Curriculum analysis based on worklifes need of competence, related to final exams for skilled workers
DOI:
https://doi.org/10.7577/sjvd.2009Keywords:
Key words, journeyman's examinations, curriculum analysis, vocational, vocational qualificationsAbstract
The reason for the study was that the Curricula in vocational subjects could be regarded as unclear and that this could have the effect that the content and degree of relevance of the same vocational training program may vary. It may also result in a lack of validity in qualifying examinations and apprentices’ final examinations.
The article discusses what vocational competence may consist of and which competence elements different crafts and vocations have in common. The article also highlights how to identify competence elements in the curriculum which it is relevant to include as test elements in the qualifying examinations and the apprentices’ final examinations to ensure the validity of the examinations in relation to the actual competence requirements in the crafts and vocations in question.
The theorethical approach for this study is related to content of the concepts vocational competence, asessment, valuing and curriculum analysis in the perspectives of Goodlads and Engelsens theories.
The theoretical basement for the study presented in this article, is related to Goodlads and Engelsens perspective of the concepts vocational competence, evaluation and curriculum analysis.
The study was based on a hermeneutic research approach. The methods used in the study were qualitative interviews of five respondents engaged in different crafts and vocations as well as a document analysis of curricula for apprenticeships in enterprises/Upper secondary level 3 (Vg3) in the respondents’ crafts and vocations.
The interviews show what vocational competence is in the various crafts and vocations. The findings from the interviews have been categorized and presented in the form of a tool for analysis of curricula, which the respondents tested through an analysis of the curricula for the craft or vocation in which they themselves have acquired competence.
The study defines joint competence elements for different crafts and vocations. It also points out that there is a mismatch between the content of the curricula and the competence requirements in working life as well as a need for further research into competence analysis and competence description. The findings of the study constitute a tool for analysis of curricula.
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