OS and Curriculum

development
OS Development Using DACUM
 What is OS?
• precise descriptions of what an individual is expected to
• There is a variety of OS
be able to do in his/her work role
definitions worldwide, • ideal benchmarks against which competence is
but they all carry the assessed and certification granted
fundamental idea that • the skills and knowledge needed to perform competently
in the workplace
OS reflects the • the competences of a worker according to requirements
requirements of the in the labor market
workplace. • the competences a person has to achieve in order to be
considered “qualified” in a certain field
• main roles and responsibilities within an area of work
• frameworks for good employment practices
• Competence and skill (applying and possessing)
• Knowledge and understanding
 Benefit and uses of OS
OSs are multi-purpose and multi-dimensional • Practitioners can measure their performance,
documents. knowledge and understanding against a nationally
• Companies/employers can use standards to agreed checklist, identify where they currently need
attract and retain the best employees while to develop their knowledge and skills, and decide on
what additional training they need to progress in
clients can benefit from higher cost savings
their career.
through reduced risks and mistakes.
• Training providers (TPs) can use them to define
• They can be used to design job descriptions, learning outcomes, review and update existing
recruitment procedures and induction training programmes and develop new ones in line
programmes for new staff, carry out with the labour market requirements and employer
appraisals and identify training needs related needs; design tailored training packages; assess the
to the introduction of new technologies and relevance and effectiveness of courses; provide clear
equipment. goals for structured learning;and set up training
facilities.
• For employees, standards assist in achieving •
In general, using OS contributes to staying
recognition, progression and upward mobility. competitive on the market and enjoying positive
feedback from graduates and employers.
 OS Development Methodology
Definition of occupational analysis
Occupational analysis is a method for systematised collection of information
about an occupation or occupational area.
The major target of the occupational analysis is to identify the duties and
tasks, knowledge, skills and worker behaviours required for a particular
occupation/job.
The main techniques of information gathering are desk research, group and
individual interviews, focus groups, questionnaires etc.
Occupational analysis is the first phase of OS development.
The purpose of occupational analysis is to ensure that OS reflect the actual
needs of the labour market.
 DACUM

• DACUM is an acronym for Developing A CUrriculuM, but it actually

involves only the first step in a full curriculum development process.
• Instead of work process observation, DACUM uses guided group discussion
with expert workers.
• The DACUM process includes, in addition to occupational specific tasks,
identification of work enablers: general knowledge and skills, worker
behaviours (personal and interpersonal skills), tools, equipment, supplies and
materials used as well as future trends and concerns.
• The identified tasks translated into competencies become the focus of
curriculum development.
 What is DACUM method?

• DACUM is a systematic process that enables its users to design vocational

curricula that are based on the realities of the workplace.
• It allows for movement from initial planning and needs assessment through
programme design to instructional delivery in a quick and cost effective
manner.
• The DACUM process has several important advantages over other
approaches to curriculum and instructional design.
• It provides an effective forum for the stakeholders in TVET to work closely
together from design through delivery.
 What is---
• By encouraging participatory approach, it builds a collaborative relationship
among business, industry, labour, government and education stakeholders.
• The DACUM analysis is usually carried out in a 2-3 day workshop,
involving a trained DACUM facilitator and a group of 6-12 expert
employees (optimum 8-10) from the occupation/job that is to be analysed.
• The result of the DACUM analysis workshop is a detailed Research Chart
describing the duties and tasks performed by the employees involved in the
specific occupation.
 The DACUM philosophy is based on three principles:

1. Expert workers can describe and define their

occupation more accurately than anyone else.
2. An effective way to define an occupation is to
precisely describe the duties and tasks that expert
workers perform on a regular basis.
3. All tasks, in order to be performed correctly, require
certain knowledge, skills, tools and worker
behaviours.
 Advantages and Disadvantages of DACUM (Develop A Curriculum)

