CURRICULUM AS

TECHNICAL THEORY &

KNOWLEDGE THEORY





A.KALA DEVI (807662)
MOHD FADLY (807855)
V.RUSHANI (807740)
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Curriculum has the meaning of educational path and
describes the learning process in a much more
comprehensive and complex fashion than is possible
with plans of learning content or learning material.

The Curriculum development is oriented towards the
learner by enabling them to become not only successful
learning achievers at school but also responsible
citizens, effective workers, caring community members,
and life-long learners, in an increasingly interdependent
world.
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The effectiveness of well developed curriculum
should be measured on :
it is able to attract the young generation into the occupation of
the future and skills which employers need

it is able to deliver not only technical contents (technical skills)
but also to learn how to cope with new challenges (coping
skills) and prepare them for life long learning

it is able to provide with the basic set of skills it takes to
transfer from one job or area of work to another, once they
have entered the workforce and - it offers open access to all
without the constraints of entry requirements


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A.Kala Devi (Matriks No :807662)

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Curriculum as Technical Function Theory stating that
educational requirements reflect the demands for greater
skills on the job due to technological change.

Integrating technical into academic content allows
students to explore with good higher order skills -
contextual knowledge, reasoning, analytical and critical
thinking skills etc

focuses not only on the educational process but also on
the tangible results of that process.

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Focus

-to develop a broad range of knowledge, skills,
attitudes,and values- each ultimately contributes in some
manner to simulated and realistic work settings

-integration of academic studies with applied studies so
that students are better able to link these academic
content areas to applied career and technical education
content.


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In School Success Standard
- assessment of student success in school must be with
'hands-on" or applied performance
-In-school success standards must be closely aligned with
performance expected in the occupation

Out-of-School Success Standards
-Curricular outcomes can be judged looking at students
demonstrate their success in the world of work.
-Success standard related with employment :
affective job skills, technical skills, occupational
survival skills, job search skills, and entrepreneurial
skills
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School-Workplace--Community Relationships

-maintaining strong ties with a variety of agriculture,
business, and industry-related areas

-curriculum must be responsive to community needs

-Employers in the community should indicate what
students needs are and to assist the school in meeting
these needs.
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Federal Involvement
-support for the operation of technical curricula with meet
certain requirements.



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Responsiveness

-Technical curriculum must be responsive to a constantly
changing world of work.
-The Industrial Revolution
-Integration of technology concept into everyday life

-Therefore new developments in various fields should be
incorporated into the curriculum so that graduates can
compete for jobs and achieve their greatest potential.

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Logistics
-facilities, equipment, supplies, and instructional resources
is a major concern in the implementation career and
technical curricula

Expense

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As a curriculum is being developed, the educator obligated
to develop it more systematically to reach the quality into
the "finished product" or graduate.

Curriculum developers must give consideration to the
basic character of the curriculum and build in those factors
that contribute to its quality.

As the development is on going process, outcomes of this
process must be made clear by looking into below aspects:
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Data-Based
Curriculum content decisions should be made after a
variety of data, such as student characteristics and the
nature of the occupation being prepared for, have been
gathered and examined

the use of data as a basis for curriculum decisions cannot
be overemphasized
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Dynamic
Administrators, curriculum developers, and instructors
must constantly examine the curriculum in terms of what it
is doing and how well it meets student needs.

Provision must be made to redirect, modify, or even
eliminate an existing curriculum any time due to meet its
contribution to student growth

Explicit Outcomes
Goals are an important part of any curriculum; however, these
goals are only valid to the extent that they can be communicated
in a more explicit manner where students achievement and how
their outcomes relate to a particular occupation or field.
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Realistic
The content of curricular should not developed merely on the
basis of what a person should know but also includes what
a person should be able to do.Emphasis must be placed
upon practicals like hands-on experiences in laboratory and
work-based educational settings.

Student-Oriented
various students' learning styles, develop individual work-
based learning plans, or to make available alternate paths
for the achievement of course objectives.

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Evaluation-Conscious
-Curriculum evaluation has to be an on ongoing activity
-plans must be made to assess its effects on students.
-school personnel must actually see what strengths and
weaknesses exist.

Future-Oriented
Educators are concerned about future such as :
technological changes might affect the need for graduates
types of school laboratories win be needed twenty years from
now.
continuing education will be needed by students who are in
school right now.
The successful curriculum dependents on on its future- oriented
perspective.

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World Class-Focused







Benchmarking against world-class standards focusing on total
quality and empowering self-directed work teams that
businesses and industries can become world class. Likewise,
curricula that prepare students to work in these businesses
and industries must be sure what is taught includes world
class-focused learning experiences.
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This pillar of learning implies in the first place for application
of what learners have learned or known into practices

Learning to do thus implies a shift from skill to competence, or
a mix of higher-order skills specific to each individual.

learning to do also means: ability to communicate
effectively with others; aptitude toward team work; social skills
in building meaningful interpersonal relations; adaptability to
change in the world of work and in social life; competency in
transforming knowledge into innovations and job-creation;
and a readiness to take risks and resolve or manage conflicts.



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Co-operation between social partners and the government
should be legislated. This legislation should include and
clarify the role of the social partners in curriculum
development, delivery and financing education.

