Revision of existing curricula

     The vocational education and training system does not apply any training standards system, which poses an obstacle for developing proper curricula. Much of the curricula-related documents that have been analysed serve an administrative purpose, have limited or unclear description of objectives, do not identify levels to be achieved, have a 'teacher oriented' approach, and do not show any flexibility. The content is often a list of topics to be taught without any indication of levels required at the start and the level to be achieved upon completion. Guidelines for assessment of students are lacking, and the technology referred to is often outdated.

     Teachers working with the curricula complained about the weak guiding principles for the teaching and learning process, and the lack of flexibility to meet local demands.

     Within the project the approach for curriculum development is described as follows: the objectives in terms of competencies are derived from occupational standards; the starting situation of students, legislation, infrastructure and teachers is given; the educational process in a learning environment, including teaching aids is stated; and the assessment and certification, the objectives and the NQS are mentioned. For various purposes and audiences different curricula will be designed, such as national curricula, sector curricula, school curricula, and subject curricula. To guide this process of development two working groups will be formed: a National Curriculum Policy group concentrating on policy issues relevant for curriculum development and training standards, and a National Development Working group concentrating on development of the training standards and for assisting in curriculum development in the micro projects. This latter group will have METARGEM as the national coordinating centre. Both groups will be assisted through training programmes/workshops guaranteeing a standardised approach to curriculum development and the modular approach. The overall approach for the development of the curricula will be twofold: bottom-up and top-down, allowing a process of cross-fertilisation to take place.

     At micro project level, training will also be organised for those staff involved in curricula development; including staff from the pilot institutions, as well as participation from the social partners, and some resource persons. The curricula developed at micro project level could be very specific and thus restricted to the local level, however it could also act as a trigger for dissemination at regional or national level. This means that a feedback mechanism will be operating through the National Development Working group.

     The changing role of teachers/trainers will be addressed through a trainer training programme which will address issues such as the learner centred approach, and organising a learning environment for students. Competence based learning will, in an early stage of the implementation phase, be addressed through a specific training programme firstly for curriculum developers and later for trainers at micro project level. Publications describing the different aspects of the process of revising curricula will be published for specific audiences, in order to complete the process of the curricula revision and to increase the sustainability of the outcomes.