A - INTRODUCTION
View the documentPURPOSE OF THIS GUIDE BOOK
View the documentA DEFINITION OF CURRICULUM
View the documentSTATEMENTS OF PRINCIPLE
View the documentCOMPETENCY BASED CURRICULUM
View the documentFLEXIBILITY OF CURRICULUM
View the documentRESPONSIBILITIES FOR MANAGEMENT OF CURRICULUM DEVELOPMENT AND ADAPTATION
View the documentEDUCATIONAL PRACTICE
close this folderSECTION B - TVE TEACHER EDUCATION IN MEMBER COUNTRIES - A SUMMARY
View the documentAUSTRALIA
View the documentBANGLADESH
View the documentCHINA
View the documentINDIA
View the documentJAPAN
View the documentPAKISTAN
View the documentPHILIPPINES
View the documentSRI LANKA
View the documentTHAILAND
close this folderSECTION C - STEPS FOR CURRICULUM DEVELOPMENT
View the document1. DESIGN AND DEVELOPMENT
View the document2. IDENTIFICATION OF CLIENT GROUP AND CONTEXT
View the document3. PREPARATION OF DATA
View the document4. ANALYSIS OF DATA
View the document5. JOB EXPECTATIONS OF A TVE TEACHER
View the document6. CONTENT
View the document7. STRUCTURE
View the document8. INSTRUCTIONAL PLANNING - DELIVERY SYSTEMS
View the document9. ASSESSMENT PLANNING
View the document10. PREPARATION FOR IMPLEMENTATION
View the document11. PREPARATION OF CURRICULUM DOCUMENTS
View the document12. TRIALING AND VALIDATION
close this folderSECTION D - ISSUES FOR CURRICULUM ADAPTATION
View the documentADAPTATION
View the documentINTERNATIONAL UNDERSTANDING
View the documentCURRICULUM DEVELOPMENT CONTEXT
View the documentEXAMINATION OF THE DOCUMENT
View the documentTERMINOLOGY
View the documentFORMAT
View the documentPARAMETERS FOR ADAPTATION
View the documentCOMPETENCIES
View the documentGROUP SIZE
View the documentDELIVERY MODALITY
View the documentINFRASTRUCTURE
View the documentMANAGEMENT STRUCTURE
View the documentMETHODOLOGY

PHILIPPINES

The current arrangement for teacher education in Technical and Vocational Education was designed to train prospective teachers of Industrial Arts at the elementary level, home economics at the Secondary Level, and Vocational and Technical Education in trade and industries, agriculture, fisheries, business and other technology courses at the Post Secondary non-degree and degree level. These courses are designed to provide basic theory and practice in preparing teachers for the overall programmes.

The policy of curriculum development for technical and vocational education is currently shifting towards competency based approach as an departure from the earlier practice of a specialization approach. On the other hand, the job analysis approach of curriculum development looks closely at each job title in a given field of study to specify the duties and tasks required. These are sequenced by level of position in the Manpower structure and the subjects to be taught follows sequencing.

These competencies become the same template for instructional delivery, evaluation and placement.

These are the same competencies tested for proficiently classification in the trade test, the certificate required for entry into the workforce.

The curriculum materials in competency based vocational education are modularized which facilitates the openness of exit and entry points in the trainees may select only one module to complete or selected modules or all the modules in an entire course.