The occupational profile and curriculum framework should
cover a list of competencies, standards and work attitudes. It
should also specify the level of training, duration, assessment
and certification.

Methods of curriculum delivery should be compatible with the
national resources, social attitudes and other work ethics



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Investigate various methods of curriculum delivery such as
training within both enterprises and educational
establishments to recommend appropriate balance between
theoretical,practical and other integrative aspects of
curriculum. Case studies may be useful in this regard.

Competency-based training helps to acquire skills necessary
to meet various job profiles. Teaching materials and methods
should be developed compatible with the availability of the
national resources.

Regional networks should be established to consider future
strategies and recommendations made here. This will help to
develop further various aspects of curriculum development
and implementation

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Japan
-principle of equal opportunities for all nation
-National standards for curricula at all school levels in order to
ensure optimum national level of education
-Broad guidelines for the objectives and standard content in the
study course for each of the four school levels.
-assist the development of the trainees in the new emerging
technological areas, lay more emphasis on basic and essential
knowledge, a number of revisions have been made in the
existing curricula.
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V.RUSHANI (807740)
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Curriculum has been seen as the
development of the mind through academic
knowledge.

Hidden curriculum: Learning through
experience.


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3 TYPES OF
KNOWLEDGE
Knowing
That
(knowledge
of facts)
Knowing
How
(Knowledge
of skills)
Knowing by
acquaintance
/knowing by
recognition
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To know is to be connected
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Curriculum is a Node
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Source
(Curriculum)
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Mastery of each lower category is a
prerequisite for achieving mastery of the next
higher category.
(Bloom,1956)
Cumulative & Hierarchical

Hierarchical classification is not regarded
proper for each subject field. WHY?

(Senemolu, 2007).

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Knowledge
Factual
Conceptual
Procedural
Metacognitive
Facts
&
Basic
Elements
Figuring
Inter-
relationship
How to do
something
Knowledge
of
Cognition
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Recalling & Adapting

Perform better and learn more

Students knowing different strategies for
learning, thinking, and problem solving can use
their knowledge and students knowing their own
strength and weakness can adjust their own
cognition and thinking to diverse tasks to be
more adaptive.

(Amer, 2006; Krathwohl, 2009).
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Using the four pillars of learning
as fundamental principles and cross-cutting
themes is intended to be an alternative
approach to the facilitation of curriculum
change through resetting objectives,
identifying/selecting key competencies,
and integration of relevant knowledge,
skills and values across curriculum areas or
learning domains.
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Students have to understand the world
around them

The broader students knowledge, the better
student can understand the many different
aspects of our environment.

Encourages greater intellectual curiosity,
enables students to develop their own
independent judgments.
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Learning to know implies learning how to
learn by developing ones concentration,
memory skills and ability to think

Process of improving concentration skills can
take different forms and can be aided by
many different opportunities.









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Thinking is something children learn first
from their parents and then from their
teachers.

The process should encompass both practical
problem-solving and abstract thought.

The process of learning to think is a lifelong
one and can be enhanced by every kind of
human experience.





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A focus on abstract concept

Challenges for knowledge, curriculum and learning will be
the ability of todays learners to be more familiar and
comfortable with abstract concepts and uncertain
situations.

Students were presented with ready-made
problem

Problems are rarely that clearly defined.

Knowledge- make decisions/choices based on complex
uncertain realities.




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Enhances the students ability to acquire & utilize
knowledge

In the past, curricular practitioner claimed
themselves to be sages on the stage delivering
knowledge to the eagerly waiting students whose
minds were empty vessels waiting to be filled.

Range of new technologies and new techniques

The role of curricular practitioner has changed
from sages on the stage to guide on the side





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Produces a scientifically and technically trained
person

Students joining the workforce should be highly
knowledgeable

Universities as a platform to continue providing
knowledge







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Are Curriculum as Technical Theory and
Knowledge Theory implemented in Malaysian
Education System?


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Has long been established in Malaysia.

Misconception that Technical and vocational
education are only for low academic
achievers.

Large number of students are looking into
these stream by enrolling in technical schools
to gain knowledge before choosing their
career path (technical).
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Malaysian Economic Planning Unit (EPU), under the Ninth
Malaysia Plan, technical and vocational schools were allocated
approximately RM629.2 million in development expenditure.

Technical and Vocational Education and Training(TVET)
providers:
a) Ministry of Education
b) Ministry of Higher Education
c) Minister of Human Resource and Development
d) Ministry of Youth and Sports
e) Ministry of Community Development
f) State Governments
g) Private Providers (MARA, UniKL, etc)
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Implementation Strategies

Increasing Enrolment in Vocational & Skills Stream

Strengthening technical and vocational education

Forming links with local and foreign institution of
higher education

Introducing Skills Stream at national schools beginning 2011
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Having technical/vocational schools will help bridge the
gap from our secondary schools to universities. These
schools can also act as a stepping stone for those who
are not yet ready for university, they can spend some
time obtaining a diploma before making the leap.

completers of vocational programs had better
employment opportunities than completers of academic
programs

No child left behind .Every child has an opportunity to
gain education in the field relevant with their interest.







It was suggested that UNESCO should organize regional
seminars in the coming years in order to train national
curriculum developers with new approaches.

During this process, an open prototype curriculum on a
selected subject could be formulated as an example.
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