DACUM (Develop A Curriculum): It presents the practical ways for developing of curriculum for technical vocational educational institutes.

1. DACUM Workshop
(learning points)
Prepared by: Mohammad Rafi Qazizada
Date: 07. 03. 2012

2. Definition of curriculum
• A Curriculum is a judiciously organised subject matter (Static)
• Set of process, programmes and the like, which are applied to learners
in order to achieve certain kind of objectives (Dynamic)
• A curriculum is those aspects of education and training which have
been planned to comprise a course (Descriptive)
• A curriculum is a sequence of content units arranged in such a way
that the learning of such a unit may be accomplished as a single act,
provided the capabilities described by specified prior units in the
sequence have already been mastered (Prescriptive)
In summary CBT Curriculum......
• CBT Curriculum is purely and simply a teaching strategy.
• A teaching and learning strategy is in turn conceived as being a series
of goal-oriented activities of procedures to be carried out by instructors
with respect to trainees and in the context of a syllabus or a body of
subject matter.

3. Phases of CD Listing of module titles
Identification of Learning Outcomes
Development of learning strategies
Development of practical exercises
Listing of related knowledge
Listing of tools and equipment
Organisation of teaching and
learning environment
Development
Selection of instructional
Prerequisites to the phase
strategies
training
Analysis of student
Training needs
Preparation performance with respect to
Job descriptions Implementati
phase set objectives and competency
Occupational profile on phase
standards
Task analysis
Identify deficiencies on the
Educational and training
curriculum
objectives Evaluation
Recommendation of
phase
changes
Comparison of trainee performance to
competency standards
Conduct internal evaluation of programme
by trainees
Obtain views from trainers/instructors
Obtain confidential reviews from experts
and employers
Collate inputs and synthesize them

4. Curriculum revision
• Every curriculum has a shelve life and it is necessary to review
curriculum in order to realign it to the changing demands and dev.
(Omission of key information, Changes in technology, Changes in
approach of the content)
• Curriculum review should be an organised process in order to yield the
intended result. It is important to have a committee: (Teachers that have
taught the module, Other teachers in the same occupational area,
Occupational job experts, CD expert)
• Review Process: Duration of Module, Aim of the module, Learning
Outcomes, Outcome assessment criteria. Module content

5. CBT definition
There is no uniform understanding and definition of the terms
“competence” and “competency”
– “Competence is the ability to perform activities within an occupation or function to the
standards expected in employment” . NVQ-UK
– “Competence is the possession and development of sufficient skills, knowledge and
appropriate attitudes and experience for successful performance of life roles” K. G.
Marsh University of Greenwich
What does it mean to be competent?
– Being able to do the job.
– Knowing how and why things are done.
– Knowing what to do if things go wrong.
– Having the right approach to do a job properly and safely.
– Being able to adapt to similar but different situations in work.

6. Why is competency important?
Employers Employees
• Improve quality of products • Employment opportunities
and services – new entrants
• Improve productivity – existing workers
• Reduce cost and minimise • Job satisfaction
waste
• Promotion
• Workforce that is able to adapt
• Recognition
to new work practices and
technologies • Wages
• International competition and • Mobility
investment • Adapt to new work practices and
technologies 6

7. CBT implementation
Job profiling
Job Development
mapping of standards
Development Development
of training of curricula
materials
Development
of assessment
materials

8. Proposed Qualifications on the NQF
10
Doctoral Degree
NQF
Levels 9 Masters Degree
D
8 I
Bachelor Honours Professional Bachelor
P Bachelor Degree
7 C L
E O
6 R M
T A
5
I S
4 F
I
3 C
A
2 T
E
1 S

