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"No set of competency standards is ever the final word on an occupation, but has to be seen as an approximation at a particular point in time."
Garris, Roger; Guthrie, Hugh, Hobart, Barry: Lundberg, David Competencey-Based Education and Training
MacMillan Education, 1995.
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Introduction
The flow diagram, Curriculum Development Framework, on the
following page provides a visual representation of the
curriculum development process that was used to develop
the model curriculum contained in this CDK. This process
has been successfully replicated with several pilot projects
in four of the eight career clusters (Technical Support
Representative, Programmer/Analyst, Interactive Digital
Media Specialist and Database Administration Associate).
Each of the phases of the curriculum development process is
described in more detail on the following pages. The process
itself can be applied to any industry skill standards.
Industry skill standards should play a major role in informing
curriculum, but they are not the curriculum. The important
knowledge, skills and abilities described in the skill
standards must be extracted by educators and translated into
appropriate learning content and processes. These should be
combined with the knowledge, skills and abilities identified
from other sources such as:
- Existing course syllabi
- Local business advisory boards
- Academic and industry discipline experts
- Other sources such as academic standards
NOTE:
All examples are from the model Technical Support Curriculum
and the complete model curriculum is available in the Model
Curriculum section.
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