Advantages Disadvantages
• Choosing appropriate people to represent
• Competencies required are identified by
workers in the occupation.
people who are currently involved in doing the
• Such people may not be very accustomed to
job.
group work and so participation may not be very
• A good facilitation gives the expert workers effective
involved the opportunity to have an open- • Can have too narrow a focus on immediate
minded exchange of experiences and ideas occupational concerns.
leading above all to synergy effects when it • Takes a fragmented view of curriculum
comes to the development of the product. development
• Due to the application of the principle of
consensus (committee aspect may lead to a
consensus about content) it is possible to
achieve results representative for different
companies even though they are based on
the experience in one company. (“buy-in”).
• Quick and thus low cost method.
 Phases of DACUM
• There are three DACUM phases that have to be responsibly followed
in order to successfully produce a high quality DACUM product. They
are as follows:
- Preparation for the DACUM workshop
- Implementation of the DACUM workshop
- Verification of the DACUM workshop results
 Preparation for the DACUM workshop
(pre DACUM activities)
• In order to implement a DACUM workshop smoothly and in high quality manner,
considerable planning and preparation needs to be done.
• Desk research, development of panel member profiles, workshop logistics are just a
few key issues that need to be mentioned.
• However, the DACUM process relies on two critical factors for its success. The first
and foremost is selecting the right panel.
• A DACUM panel should consist of employees who are considered the very best in
the field and currently performing the function, not instructors or supervisors of the
job.
• The second important factor is a skilled DACUM facilitator.
• A competent facilitator should guide the panel through the process without prejudice
and make sure that the panel comes to consensus on every issue discussed.
 Preparation for the DACUM workshop ---

• The expert focus group (EFG) has an essential role to play in the
development of the occupational standards.
Together the members must:
a) represent the breadth of the industry;
b) have current knowledge of the skills required to perform the roles within the
industry;
c) be able to consult with industry when seeking feedback and validation;
d) have time to commit to the lengthy development process; and
e) be champions of the competency standards.
 Implementation of the DACUM workshop
(DACUM activities)
The workshop generally includes 7 procedural steps:
1. Orient the DACUM expert panel
2. Review the occupation (develop organizational chart, conduct initial brainstorming)
3. Identify duties (general areas of responsibility)
4. Identify specific tasks performed under each duty
5. Develop lists: general knowledge and skills required for the job; worker behaviours
(desirable attitudes and traits); tools, equipment, supplies, and materials; future
trends/concerns
6. Benchmark the DACUM Chart with international/ regional job/occupational profiles
(optional)
7. Review/refine task and duty statements
8. Assign codes to task and duty statements (A-1, A-2, B-1 etc.)
 Verification of DACUM workshop results
(post-DACUM activities)
• An external review / verification of the They can also suggest additional tasks
DACUM Chart by additional occupational
representatives from different companies allow which are, in their opinion, left out.
a second “reality check” of the workshop Hence, the objectives of the verification
results and proof the reliability of the DACUM procedure are as follows:
profile. • complete the content of the profile
• The process should confirm that the listed tasks (tasks, equipment etc.);
are the actual tasks that the trainees / employees • verify and confirm the accurate
should be able to carry out when they start formulation of the identified duties
work in the occupation or when they are
promoted within that occupation.
and tasks;
• confirm relevance / validate the
• Those who conduct the verification process
should be asked to take each item into identified duties and tasks
consideration and to determine whether that • rank tasks according to several key
particular item is really a part of the occupation indicators.
or not (do employees perform the task or not?).
 Development of DACUM-based
Occupational Standards
• OS are competency-based.
• A competency can be defined as a cluster of knowledge, skills and
related attitudes that enable a person to act effectively in a job.
• Competency descriptions show what level of knowledge and skills
mastery is required to successfully perform job tasks, and what
behavioural standards must be consistently demonstrated
 Stage 1: Select the industry or sector
• Occupational standards focus on whole industry or major industry sectors, not single
occupations.
• Occupational standards may be developed for the tourism industry, the hospitality
industry, or the domestic services industry, for example.
• Within each industry there will be a number of roles; domestic workers, for example, may
be employed as cleaners, cooks, nannies, gardeners, carers, or guards.
• However, when writing occupational standards, each role is not taken separately. Instead,
common skills sets (generic skills sets, also called core competencies) are identified,
which then become the basis of the standards.
• Sometimes, specific technical competencies are added for specific roles, in addition to the
generic competencies.
• It is important to develop occupational standards for the whole industry, not just one or
two discrete roles within the industry.
 Stage 2: Facilitate expert focus group
• Writing competency standards is a lengthy process that requires focused,
detailed work.
• EFGs need to be assisted by an experienced facilitator.
• They may or may not have experience of the industry for which the standards
are being developed, but must have a full understanding of the underpinning
principles of competency development.
• Facilitators need to be able to synthesize large volumes of information, build
consensus, and keep people on track.
 Stage 3: Determine functional areas of
competence "A day in the life of" is a
phrase commonly used to
• Within each industry, there is often generic knowledge describe a typical or
and skills that all workers need to have, and then specific representative day in
someone's life. It can be used
vocational or technical competencies that are role to convey a sense of routine,
specific. habits, or the regular
activities that make up an
• Determining functional areas of competence can be a individual's daily
difficult task, and a variety of techniques have been used experiences. The phrase is
to do this. often employed in
storytelling, journalism, or
• One such technique is called the “day in the life of”. casual conversation to
provide insight into what a
• This process starts by asking broad questions, and then person's life is like on an
gets more and more specific in the attempt to gain a full average day.
understanding of the sector and its workforce skills
requirements.
 Stage 3: Determine ---
The approach has been used in a number of sectors, and the following
steps were taken: 
Step 1: What roles exist within this sector? 
Step 2: What tasks do these people do every day, every week, every
month, every year?
Step 3: What knowledge, skills, and attributes do these people need to
do these tasks? 
Step 4: How can these be grouped into functional areas of competence?
 Stage 3: Determine ---
Step 1: Roles
• Often, there are a number of roles within a specific industry.
• In the domestic worker industry, there are a number of roles including
cleaner, cook, carer, gardener, and guard, among others.
• These roles then become the focus when determining functional areas of
competency.
• In the automotive electrical and electronics industry, there may only be
one role, that of automotive technician.
• Here, this one role becomes the focus of determining the functional
areas of competency.
 Stage 3: Determine ---
Step 2: Tasks
For each role, it is important to work out what tasks people perform.
This can best be achieved by getting the workers to describe a typical
day and all the things they do as part of their job.
This starts to build up a picture of what they actually do at work, as
opposed to what others may think they do.
Here is an example of the “day in the life of” a range of domestic workers:
Step 3: Knowledge, skills, and attributes

