Chapter l: The problem for TAFE
A decade of rapid change
From occupational analysis to curriculum decision making
Differences between TAFE and schools curriculum
Vocational curriculum in the literature
Confusion in the literature
Gaps in the curriculum process
Chapter 2: Some issues in vocational curriculum literature
Serving two masters
Occupational data collection and analysis
Access, equity and entry level
Articulation and escalation
Self learning, self pacing and individualised instruction
Open learning, distance education and fleximode
Chapter 3: Issues in the decision making process
Selecting tasks for courses
Sequencing and structuring
Modules or subjects
Marks and mastery
Information needed from the data
Translating data into curriculum
Research into curriculum decision making
Chapter 4: The case studies: collecting the data
The survey
Occupational data collection
Specific industrial needs
Existing course data
Context data
Chapter 5: The case studies: shaping the curriculum
Course structure
Modules and self pacing
Course content
Other content issues
Types of testing
Other assessment questions
Chapter 6: The case studies: curriculum decisions
Significant decisions
Difficulties and problems
Suggested improvements
Chapter 7: Curriculum decision making: discussion
Preamble
Negotiating and sharing
Decision making
Role conflict
Weighing and balancing: making judgements
Chapter 8: Conclusions and directions
Change in project aims
Conclusions
Towards a solution
Curriculum options
Curriculum data
Hidden curriculum influences
Appendix A: Research methodology
Appendix B: Interview guide for curriculum developers