This article provides a reflective perspective on the role that research-led teaching plays in the development of future arts workers in higher education. It explores the challenges faced by lecturers developing curricula in the performing and creative arts and argues that the increasing focus on employability can conflict with universities'…

In this paper, following some brief introductory remarks, I provide a context to this Symposium by presenting a brief autobiographical account explaining how I became involved in curriculum theory and the idea of a knowledge-led curriculum and how I was led to write the paper under discussion. I then make brief comments on each of the six papers…

The arts disciplines (visual arts, music, theatre, and dance) merit and require formal study. Policy makers should support studies in the arts as core disciplines, as specified in the "Elementary and Secondary Education Act (ESEA)," the federal legislation that sets policy and appropriations for public education. The arts merit and…

This paper presents a philosophical approach to undergraduate curricula. The approach, informed by research, has been conceptualised as "socially critical vocationalism" (SCV). SCV is neither training nor pure traditional academic provision but an approach to curriculum that is academically defensible, practically relevant and socially…

To meet the needs of the target market and provide excellence in education, curriculum revision must be ongoing. (JOW)

Describes a flowchart to be used in developing competency-based vocational education materials. The flowchart leads the developer logically through the process and to the point where s/he will be comfortable with competency-based materials. (JOW)

The nature of autonomy and the relevance of education to its development is explored through a discussion of three theories--progressive, liberal-rational, and social class--of the curriculum. Reasons are advanced for preference for a "collaborative" over a "negotiated" curriculum. Defends the liberal-rational theory.…

The author presents suggestions for vocational educators who are considering making curriculum changes. Suggestions include studying new trends, reviewing technical literature, communicating with experts, searching for occupational projections, locating existing programs, and making decisions. (CT)

Changes in the types of students enrolled in vocational agriculture and their interests, background, and needs suggest that agricultural educators should rethink the approaches currently used in curriculum development. The advantages of the core curriculum and the traditional approach to curriculum development need to be compared and weighed…

Discusses the importance of administrators and supervisors being knowledgeable about the curriculum to provide optimal learner achievement and suggests that supervisors need to challenge teachers to provide the best curriculum for pupils. (JOW)

Discusses a 1986 study to find out how the states were dealing with the Perkins Act mandate to establish technical committees to advise on curriculum development in priority occupational fields. Benefits include rapport with local employers, benefits to programs, staff development, and greater secondary/postsecondary articulation. (JOW)

Vocational agriculture instructors, students, and school administrators are aware of the need for change. Local communities will need assistance from the state and national level to implement changes recommended by the National Research Council Study. (JOW)

Competency standards can hinder vocational education by being confused with curriculum documents, by being used too early in the teaching process, and by being used to assess superficial aspects of occupations. Standards can help when competence is conceptualized in an integrated approach that is used to guide curriculum development, teaching, and…

Representatives of the National Council on Vocational Education, the National Alliance of Business, and organized labor training programs discuss their views on technical committees. They generally agree that the committees, although still in their infancy, are beneficial. (JOW)

Points out that the agriculture industry is changing and that vocational agriculture students must learn more science than before to be prepared. Iowa formed groups of educators and business representatives to advise on which curricula should be funded. (JOW)