• Once the tasks for each role have been identified, it is then necessary to determine what knowledge, skills,
and attitudes people need to perform these tasks to the required level.
 Step 4: Functional areas

• Once the knowledge, skills and attributes for each role have been established, the common themes, or functional areas of
competency, can be identified. The diagrams below illustrate the process undertaken to work out the functional areas for
competency standard development for domestic workers
• Each functional area for domestic workers is considered separately, and competency standards are then
developed for each area
 Determining functional areas for a specific role only

• Within the mechanical engineering sector, there are a number of roles. Functional areas can be designed for one role only if required.
Process for determining functional areas: competency development (electrical fitter mechanic)
• Again, each functional area for electrical fitter mechanics is considered separately, and a number of competency standards written for each as required.
• Functional areas for electrical fitter mechanics specifically
Functional area coding
• The industry should be given an identifier, for example the domestic services industry is “DS”, and electrical fitter mechanic is “EFM”. Then,
each functional area is coded – for example, “DS A” is domestic services industry: core competencies. A number is then added to each
competency within the functional area.
• Functional area coding and identifiers for the domestic worker industry
 Stage 4: Write the occupational standards

• Once the functional areas of competence have been agreed on, each area can be looked at
separately.
• A number of competencies may need to be developed for each functional area.
• It is important to remember that occupational standards should also embody the ability to
transfer and apply broad skills and knowledge to new situations and environments.
• The standards must not be confined by the functional area, rather the functional area acts as
a guide.
• The description of competence should capture the way effective workers operate; it is not
just a list of their duties, nor is it a learning process or training pathway.
Component parts of occupational standards
• Each occupational standard is made up of a number of components.
• These are: unit title, description, elements of competency, performance criteria, evidence
guide, critical skills and essential knowledge, and range statements.
 DACUM Procedural Steps

