The Development of Training Modules for Instructors
An increasingly common phenomenon within technical and vocational education and training (TVET) is the use of a modularized curriculum approach and the production of training modules that prescribe the learning objectives, content and assessment requirements. This phenomenon is often associated with top-down curriculum planning and a desire by central agencies to carefully manage the teaching, learning and assessment processes. Such management is motivated by the increasingly important role that skill formation and its further development play in modern economies. Yet, although the importance of vocational education to national interests is amplified through these arrangements, such approaches to the curriculum may not always effectively engage those who are supposed to implement them (i.e. vocational teachers), nor those who are subject to them (i.e. learners). This chapter seeks to elaborate the kinds of considerations and conditions required for the effective development of a modularized vocational educational curriculum. It proposes that it is necessary to consider curriculum documents and resources as intents only, and extend a consideration of curriculum as something that is enacted by vocational educators and grant them autonomy in doing so. However, ultimately, the curriculum is something experienced by those who are seeking to learn vocational knowledge-the students. Vocational educators usually bring particular sets of experiences and expertise to the teaching and learning process, which extends to how they teach and use units of modularized curriculum. Vocational learners also have their own needs and interests, which shape in what ways they engage with the curriculum as enacted by teachers. In this way, modularized approaches to curriculum and the production of training modules need to take into account not only the intents and interests of central agencies, but also the contributions and purposes of teachers and the needs and aspirations of vocational learners.
International Handbook of Education for the Changing World of Work - Bridging Academic and Vocational Learning
Technical, Further and Workplace Education