9. SYSTEMATIC CURRICULUM &
SCID INSTRUCTIONAL DEVELOPMENT
Phases Major Components
A-1 A-2 A-3 A-4 A-5 A-6
A - ANALYSIS Conduct Conduct Conduct Select Conduct Develop
Needs Job Task Tasks Standard Competency
Analysis Analysis Verification for Training Task Analysis Profile
B-1 B-2 B-3 B-4
B - DESIGN Determine Develop Develop Develop
Training Learning Performance Training
Approach Objectives Measures Plan
C-1 C-2 C-3 C-4 C-5
C - DEVELOPMENT
Develop Develop Develop Develop Pilot-Test/
Learning Learning Lesson Supportive Revise
Guides/Modules Plans/Job Aids Plans Media Materials
D - IMPLEMENTATION D-1 D-2 D-3 D-4
Implement Conduct Conduct Document
Training Plan Training Formative Evaluation Training
E-1 E-2 E-3
E - EVALUATION Conduct Analyze Initiate
Summative Evaluation Information Collected Corrective Actions

10. Components of curriculum
 Module title
 Module aim
 Learning Outcomes
 Outcome assessment criteria
 Module content
 Delivery strategy
 Tools and equipment
 Resources

11. DACUM Orientation
What is DACUM?
It is an acronym for : Develop A Curriculum
Why DACUM?
DACUM is a unique, quick, innovative and low cost method of job and /or
occupational, process and functional analysis.
DACUM process advantages:
 Encourages group interaction and brainstorming
 Builds group synergy and consensus
 Gives future orientation
 Maximizes input from industry
 Facilitates employee/employer/learner buy-in
 Provides effective way to meet industry needs for job-specific training
 Gives comprehensive outcomes with superior quality at low cost

12. The GAP
What is taught GAP Real world

13. Three major assumptions of DACUM
•Expert workers can describe
and define their job more
accurately than anyone else.
•An effective way to define a
job/occupation is to precisely
describe the tasks that expert
worker perform.
•All the tasks, in order to be
performed correctly, demand
the use of certain knowledge,
skill, tools and positive
worker behavior.

14. The process…. (duties)
Occupation ?
Prepare
The whole job meat
Bake
pastry
Prepare
COOK
salads
The whole job
Promote
Divided into
hygiene
6 to 12 duties
?

15. The process…. (tasks)
The whole job
Each duty divided into
6 to 20 tasks

16. Tasks…
Duties Tasks
Prepare Cut Marinate Roast Example:
meat meat meat meat
Occupation: Lecturer
Bake Prepare Bake
Pastry dough dough Duty: Deliver lectures
Prepare Task: Prepare lesson plan
Cut salads
salads Steps:
Promote Clean 1- Break-down syllabus content
hygiene utensils
2- Allocate time to cover relevant
syllabus content
?

17. Photo: (duties and tasks)

18. Photo: (duties and tasks)

19. Photo: ( Presenting of duties and tasks)

20. Guidelines for:
A- Duty statements B- Task statements
 Describe large areas of work in  Concisely describe a task in
performance terms performance terms
 Serve as cluster for a cluster of  Should have a single action verb
related tasks and an object that receives the
action
 (usually 6 – 20 per duty)  Usually contain one or more
 Consist of one verb, an object and relevant qualifiers
usually a qualifier.  Are explicitly stated (crystal clear)
 Are general, not specific  Are meaningful by themselves (
statements of the work that is not dependent upon the duty of
performed ( usually 6 to 12 per other tasks)
occupation)  Avoid references to worker
behavior
 Stand alone (are meaningful  Avoid references to tools and
without reference to the job) equipment that merely support
 Avoid reference to workers’ task performances
behavior, tools and knowledge  Avoid references to knowledge
needed. needed.