• Orient the committee

• Review the job/occupation:
a. Conduct initial brainstorming
b. Develop organizational chart
• Identify duties (general areas of responsibility)
• Identify specific tasks performed
• List
a.General knowledge and skill requirements of the job
b.Worker behaviors (desirable attitudes and traits)
c.Tools, equipment, supplies, and materials
d.Future trends/concerns
• Review/refine task and duty statements
• Sequence the task and duty statements
• Other options as desired
DACUM Chart
Component parts of a shortened competency standard
Identifying different performance requirements that together make up the outcome at the element level:
Plan and prepare to perform testing
Identifying different performance requirements that together make up the outcome at element level:
Effective communication
 Stage 5: Validate the occupational standards
• After developing each component of the draft OS and making sure they express industry
requirements clearly and comprehensively, the draft OS is ready for industry feedback.
• The draft should, first, be agreed as accurate by the EFG, and then preferably by a peak national
group representing the industry.
• This might be an especially convened steering group from the OS development project, or an existing
body that has credibility in the industry or sector.
• Ensuring the OSs are in a consistent format and validated by a broad representative industry body
means users of the standards are able to trust, understand, and consistently interpret what is presented.
• Users include employers, agencies that assess skills development and recognize trade-level
achievement, and training institutions needing to use the standards for training programmes.
• In essence, the final draft of the standards should be presented to as wide an audience as possible.
• Validation also requires more in-depth involvement from the participants than just providing editorial
comment on copies of draft standards.
• Validators should be encouraged to critique all aspects of the standards – their structure, functional
breakdown, evidence requirements, knowledge requirements, bias, and discrimination, and so on.
 Stage 5: Validate the occupational ---
Submitting the OSs for distribution
• Once the draft is acceptable to the industry, the final version is sent for distribution.
• This version should include a response form so that feedback on the usability of the standards can be passed on from
users to the developers.
• In this way, the OSs can be regularly reviewed and improved, rather than being static products that quickly lose their
relevance.
OS based- curriculum
development
 Introduction
• The term curriculum derives from a Latin word (currere) denotes “a race course”
(Etymology Online, 2018).
• This concept focuses attention on curriculum as a path to pur sue to achieve an outcome.
The curriculum itself is not the goal but a path to guide toward a goal, which can be in
the form of knowledge, behaviors, values, performance, competence, or other learning
outcomes.
• Planned and unplanned concept, content, skills, work habits, means of assessment,
attitudes and instructional strategies taught in the classroom and the variety of school
activities in and out of class that influence present and future academic, social, emotional
and physical growth of students
• Curriculum is all of the experiences children have under the guidance of teachers.
• Curriculum encompasses all learning opportunities provided by school.
• Curriculum is a plan for all experiences which the learner encounters in school.
 Introduction---
• The modular competence-based curriculum is defined as a complex and
sequence of the modules that are aimed at acquiring specific
competencies within a specific qualification to effectively carry out
professional activities and promote personal and social development of
the students.
The introduction of modular competency-based curricula will minimize the
shortcomings of the existing students’ training such as:
• focusing on obtaining a profession in general but not carrying out
particular activities;
• inflexibility of the vocational training in respect to the modern
requirements of the employment market;
• lack of consideration of the individual characteristics, educational
needs and students’ experience.
Competence-based Training and Education-CBET

