The Development Model of Training Curriculum for Head of the Basic Education Subjects to Develop Competency Based Curriculum for Basic Subjects by Interdisciplinary Courses

Abstract

The purposes of this research were to 1) develop and evaluate appropriateness of the model to develop competency based curriculum for basic subjects by interdisciplinary courses 2) develop and evaluate efficiency of the training curriculum to develop competency based curriculum for basic subjects by interdisciplinary courses. The target groups of the research were composed of basic subject teachers and vocational teachers in commerce, their superiors, and learners, under the Office of Vocational Education Commission. The results can be concluded as follows. 1) The developed instructional model to develop competency based curriculum for basic subjects by interdisciplinary consists of 4 steps namely; (1) data analysis (2) designing and learning management (3) teaching activities management (4) monitoring and evaluation. The instructional model and details of each step was appropriate with highest level. The developed training curriculum consists of 8 elements namely; principles and rationale, principles for curriculum development, curriculum objectives, recommendations for curriculum implementation, curriculum structure and contents, training media, measurement and evaluation, and training plan. The training takes 4 days with 8 topics, namely (1) Integrated instruction (2) Converting the course into practice (3) Behavioral objectives (4) Information sheets (5) Exercise and Test sheets (6) Teaching aids design (7) Learning theory and Teaching methods (8) Lesson plans. 2) The evaluation of the developed training curriculum through the application of CIPP Model was found that 2.1) the context evaluation was appropriate and the congruence of the training topics and the training objectives were higher than the set criteria 2.2) the input evaluation of the training curriculum revealed the appropriateness and congruence, and it also revealed efficiency when implemented both theory and practice 2.3) The process evaluation revealed that efficiency of theoretical part reached 85.74/82.38 and the practical part reached the average scores at 84.62 percent. 2.4) For the following up for output evaluation, through the supervision of gained knowledge and skills implementation in practice through lesson plan preparation and actual teaching, the average scores were 93.37 and 88.48 percent respectively. The overall evaluation opinion of the supervisor and satisfaction of the learners in applying the gained knowledge and skill in managing the teaching process of teacher are at the highest and high respectively.