A gap analysis is a process that gives a broad overview of which learning components are covered in an existing program and to what degree. A gap analysis - gives a general picture of what is taught in the program, to what level of emphasis, and in which specific classes. It is a useful tool in establishing a dialog between the program faculty and the curriculum development person. It introduces the faculty to the concept of learning components and shows the connection between learning components and existing courses.

The gap analysis does not give a complete picture of what changes need to be made to existing curriculum to make it skill standard-based. A gap analysis gives a high level picture of what major learning components are not being addressed. Additionally, a gap analysis should not be done using only the functions and tasks in the skill standard. A gap analysis using only functions and tasks presumes that:

• Outcomes of a curriculum should be determined primarily by the learners ability to perform specific functions and tasks.
• Technical and foundation knowledge, skills and abilities needed to perform a function and task will automatically be incorporated into the curriculum.
• The teacher and learner will have enough information to evaluate competent performance if assessment is done at the function and task level.

  Note: The Curriculum Map is a very useful and important tool for mapping the learner program outcomes and key competencies to the existing, new or proposed courses. It provides a more refined and detailed picture of how and where these curriculum elements are addressed in the curriculum. A Curriculum Map can be developed for an existing or a new program.

  See the Implementation section for a description of a Curriculum Map.