Curriculum Decision Making in TAFE [ Home ]



Chapter l: The problem for TAFE

A decade of rapid change
From occupational analysis to curriculum decision making
Differences between TAFE and schools curriculum
Vocational curriculum in the literature
Confusion in the literature
Gaps in the curriculum process

Chapter 2: Some issues in vocational curriculum literature

Serving two masters
Occupational data collection and analysis
Access, equity and entry level
Articulation and escalation
Self learning, self pacing and individualised instruction
Open learning, distance education and fleximode

Chapter 3: Issues in the decision making process

Selecting tasks for courses
Sequencing and structuring
Modules or subjects
Marks and mastery
Information needed from the data
Translating data into curriculum
Research into curriculum decision making

Chapter 4: The case studies: collecting the data

The survey
Occupational data collection
Specific industrial needs
Existing course data
Context data

Chapter 5: The case studies: shaping the curriculum

Course structure
Modules and self pacing
Course content
Other content issues
Types of testing
Other assessment questions

Chapter 6: The case studies: curriculum decisions

Significant decisions
Difficulties and problems
Suggested improvements

Chapter 7: Curriculum decision making: discussion

Negotiating and sharing
Decision making
Role conflict
Weighing and balancing: making judgements

Chapter 8: Conclusions and directions

Change in project aims
Towards a solution
Curriculum options
Curriculum data
Hidden curriculum influences

Appendix A: Research methodology

Appendix B: Interview guide for curriculum developers


Curriculum Decision Making in TAFE [ Home ]
HTML author: Clare McBeath [ ]
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