The "Riga Conclusions" of the European Ministries of Education of 22 June 2015 for the orientation of vocational education and training in Europe are promoting work-based learning as one of five "medium-term deliverables" for the next five years. But: How should and can work-based teaching and learning be designed? Our approach…

The article provides four checklists of tasks which the curriculum worker in vocational education should master: (1) coordination of curriculum planning and development, (2) definition and application of curriculum theory, (3) designing and applying curriculum research, and (4) providing for in-service needs of the staff. (MW)

Common elements of definitions of competency-based vocational education (CBVE) are: (1) CBVE is an instructional process; (2) students must develop competencies; (3) competency includes skill, knowledge, and attitudes; and (4) the outcome is successful job performance. Advantages of CBVE include: (1) students' awareness of what is expected of them…

In a study which validated tasks performed by retail floral workers, data obtained using questionnaires and interview instruments were compared. The personal interview method proved to be more useful in identifying and classifying task information from the world of work. (SK)

THE OBJECTIVE OF THIS STUDY WAS TO OBTAIN UP-TO-DATE FACTS ABOUT CLUSTERS OF TASKS PERFORMED BY WASHINGTON STATE FARM OPERATORS ENGAGED PRIMARILY IN PRODUCING GRAIN, LIVESTOCK, DAIRY COMMODITIES, POULTRY, FOREST PRODUCTS, HORTICULTURAL COMMODITIES, AND GENERAL FARMING COMMODITIES. FROM A RANDOM SAMPLE OF 267 FARMERS REPRESENTING THOSE CATEGORIES…

The purpose of this federally-funded interim report is to present the results of a task inventory analysis survey of automotive mechanics completed by project staff within the Instructional Systems Design Program at the Center for Vocational and Technical Education. Intended for use in curriculum development for vocational education programs in…

Local curriculum coordinators and local vocational directors were surveyed to investigate the relative importance of selected competencies needed by the former. (Editor/TA)

Curriculum developers must work hard to avoid the "what errors" of curriculum development. They must avoid failing to teach what should be taught and teaching what is no longer relevant and needed. Curriculum "what errors" are likely to occur when teachers design courses so as to teach what they know best, what they were…

This manual on occupational analysis, developed in Australia, is organized in three sections. The first section provides a framework for occupational analysis (OA) and a discussion of possible outputs from an OA from each of three phases: (1) determining the nature and scope of the occupational area; (2) developing a competencies list; and (3)…

Describes an "Accounting and Computing" program in Michigan that emphasizes computerized accounting procedures. This article describes the program curriculum and duty areas (such as handling accounts receivable), presents a list of sample tasks in each duty area, and specifies components of each task. Computer equipment necessary for this program…

This manual presents a Task Analysis Process (TAP) designed to provide its users with a method to systematically analyze occupations in terms of tasks and procedural techniques for organizing them and related knowledges into vocational education program curricula. The process is intended for use by secondary and postsecondary schools for designing…

Intended to serve as a manual for the developmental and evaluative activities of Project ABLE, this report presents the management and evaluation plan for instructional system development. Major emphasis of the plan is the formation of evaluative procedures drawing on student performance data as the primary source of feedback. To insure continuous…

A systems model for the design and management of instruction in occupational fields is described. The model is broken down into these phases: (1) analysis, in which occupational tasks are specified via task analysis, tasks are restated as behavioral objectives and a sequence is specified for the objectives, (2) synthesis, in which instructional…

The purpose of this study was to determine the actual tasks performed as compared to those tasks perceived as important by a selected population of postsecondary vocational-technical teachers in 40 public Texas community colleges. Prior to actual research methodology, the state-of-the-art of vocational teacher education, the competency-based…

The duty areas of agriculture/agribusiness task statements identified in an Ohio study can be an asset in the development of updated courses of study relevant to secondary-level students' needs. Teachers of vocational agriculture can use these common core tasks as a curriculum-discussion base with the local advisory committee. (Author/AJ)