• The current trend to create labor competency standards is the

Competency Based Education & Training CBET in which the total
curriculum is broken down into coherent parts known as modules or
units and further down into elements or tasks, each of which can be
separately learned, assessed and certificated.
CBET
In this modular curriculum design, the integration of competency
standards with their different components of competency (modules /
units / elements / tasks), evidence of performance, performance criteria,
field of application and assessment guidelines is the basis for designing
Competency Based Education & Training CBET curricula and
Programs.
CBET
• Once the competency has been described and standardized, the design
of Competency Based Education & Training Frameworks and
Curricula for a particular job should be much more efficient and
oriented towards the standard.
• This means that when training is geared to generate competencies that
clearly correspond to existing standards, it will be much more efficient
and will have a stronger impact than training that is totally unaware of
the needs of the entrepreneurial sector.
CBET
• Once the competency has been described and standardized, the design
of Competency Based Education & Training Frameworks and
Curricula for a particular job should be much more efficient and
oriented towards the standard.
• This means that when training is geared to generate competencies that
clearly correspond to existing standards, it will be much more efficient
and will have a stronger impact than training that is totally unaware of
the needs of the entrepreneurial sector.
CBET
• Some of the key competencies, those which are more required in the
view of human resources management i.e. personal / behavioral /
attitudes competencies are not generated by knowledge passed on with
teaching materials but rather promoted through the learning and
training at work location.
• A competence based modular curricula has been used to structure
vocational education and training in different countries for many
years.
CBET
• The principle behind modular training is to break down complex
subjects into component parts each of which form a module.
Therefore, a module is making quite complex training small and easier
to manage both from an instructional view and for the students.
Modules cover major areas of competencies and they are organized
group of learning experiences assembled to achieve a specific group of
related objectives. In other words, TVET curricula are divided into
independent unit referred to as modules to ensure success and mastery
of each task before moving onto others.
CBET
• Modules are self- contained and can be studied
separately as they ensure the acquisition of the
competencies needed to perform the activity under
employment conditions.
• Each module in competency based training represents a
certifiable part of job.
• However, the final certification requires the completion
of modules within the skill area, along with the related
support subjects.
• The module time suggested represents recommended
contact hours between the instructors and needs to be
supplemented by individual study and on- the- job
training for successful completion of the training course.
CBET
• During assessment, each module or set of modules are assessed and
participants are required to be competent in each module, and they are
expected to master each module before moving onto more advanced
one (NCTVET, 2006).
CBET
• Competency based TVET programmes are organized in a modular
fashion to meet the requirements as defined in the occupational
standards.
• Each module or combination of modules describes an employable set
of competences.
• Successful completion of each training module shall be dependent on
assessment and certification in conjunction with the assessment
specification stipulated in occupational standards. The modularization
of TVET is a central mechanism of making TVET delivery flexible
and providing for flexible entry and exit point.
CBET
• Different modules are combined into long term programs representing
the entire teaching, training and learning necessary to achieve an
occupational qualification.
• Through this modularization, a trainee may for personal reasons, exit a
long term program prematurely while having acquired competences
that would allow him/her to successfully perform certain jobs in the
labor market. He/she may re-enter the TVET program at later stage,
continue with the missing modules and thus complete his/ her
qualifications.
CBET
• The Module or Unit of Competency is formed by a group of Elements
of Competency; it has a clear meaning in the work process and,
therefore, it has value for the work itself.
• The Module / Unit not only refer to the functions that are directly
related to the job’s objective, it also includes any other requirement
connected with health and safety, quality and relationships at work.
CBET
• Element of Competency includes the competencies required to be
acquired by a person in his /her occupational environment.
• Therefore, it refers to an action, a behavior or a result that a worker
needs to demonstrate and, thus, it is a Task that is carried out by one
individual.
• The Element of competency includes the description of a Task that
should be carried out by a workers / trainees in their occupational
environment.
• Therefore, it refers to an action that a worker needs to demonstrate
and, thus, it is the ability to carry out a Task by an individual.
 Modular Approach to Curriculum Planning
The Meaning of Modular Approach to Curriculum Development
• The term module or modularization, according to Gerds (2002), is
originally derived from technology and engineering which is meant to
combine different elements of an object, say a building, in different ways.
• Modular training, therefore, is the combination of different training
elements/modules on the building-block principle.
• Each module/unit produces a qualification in a specified job.
• In the construction of the object, building, combination of the different
elements makes the job a very effective way of reducing costs, designing
and correcting objects, buildings.
• That is, modules can be produced and stored in a big number for different
applications, and cost of updating can be reduced by replacing only the
damaged module.
 Types of Modules
Freestanding modules-are prepared, according to Gerds (2002), for short course
and work place assessed gaps.
• For instance, if workers in an industry lack some sort of skill in assembling or in
the disassembling of the different parts of a machine, then a module that will help
to alleviate this problem will be prepared (a module in technology).
• Or, if teachers have problems on the methods of teaching, test construction skills,
or in curriculum evaluation, then a module can be prepared for each of these
training areas in alleviating their problems (a module in the academic sector).
• The training/education that will be provided using freestanding modules, this
writer noted, helps to extend and enrich the curriculum for individuals after
having completed their formal education in training institutions and universities,
helps graduates get employment, or helps individuals to overcome/ minimize their
deficiencies in particular areas in their practices.
 Types of Modules ---

Clustered modules-as the name implies, involve the combination of different

modules so as to conduct initial training/education in training institutions and
universities in a particular profession.
• For instance, the education of professional teachers involves three major
modules in the professional, specialized, and general knowledge.
• Each of the general modules can also become a cluster of the different
modules for the different courses (Gerds, 2002).
 Advantages and Disadvantages of Modular Approach to Curriculum Development