21. Blooms Taxonomy Application
Analysis
Definition: Understands both
S ynthesis
Definition: Formulates new
structures from existing
Evaluati on
Definition: Judges the
value of material for a
given purpose.
Comprehension Definition: Uses learning the content and structure of knowledge and skills.  alleviate
Knowledge Definition: Grasps the in a new and concrete material.  arrange  assess
meaning of material situation (higher level  analyze  assemble  communicate
Definition: Remembers 
(lowest level of understanding). break down  budget  conclude
previously learned material. 
understanding) ascertain  categorize  code  consider
 cite  approximate  adapt  compare  combine  counsel
 define  
articulate apply  contrast  compile  criticize
 describe  
associate assign  correlate  construct  critique
 numerate  characterize  calculate  deduce  create  decide
 identify  
clarify classify  detect  cultivate  defend
 indicate  
classify complete  differentiate  design  detect
 label  
contrast compute  discriminate  develop  elicit
 list  
convert conduct  examine  enhance  estimate
 locate  
differentiate construct  figure out  explain  evaluate
 match  
delineate contract  group  facilitate  grade
 name  
describe demonstrate  manage  formulate  interpret
 outline  
discuss determine  maximize  generalize  judge
 point  
explain discover  minimize  generate  justify
 recall  
give example establish  optimize  improve  measure
 recognize  
locate estimate  order  integrate  predict
 reproduce  
paraphrase employ  outline  organize  prescribe
 select  
predict explore  select  plan  rank
 state  
review expose  separate  prepare  rate
 tabulate  summarize  factor  train  produce  recommend
 write  
translate illustrate  transform  propose  reinforce
 investigate  relate  release
 make  revise  review
 manipulate  sequence  select
 maintain  specify  score
 modify  write  support
 orient  test
 perform  validate
 practice  verify
 predict
 prepare
 produce
 provide
 relate
 set
 simulate
 solve
 use

22. What is a task?
 Represent the smallest unit of job activity with a meaningful outcome
 Result in a product, service or decision
 Represent an assignable unit of work
 Has a definite starting and ending point
 Can be observed and measured
 Can be performed over a short period of time
 Can be performed independent of other tasks
 Consist of two or more steps.

23. Introduction to Standards development
Imagine a world without standards .......
(Measurability, Compatibility, Universality, Marketability
Portability, Conformity ...)
Standards are used as a system of measurement
(Mass , Length, Speed, Temperature , Etc....)

24. Key question
What is the difference between competence and competency?
• Competence = ability (in general)
• Competency = test to assess knowledge, skill and attitude
(Potential to perform vs Actual performance)
Definition of standards
A unit standard is a registered statement of desired education and training
outcomes and its associated assessment criteria together with
administrative and other information as specified in the regulations
A technical standard is an established norm or requirement. It is usually a
formal document that establishes uniform engineering or technical criteria,
methods, processes and practices. ...
What are performance standards?
Performance standards provide clear statements of the kinds of
performances that constitute evidence that students had met the content
standards. They answer the question, how well must a student perform? ...

25. Unit standards
The intended audience is:
the “informed assessor” – a subject expert (or someone who has
access to expertise) who is qualified as an Assessor
a candidate who has completed learning and has the capacity to
determine readiness for formal assessment
Specify outcomes of learning or work performance
Provide the basis for the design of assessment and making an
assessment judgment
They are not directly concerned with delivery of learning or training
BUT
programs
As they describe required performance, they inform the design of
such programs

26. Headings on a Unit Standard
Title The outcome of learning attained
and awarded – the person is able to …
Element An assessed sub-outcome of learning to give clarity to the
Title – the person is able to …
Performance The FORM, AMOUNT, and QUALITY of evidence that is required
to be considered by the Assessor if credit is to be awarded –
Criteria what is “performance worthy of credit”?
Range The context, or parameters in which the performances
are required or are relevant
statement
Special Information to improve clarity of meaning and scope of the
Notes performances expected

27. Components of a Unit Standard
Performance
Criteria
TITLE ELEMENTS
(RANGE)
OUTCOMES EVIDENCE

28. Unit standards and qualifications
• Unit standards outline a level or measure of
achievement. It can be viewed as a statement of
performance and outcome criteria.
• A cluster of unit standards make up a qualification
Standards development procedure
1. Task analysis
2. Clustering of tasks
3. Identification of unit titles
4. Development of elements
5. Generation of range statements
6. Development of performance criteria

29. Task Analysis criteria: Identification of Unit titles:
1. Importance form cluster headings of clustered tasks:
2. Frequency of operation  Perform basic engineering drawing
3. Complexity  Apply mathematical principles
4. Criticality  Repair exhaust system
 Install security system
Clustering of Tasks:
 Prepare lessons
1. Process
– Sequence
Development of Elements title and
– Procedural steps Performance criteria:
2. Systems Elements are sub-elements of a unit title
– Digestive system They give clarity to the unit title
– Transmission system In giving clarity to the unit titles the title is
sub-divided
– Solar system
Performance criteria
3. Relationship They further break down the elements
– Teaching and learning into smaller objectives
– Assessment and certification The smaller objectives add up to the
– Monitoring and evaluation whole unit objective

