Education is the process by which we learn of the past and present in order to shape the future and contributes to the over-all development of each individual (Weinstein & Fantini, 1973). As such, the educational process and programs are instrumental for changing the world. Parkay & Hass (2000), defines curriculum as all the experiences that individual learners have in a programme of education whose purpose is to achieve broad goals and related specific objects, which is planned in terms of a framework of theory, or past and present professional practise. Today, it is the responsibility of educational institutions to teach an infinite variety of human beings, differing in interests, abilities and experiences. Technical Vocational Education and Training (TVET) curriculum helps student develop a broad range of knowledge, skills and attitudes which all contribute to the graduate’s employability (Finch & Crunkilton, 1999).
Technology in the 21st century is advancing rapidly fuelling the demand for a highly skilled workforce that is flexible and analytical as well as serve as driving forces for creativity, growth, critical thinking and lifelong learning. Technical vocational education and training (TVET) addresses the skills set needed for developing a competent workforce to meet the job requirements of the industry and respond to changes in technology and demographics that are currently defining future labour market demand for success in the 21st century (Wolf, 1995). The impact of the technological advancements and processes in the workplace has challenged TVET systems to design programs which deliver specific occupational skills training. As such, TVET institutions must be aware of the changes and revise and evaluate the curricula content, making it more relevant and applicable for today’s global market. This paper will discuss the importance of program evaluation and three evaluation models, Tyler’s Goal Attainment Model, Stufflebeam’s CIPP Model and Scriven’s Goal Free Model.
Curriculum evaluation is an important aspect of any national education system. It provides the basis for curriculum policy decisions, feedback on continuous curriculum adjustments and processes of curriculum implementation. A fundamental measure of the success of any curriculum is the quality of student learning. It is the author’s view that knowing the extent to which students have achieved the outcomes specified in the curriculum is fundamental to both improving teaching and evaluating the curriculum. Ornstein and Hunkins (1998) define curriculum evaluation as “a process or cluster of processes that people perform in order to gather data that will enable them to decide whether to accept, change, or eliminate something- the curriculum in general or an educational textbook in particular”
Tyler’s Goal Attainment Model
Ralph W Tyler proposed a goal attainment model. Tyler describes education as a process in...