• Every approach to curriculum development has its own values and limitations. In this regard, so does the
modular approach to curriculum development.
• Advantages
• A modular approach to curriculum development is so helpful to promote student-centered learning models.
• This practice, according to Griffiths (2007) in Braun, Crable, and Sena (2008), is so helpful to students‟
active participations in their learning. T
• his is for the very reason that clear objectives will be set; practical exercises/hands on activities to
complement module topics will be included; and lecture time will be limited in favor of projects, team
discussions, and so forth.
• It is also helpful to students to make decision about how and with the what of they will learn.
• This is because students will be provided modules so that they can easily access objectives, projects,
assignments, how they can be assessed, and other necessary requirements besides varieties of resources that
will be made available to support and facilitate their learning and hence, a student will be allowed to choose
his/her favorite resource for learning, complete assignments, and the like.
 Advantages---
• Besides, these types of pedagogical approaches, necessary resources and
evaluation mechanisms together with the required time are made clear for
each specific task.
• Basically, according to Petrina (in press), everything that the student needs is
in the module.
• A module provides for self-direction, or self-paced learning of a realm of
content.
• Furthermore, Petrina noted that in the late 1980s and through the 1990s,
modules became immensely popular in England and the Scotland in a context
of flexible learning, educators’ response to flexible economics. Currently
modules are a world-wide phenomenon and the preferred containers for
distance education via the world-wide web.
 Advantages---
• Modules are enormously popular and extremely important for anyone interested in the
development of digital learning resources and on-line learning.
• In technology studies, the popularity of modular instruction increased throughout the
1990s. In 2001 in the US, for instance, 72.5% of technology education programs in
public schools were using teacher-made modules and 48.5% use commercially vendor
modules (Sanders, 2001 in Petrina, in press).
• On top of these, according to Stolte (nd), there are various reasons for modularization
of curricula within the TVET sector.
• First, greater flexibility in planning and organization of education and training
programs will become possible; second, improved economic efficiency and
effectiveness of education and training programs can be conducted; third, greater
adaptability to the needs of the labor market and to individual needs will be attained;
and fourth, real choice of personal through various learning and training
implementation processes that support the acquisition of professional qualifications for
both vertical and horizontal mobility will become possible.
 Advantages---
• Generally, modular based vocational education and training facilitates
flexible delivery and optimizes curricula utilization under demand-driven
employment oriented aspects.
• It supports cost-effective skill upgrading for existing workers, training and
retraining of youth and the unemployed, and emphasizes employability to
ensure that training matches to the skill requirements of industry and small
businesses in urban and rural areas.
• In addition, this scholar added that modular curriculum supports self-paced
learning, promotes effective training at institutions, and on the job training.
 Advantages---
• Modularization offers multiple benefits for the improvement and
development of vocational education and training.
• These benefits are:
• Greater flexibility in planning and organizing educational process;
• Greater efficiency and cost-effectiveness of educational process;
• Better response to the labor market needs;
• Improved vertical and horizontal mobility,
• More efficient response to individual needs and capacities of students and adult students,
• Possibilities for students and adult students to choose their own learning path, their own way of
obtaining work competencies and qualifications;
• Easier re-entry to vocational education for the purpose of finishing school or obtaining additional
qualifications.
 Advantages---
• Outcomes are clearly and unambiguously defined knowledge, skills and
attitudes (competences) acquired upon completion of a specific program, i.e.
upon completion of educational and learning process.
• As such they are the basis for the planning, organization and implementation
of vocational education and the evaluation of achievement throughout the
education and learning process.
• The outcomes are defined before the start of educational process and are
known to teachers and students.
• In this way the following is enabled:
• Teachers and students have a clear idea about the objectives and tasks of learning;
• Social partners know which competences are acquired upon completion of certain
educational programs in vocational schools and other educational institutions.
 Disadvantages

• Despite the fact that a more common view of the advantages of

modularization, there are some controversial views about the following
components that make up an overall modular systematic approach to be
weak.
• For instance, according to Stolte (nd), standard settings, especially in
reference to details and desired levels are assumed to be difficult; assessment
procedures, testing and certification of modular structured training programs
are problematic; and the issue of modularity versus stability-modular
approach offers the advantage of rapid changes in meeting specific demands
of employer needs, but at the same time may conflict with the need for
coherent and well-defined competencies, which are stable but slow to change.
 Disadvantages---
• Besides, I have the uncertainty that the modular approach to curriculum
development seems to make teachers and students mechanical (all the time,
similar procedures which may lead them to fed-up with the routines) and
hence, this may limit their creativity, the recommended methods/techniques
of teaching may not be familiar to the teacher, allocated time may get much
or less, and resources recommended may not be available or accessible in all
the situations, especially in less developed countries like Ethiopia, and so on.
• Besides, successful completion of a module in academic disciple may not
allow a drop-out /needy student get employment though the student can have
the right to resume his/her studies from the module he/she has stopped.
Translating OS to Curriculum
 Relationship between the components of Competency
Standard and Competency -based curriculum
Competency-based Curriculum
Competency Standard

Course Title
Unit of Competency
Module Description
Unit Descriptor
Level of Certification

Elements
Module Title

Performance Criteria Summary of Learning Outcomes

Assessment Criteria
Range of Variables
Content

Evidence Guide Condition

Assessment Method
 DEVELOPMENT OF COMPETENCY
BASED CURRICULUM

COMPETENCY STANDARD

Units of Competency

Element 1 Element 2 Element 3

ANALYSIS AND TRANSLATION

COMPETENCY BASED
CURRICULUM

23
Modules of Training 1

COURSE DESIGN
A START
E B
Secure Approved
Competency Standard
D Are Descriptions
Analyze the Unit of Learning Outcomes YES
of Competency Complete?

