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Implementation

 
Phases of Implementation:
 
There are two primary phases of implementation:
  • Design and development
  • Testing and implementation of results
The design and development process is primarily described in the Model Process section . Most of the guidance provided in this section is for the testing and implementation of the curriculum element results.

Implementing skill standard-based curriculum is complex and there is no right way to go about it. This section provides some suggestions, frameworks, and tools to assist you in this endeavor. It is not intended to be a formula for implementation.

The primary recommendation is that you have a plan and that it be developed for your unique situation and organization. What is provided in this section are some factors to consider that will enhance the success of the testing and implementation phase of your curriculum development.

The relationship between standards and curricula is complex and depends on the:

  • Complexity of the information in the standards
  • Level of difficulty of the work the standards describe
  • Structure, sequence and cluster of the knowledge and skills which underpin the standards for a particular group of learners
  • Organization policy with regard to access and equity issues
  • Range of outcomes required, including the need for basic literacy and numeracy, communication, interpersonal skills, information technology skills and management skills, for example
  • Place of a module/course in a whole suite of courses

 
Source:Harris, Roger; Guthrie, Hugh; Hobart, Barry; Lundberg, David.
Competency-Based Education and Training.
MacMillan Education, 1995.
 

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