Developing Vocational Program Goals & Objectives
As a vocational technical teacher, who are likely to be involved in identifying and formulating vocational program goals and objectives. You may be doing this individually or as a member of a committee. You may be reviewing and developing program goals and objectives for the total vocational technical program at your school, for your vocational service area (e.g., business occupations), or for a specific program within your service area (e.g., data processing) - or for all three. In addition, you may be involved in writing or revising the overall goals and objectives for the total educational program.
Program goals may be described as statements of “where you want to go.” Program objectives are statements of “how you are going to get there.” Before you can describe where you want to go, it is important to determine where you are and what needs you're trying to satisfy. Hence, the process of developing goals and objectives requires a database from which relevant goals and achievable objectives can be developed.
Statements of educational program goals and objectives are normally prepared in the program planning process as the new educational institution is created. The development of vocational education program goals and objectives is required as part of the local applications and educational agencies must submit to qualify for state and federal funds.
Goal and objective statements are usually periodically paused as local student and human resource needs change. They also are frequently updated in preparation for 1) visits by state department of education program review teams and 2) program reviews conducted by regional accrediting associations. These statements while developed by staff members are usually approved by the local board of education, board of trustees or other governing unit.
Most vocational teachers become involved with developing goals at their own specific program level (e.g., production agriculture, diesel mechanics, practical nursing, industrial sewing), you may need to revise a set of existing goals or (in the case of a new program) develop entirely new goals if you're the only teacher in a program this may be an individual effort however for a program was several faculty members it is usually a joint undertaking.
As a faculty member, light might also be asked to serve on a committee to develop goals for a service area or for the total vocational program. Faculty members are often also represented on committees for the formulation of goals for the institution, district regional board, or other administrative unit. The process of developing goals and objectives is important to a sound vocational program for purposes of clarification, communication, evaluation, and articulation.
The process tends to make plain what is to be accomplished through the vocational program by clearly stating the outcomes it is expected to achieve. Outlining the broad goals and specific objectives of the various levels of the vocational program helps you and others to plan the kinds of courses and activities that will accomplish these purposes.
Based in part on the decisions you make about overall program goals and objectives, you can develop instructional objectives designed to achieve these outcomes. Any conventional vocational program, these will be course, and objectives. It a competency-based program that is highly individualized, will very likely be the performance objectives within learning packages.
Your involvement in identifying your school’s vocational purposes will enable you to communicate these goals and objectives to students, administrators, committee members, and others in the community for example, will employers are concerned about the competencies students will possess at the completion of specific vocational programs. If clear statements of these expected outcomes have been developed, and you are able to express them in an understandable way to interested individuals, public support for the vocational program will be easier to obtain.
Clear statements of vocational program goals and objectives are essential to program evaluation. Once you have stated what you hope to accomplish and how you will measure its accomplishment, evaluation of your program’s progress becomes a matter of assessing the degree to which you have done what you intended to do.