Determine the Module NO Is the Analysis of all

C Units of Competency
NO
Title and Description comprehensive?
C
List Learning Outcomes
YES D
of a particular Module
YES
Is there a change
Define Nominal E in Competency
Standard?
Hours per Module NO

Specify Assessment
Criteria END

Specify Assessment
Describe Conditions List the content
Method

B
 UNIT OF COMPETENCY : PRACTICE OCCUPATIONAL HEALTH AND
SAFETY PROCEDURES

ELEMENT
1. Identify hazards and risks

2. Evaluate hazards and risks

3. Control hazards and risk

4. Maintain OHS awareness

MODULE TITLE :
Practicing occupational health and safety procedures
 SUMMARY OF LEARNING OUTCOMES :

Upon completion of this module, the trainee/student

must be able to:

LO 1. Identify hazards and risks

LO 2. Evaluate hazards and risks

LO 3. Control hazards and risks

LO 4. Maintain occupational health and safety awareness

 LEARNING OUTCOMES Estimated
number of hour
LO 1. Identify hazards and risks 2
LO 2. Evaluate hazards and risks 4
LO 3. Control hazards and risks 6
LO 4. Maintain occupational health and safety awareness 6

Total 18

In order to come up with estimated

number of hours in a particular
module, determine how much time a
learner needs to acquire a higher level
of mastery in every learning outcome.
 STAGE MODULE INFORMATION

LEVEL OF CERTIFICATION LEVEL OF CERTIFICATION

Identify certification level based on See certification levels on

the prescribed level in the PTQF competency standards. e.g. NC I,
NC II, NC III and NC IV.

PRE-REQUISITE PRE-REQUISITE

Identify the pre-requisite of a Pre-requisites are those modules

particular module (if necessary) or competencies which learners
must have successfully
completed or achieved before
commencing on the next
module.
LO 1. IDENTIFY HAZARDS AND RISKS
Assessment criteria must be
observable and measurable
ASSESSMENT CRITERIA : within the level of performance

1. Workplace hazards and risks are identified and clearly explained.

2. Hazards/Risks and its corresponding indicators are identified

in line with workplace procedures.

3. Contingency measures are recognized and established

in accordance with organizational procedures.
CONTENTS
:
 Hazards and risks identification control

 Organizational safety and health protocol

 Threshold Limit Value (TLV)

 Occupational Health and Safety Indicators

CONDITIONS
The students/trainees must be provided with the following:

• Personal protective equipment

• Learning guides

• CD’s, VHS tapes

• Hand-outs

• Organizational safety and health protocol

• OHS Indicators

• Threshold Limit Value

• Hazards/risks identification and control

METHODOLOGY :

Group discussion

Film viewing

Case study

Self-paced learning

Lecture/discussion

Demonstration
 STAGE MODULE INFORMATION

ASSESSMENT METHOD ASSESSMENT METHOD

Specify the method of assessing the Having identified the evidences needed to
learning outcome. Identify whether the assess the learning outcomes you now
assessment will be: need to look at assessment methods to
support the collection of the evidences.
 Observation

 Computer or paper based

Where possible, you are encouraged to use
 Oral/interview holistic approach. A holistic approach to
competency assessment is one in which
 Practical demonstration competence is seen as the ability to draw in
and integrate a variety of knowledge, skills
Specify where the assessment will take
and attitudes.
place
 MODULES OF INSTRUCTION/TRAINING

UNIT TITLE: A unit of competency which when applied in a work

situation can logically stand alone. It indicates a title and
express in outcome terms.

MODULE TITLE: •Briefly describe the title of the module

MODULE
•Brief description of the module its scope and delimitation
DESCRIPTOR:

LEVEL: Level of Qualification based on PTQF

(NC 1, NC 2, NC 3, NC 4)
NOMINAL
DURATION: Estimated /suggested number of hours per module

LEARNING •Specify what the Learner will be able to do or achieve

OUTCOMES
:
 MODULES OF INSTRUCTION/TRAINING

•Listings of criteria by which the achievement of the learning

ASSESSMENT
outcomes will be judged
CRITERIA:
•Specify the performance outcomes the learner will be expected
to demonstrate at the conclusion of the learning outcome

•These will assess the necessary knowledge, skills, and attitudes,

reflecting the performance criteria as outlined in the relevant
industry or competency standards

CONDITIONS: •Outlines the situations and contexts under which learners will be
assessed

•Specify the conditions under which the learning and assessment will take
place

•These can include a list of tools and equipment, access to learning

resources and equipment manuals, and types of facility
 MODULES OF INSTRUCTION/TRAINING

CONTENT List down the specific underpinning knowledge, skills,

attitudes & safety that are to be addressed within this learning
outcome.