30. Credit allocation & value
Credits allocated to a unit standard must reflect the notional learning time
it is expected to take candidates to repeatedly meet the outcome and
performance requirements in the unit standard. Notional learning time
includes time:
• Spent in structured tuition and self-directed learning and practice
• Taken to gather and provide evidence for assessment purposes
• Taken for assessment in all the outcomes and contexts
One credit represents a notional 10 hours of learning, practice and
assessment time with respect to the outcomes and contexts of the unit.
Credits allocated must:
• Be whole numbers and no more than 120
• Be consistent with unit standards comparable outcomes, evidence demands
and contexts.

31. Develop of Performance criteria
What is performance criteria?
• It is the FORM, AMOUNT, and QUALITY of evidence that is
required to be considered by the assessor if credit is to be
awarded
• It helps assessors maintain objectivity and provide students with
important information about expectations, giving them a target or
goal to strive for.

32. Elements from Unit title
Occupation: TVET Trainer
Unit title: Design learning programme
Elements
1. Confirm scope of learning
2. Design the learning programme
3. Develop the learning programme content
4. Structure learning programme

33. PC from element
Element: Design the learning programme
Performance criteria
1. Relevant learning strategy documentation is accessed and used
to guide the learning program development.
2. The competency and learning styles of the target group learners
are investigated to inform the learning program design.
3. Research is conducted to identify existing learning programs,
learning resources and learning materials which could be used
and customised.
4. A range of options for the learning program content is generated
in collaboration with other persons and based on research
findings and application of learning principles.
5. Design options for the learning program content are identified and
applied.

34. ‫پروسه انکشاف استندرد های مهارت های مسلکی (حرفىی)‬
‫9 مرحله استداللی/ منظقی انکشاف استندرد های مهارت های مسلکی (حرفىی )‬
‫‪Process of Developing standards for TVET‬‬
‫ارزیابی‬ ‫9. اوکشاف َتٍیً معیار ٌای ارزیابی‬
‫8. لست ومُدن َسایل سامان آالت ، مُاد َدیگر مىابع‬
‫سامان آالت ومواد‬
‫ویازمىذی تُاومىذ شذن‬ ‫7. تٍیً َاوکشاف مىذرجات داوش، تُاوایی، مصُویت َطرزبرخُرد‬
‫مراحل/قذم ٌا‬ ‫6. لست ومُدن مراحل یا کار ٌای ضمىی برای ٌر کار‬
‫5. ساخته /تٍیً معیار ٌای اجراات برای ٌر کار‬
‫معیار اجراات‬
‫کار ٌا‬ ‫4. تعیه کار ٌا برای ٌر َظیفً – اوکشاف/ تٍیً مشخصات کاری .‬
‫َظایف‬ ‫3. تعیه َظایف َکار ٌا. اوکشاف /تٍیً مشخصات َظیفُی‬
‫شغل‬ ‫2. تعیه ومُدن شغل ، تثبیت سُیً ٌا َساختار شغل- تٍیً مشخصات شغل‬
‫1. مشخص ومُدن سکتُر مثأل : زراعت، تجارت، خذمات، ساختمان َغیري‬
‫سکتُر‬

35. Photo: ( General knowledge and Skill and attitude of Teacher)

36. Syllabus
Syllabus consist of information and details of Task Profile.
Basically syllabus describes:
1. WHAT TO TEACH ?
2. HOW TO TEACH ?
Basic Elements
1. Topic
2. Theory
3. Performance
4. Time
5. Delivery mode
6. Assessment mode
7. Selected references & audiovisual materials
8. Tools, equipment and supplies

37. SYLLABUS
OCCUPATION:CARPENTER
DUTY/TASK:
TOPIC THEORY PERFORMANCE HRS DELIVERY MODE ASSESSMENT MODE
Selected Refrenceces and Audiovisual Materials
Tools, Equipment Supplies and Facilities

38. Thank you!