This matrix and these word lists are intended for use as a practical working tool in the area of competency-based curriculum. In the curriculum terminology matrix, inclusions are primarily concepts critical to curriculum development. The matrix indicates whether terms are found in word lists for Pennsylvania, Delaware, Illinois, Indiana, Maryland,…

The curriculum revision project described in this paper was initiated by Gateway Technical Institute (Wisconsin) in 1976 in order to implement competency-based education (CBE) in Gateway's vocational/technical programs. The paper first defines the key elements of CBE as implemented at Gateway, which were developed on the basis of an analysis of…

Difficulties associated with the DACUM (Developing a Curriculum) process of the British Columbia Ministry of Education were identified in this study. Using a task analysis of a hunter's job, a set of procedures was developed that can improve the curriculum development process and, to some extent, overcome the difficulties associated with it. The…

Using the DACUM (Developing a Curriculum) process, the British Columbia Ministry of Education performed a task analysis of the work of recreation workers. A survey questionnaire was developed and mailed to 600 practitioners in the field; 262 were returned, with 232 of these usable. The majority of the respondents were from the Vancouver area, were…

Part of a series of instructor training modules on related subjects instruction, this booklet deals with planning the apprenticeship program. The first section consists of an outline of the content and scope of the instructor modules as well as a self-assessment pretest. Covered in the module are the following topics: conducting occupational…

A study was conducted to develop a performance-based instructional program in electronic data processing (DP) and to identify the DP tasks within various occupational titles. In order to meet these objectives, task lists from various sources were sorted and merged into a final detailed list of tasks and subtasks, under the guidance of an advisory…

The Robotics/Automated Systems Technician (RAST) project developed a robotics technician model curriculum for the use of state directors of vocational education and two-year college vocational/technical educators. A baseline management plan was developed to guide the project. To provide awareness, project staff developed a dissemination plan…

One of 15 core modules in a 22-module series designed to train vocational education curriculum specialists (VECS), this guide is intended for use by both instructor and student in a variety of education environments, including independent study, team teaching, seminars, and workshops, as well as in more conventional classroom settings. The guide…

This task analysis report for the Robotics/Automated Systems Technician (RAST) curriculum project first provides a RAST job description. It then discusses the task analysis, including the identification of tasks, the grouping of tasks according to major areas of specialty, and the comparison of the competencies to existing or new courses to…

This volume of the final report for the Robotics/Automated Systems Technician (RAST) curriculum project is a curriculum planning guide intended for school administrators, faculty, and student counselors/advisors. It includes step-by-step procedures to help institutions evaluate their community's needs and their capabilities to meet these needs in…

One of five modules in the curriculum development series of the 16-module series designed to train vocational education curriculum specialists, this module is intended for use in classes or individual study arrangements at the preservice or inservice level by students with varying amounts of experience in vocational education. (These modules are…

Written mainly for the training practitioner who has some experience in the field, this book provides a practical approach for constructing good self-directed learning (SDL) programs. Chapter 1 considers SDL from the academic and business points of view, develops a working definition, and examines SDL's strengths and weaknesses. Part 1 covers…

This module is one of a series of more than 125 performance-based teacher education (PBTE) learning packages focusing upon specific professional competencies of vocational instructors. The competencies upon which these modules are based were identified and verified through research as being important to successful occupational teaching at all…

Materials contained in this training module are designed to carry the classroom teacher through a step-by-step process for developing a job entry, individualized curriculum which involves two phases. (Phase 1 is the preparation or developmental phase which looks closely at the job and the student, and includes the job description, task analysis,…

Under the Idaho state system for curriculum development in vocational education, Technical Committees made up solely of industry personnel are responsible for drawing up task lists for each program. A Technical Committee Report is prepared on completion of the Committee's assignment. This report presents a task list that reflects current trends…