Improving curriculum development practices in a technical vocational community college: examining effects of a professional development arrangement for middle managers

Abstract

Learning about curriculum development is critical for middle managers of technical vocational institutions in order to assume curriculum leadership in maintaining and enhancing the quality and relevance of their educational programs. This case study reports on the design and effects of a professional development arrangement (PDA), with such a focus, for 13 middle managers of a technical vocational community college in a developing country. The findings indicate that the middle managers appreciated the relevance of the PDA for curriculum development at the community college and gained substantial learning about systematic curriculum development. However, the middle managers' post-PDA curriculum development improvement efforts were minimal and characterised by individual initiatives, due to a lack of senior management support, unfavourable work conditions, and a high rate of middle manager attrition. The conclusion drawn is that for trained middle managers to lead systematic curriculum development practices, contextual and organisational barriers germane to technical vocational education in developing contexts need to be considered.

The influence of gender on leadership in education management

“…Nevertheless, education organisations recognise the importance of gender balance in management and leadership roles and continue to invest in leadership programs that encourage both men and women to participate. However, the majority of leadership programs emphasise the importance of leadership behaviours, attributes and competencies with limited focus on skills (Mehrabani and Mohamad, 2015;Albashiry et al, 2015). The limited focus on leadership skills is also evident in the leadership literature which focuses predominately on leadership theories of traits, behaviours, contingency, transformational and enabling leadership (Falk, 2003).…”

Bibliometric analysis and science mapping of global scientific publications on technical vocational education training (TVET)

“…The keyword curriculum was directly linked with technology education and higher education in Phase III (Figure 7c). Thus, most of the studies related to “curriculum” focus on curriculum development (Albashiry et al. , 2015; Yunos et al.…”

“…The keyword curriculum was directly linked with technology education and higher education in Phase III (Figure 7c). Thus, most of the studies related to "curriculum" focus on curriculum development (Albashiry et al, 2015;Yunos et al, 2019a, b), including the quality of teaching and pedagogical offered by an institution (Yunos et al, 2019a). The green curriculum development is also one of the essential implementations in a TVET programme (Hasan et al, 2017) and the transition of curriculum and industry for employable demand (Yunos et al, 2019b;Teane, 2021).…”

What We Assess Is What We Produce: Moving Towards the Development of Skills in South African FET Colleges

“…Conversely, literature recommends that assessment strategies be applied that will produce graduates who are competent and are able to provide for the needs of the changing economy and labor market (Agrawal, 2012;Nguyen, 2012). Literature also indicated that the FET management team is unable to develop a curriculum that is responsive to present needs because of lack of professional support (Albashiry, Voogt, & Pieters, 2015;Nguyen, 2012;Wolverton, Ackerman, & Holt, 2005). The importance of in-service training for the management team is crucial in this regard so that they can provide support to ordinary teachers cannot be overemphasized.…”