METHODOLOG Different approaches, methods and techniques

Y that a learning process will be delivered

ASSESSMENT •Specify the method of assessing the learning outcome

METHOD
•The methods used to gather evidence of sufficient quantity
and quality on which to make sound judgement about a
candidate’s competency

•Assessment methods include observation, simulation,

questioning, presentation, written assessment, etc.
Mo d ule o f Instruc tio n

SECTOR AUTOMOTIVE
UNIT OF COMPETENCY REPAIR CHARGING AND STARTING SYSTEM
MODULE TITLE REPAIRING CHARGING SYSTEM
MODULE DESCRIPTION This module covers testing/identifying faults and servicing
charging system components.
NOMINAL DURATION 40 Hours
CERTIFICATE LEVEL NC II
PREREQUISITE
SUMMARY OF LEARNING Upon completion of this module, the trainee/student must be
OUTCOMES able to:

1 Test charging system components and identify faults

2 Disassemble alternator
3 Repair/replace and assemble alternator component/parts
 COURSE DESIGN

Course Title: The course title can be the name arising out of the competency analysis. It
should convey a clear message of what it is all about.

Course Duration : Approximate length of course in hours or years

Qualification Level: Refer to competency standard

Unit of Competency : List down the unit of competency from CS

Course Description: The course description will include the relevance of the proposed course to
industry, enterprise or community needs and competencies that the student may
have after completion.

Course Outcomes: State the expected outcomes of the course based from the modules of instruction
developed. Include in the list of outcomes the general workplace and key
competencies required for the possible jobs the students may have after training.
 Specify essential entry requirements. Any particular qualification such as
Entry Requirements:
age or size should be specified.

Course Structure Provide the sequencing of modules/subjects. Provide a nominal time for
each module/subject.

Competency Analysis This table reflects the number of modules develop in a particular
Unit of competency
unit of competency Number of Total
module
Competency 1 1 1
Competency 2 1 1
Competency 3 2 2
Assessment Describe the assessment approach and how it relate to outcomes and how
Method will the performance of the learners be judged.
Course
Delivery Identify any delivery modes essential to the course. Identify support
mechanisms and links with industry for effectiveness of course delivery.

Resources List the required facilities, tools, equipment and materials for course
delivery.

Qualification of Instructors Identify minimum essential qualification, experience and competencies of

instructors and assessors Special qualification of instructors, if there is,
should be specified.
 COURSE DESIGN

COURSE TITLE : AUTOMOTIVE SERVICING NC

II

NOMINAL DURATION : 360 Hours

COURSE DESCRIPTION: This course is designed to enhance the
knowledge, desirable attitudes and skills of automotive service
technician in accordance with industry standards.
It covers specialized competencies such as; test and service
automotive batteries, service ignition system, install and repair
wiring/lighting system, repair wiper and washers, dismantle and
assemble engine –sub assemblies, maintain under chassis components
and perform shop maintenance. It also includes competencies in
workplace communication, team work, safety, use of hand tools, and
housekeeping.
 Course Design---
COURSE DESCRIPTION: This course is designed to
enhance the knowledge, desirable attitudes and skills of
automotive service technician in accordance with
industry standards.
It covers specialized competencies such as; test and
service automotive batteries, service ignition
system ,install and repair wiring/lighting system, repair
wiper and washers, dismantle and assemble engine –
sub assemblies, maintain under chassis components and
perform shop maintenance. It also includes
competencies in workplace communication, team work,
safety, use of hand tools, and housekeeping.
 Course Design---
COURSE OUTCOMES:
Upon completion of the course, the trainees/students must
be able to:
•Perform diesel engine tune up.
•Perform gas engine tune up
•Service automotive battery
•Test and repair wiring/lighting system.
•Service ignition system
•Perform under chassis preventive maintenance.
•Service charging system
•Service starting system
•Service engine mechanical system
 Course Design---
ENTRY REQUIREMENTS:
Candidate /trainee must posses the
following qualifications; must be
• Able to communicate both oral and
written
• 18 years old and above
• Good moral character