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CURRICULUM DEVELOPMENT IN TVET

Ts. Dr. Asnul Dahar Minghat
asnul@utm.my
Visiting Professor
Graduate School
Yogyakarta State University

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CURRICULUM DEVELOPMENT NEW

MILLENNIUM WORKFORCE

Ts. Dr. Asnul Dahar Minghat

Razak Faculty of Technology and Informatics
Universiti Teknologi Malaysia
Kuala Lumpur
MALAYSIA

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Ts. DR. ASNUL DAHAR BIN MINGHAT

Ph.D (TVE), M.Sc (Voc. Ed), B.Tech. Ed (hons) Civil Eng, Cert. Ed (TTTCKL)
DPIN, DPAJAR, PP-PPT, PPL-PPT
Senior Lecturer
Razak Faculty of Technology and Informatics
Universiti Teknologi Malaysia
54100 Jln Sultan Yahya Petra, Kuala Lumpur
Tel: +603-26154549 / 013-7280015
Emel : asnul@utm.my
Skills Qualification:
Malaysia Skills Diploma [Construction & Structure Manager] - DKM
Malaysia Skills Certificate [Level 1] Furniture Making – SKM 1
Malaysia Skills Advance Diploma- DLKM
Vocational Training Manager (VTM)
Vocational Training Executive (VTE)
Vocational Training Officer/Operational (VTO)
Personel JPK:
PP-PPT dan PPL-PPT (CVS3, CVS4, BC-030-3: 2013 , VTO, VTE & VTM)

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CURRICULUM DEVELOPMENT IN
TVET

Curriculum may be defined as the sum of

the learning activities and experiences that
a student has under the auspices or
direction of the school

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CURRICULUM DEVELOPMENT IN TVET

A curriculum is a plan for learning. (Taba,
1962).
A number of plans, in written form and of
varying scope, that delineate the desired
learning experiences. The curriculum,
therefore, may be a unit, a course, a
sequence of courses, the school‘s entire
program of studies . . . (Oliva, 2008, p.7).

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CURRICULUM DEVELOPMENT IN TVET

The planned and guided learning
experiences and intended outcomes,
formulated through the systematic
reconstruction of knowledge and
experience, under the auspices of the
school, for the learner's continuous and
willful growth in person-social competence.
(Tanner and Tanner, 1975).
All the learning which is planned and
guided by the school, whether it is carried
on in groups or individually, inside or
outside the school (Kelly, 2009, p.10).

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CURRICULUM DEVELOPMENT IN TVET

All of the experiences that individual learners have in a
program of education whose purpose is to achieve broad goals
and related specific objectives, which is planned in terms of a
framework of theory and research or past and present
professional practice (Hass, 1987, p.5).
Curriculum is defined as all the planned learning opportunities
offered to learners by the educational institution and the
experiences learners encounter when the curriculum is
implemented (Print, 1987, p.4).
[Curriculum] includes not only the content of subject matters,
but how knowledge is organised, how teachers teach, how
learners learn and how the whole is evaluated Sirotnik (1991,
p. 243).

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CURRICULUM DEVELOPMENT IN TVET

[Curriculum] includes not only the content of subject
matters, but how knowledge is organised, how
teachers teach, how learners learn and how the whole
is evaluated Sirotnik (1991, p. 243).
[Curriculum] includes not only the content of subject
matters, but how knowledge is organised, how teachers
teach, how learners learn and how the whole is
evaluated Sirotnik (1991, p. 243).
A curriculum is an attempt to communicate the
essential principles and features of an educational
proposal in such a form that it is open to critical scrutiny
and capable of effective translation into practice
(Stenhouse, 1975).

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CURRICULUM DEVELOPMENT IN TVET

To some, curriculum has denoted a specific

course, while to others it has meant the
entire educational environment Whereas
perceptions of the term may vary, it must
be recognized that curriculum
encompasses more than a simple
definition. Curriculum is a key element in
the educational process; its scope is
extremely broad, and it touches virtually
everyone who is involved with teaching
and learning.

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CURRICULUM DEVELOPMENT IN TVET

No other area has greater emphasis been
placed upon the development of curricula
that are relevant in terms of student and
community needs and substantive
outcomes. The vocational and technical
curriculum focuses not only on the educational
process but also on the tangible results of
that process. This is only one of many reasons
why the vocational and technical curriculum is
distinctive in relation to other curricular areas.

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CURRICULUM DEVELOPMENT IN TVET

History has an important message to
convey about antecedents of the
contemporary vocational and technical
curriculum and provides a most
meaningful perspective to the
curriculum developer. Curriculum as we
know it today has evolved over the
years from a narrow set of disjointed
offerings to a comprehensive array of
relevant student learning
experiences.
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THANK YOU

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