|Guide Book for TVE Teacher Education Curriculum Development and Adaptation (NITE - UNESCO, 1996, 32 p.)|
|SECTION C - STEPS FOR CURRICULUM DEVELOPMENT|
There are a number of approaches for job analysis. This approach is appropriate when a job description is available. In the first stage the job is broken down into tasks and then those tasks are broken down into elements containing psychomotor skills, related technology, science and mathematics.
The approach supported by the Technical Working Group is the competency based approach for the design and development of TVE teacher education curriculum. In the competency based approach it is necessary to analyse the job/task in order to identify/form the competencies that the teacher will be required to demonstrate/perform in the teaching-learning situation on completion of the teacher education programme.
There are a number of methods for determining/forming the competencies. The Technical Working Group members agreed to use the method of job/task analysis for determining/forming competencies.
The key feature of this stage of curriculum development is:
· to identify/form the list of competencies that the learner should be able to perform in the teaching-learning situation.
A job analysis scheme for curriculum development is given below:
Job Analysis Scheme for Curriculum Development