Determining Curriculum Content


Developing a curriculum is a system of analysis designed to be performed by expert workers. It provides a skill profile of an occupation to be used by a curriculum plan and or as an evaluation instrument. DACUM provides solid, relevant job analysis and receive strong support from local businesses and industry representatives. It operates on three premises:

Each of the aforementioned analysis systems utilizes a set of terms to describe the levels at which behaviors are performed. It serves no purpose to define each of the separate terms by system. The term that is used to define a level of performance in one system may be used to define a different level of performance in another system. We will present a comparison of terms that are utilized in occupational analysis by classification of terms (the level of performance), and by origin of terms (that system that utilizes the terms) in addition we will attempt to clarify the classification of terms by citing an example of each performance level which is common to all origins of terms. Is it any wonder that confusion rules supreme among professional vocational educators regarding the concept of occupational analysis.

In conclusion, there are no uniform terms, with few exceptions, to describe the separation, the analysis, of an occupation into its parts. Therefore, one may choose any available analysis system and expect equally successful outcomes so long as the terms that are used to describe the parts of the analysis are defined. It is important, however, that the terms used to describe the parts of an analysis be selected on the basis of a discernible rationale, and that the analysis be able to convey the definition of these terms with as little confusion to others who may have use of this information.

It has been pointed out that several of the analysis systems described earlier provide actual documents that a technical education teacher may use in order to answer the questions, "what are the skills, knowledge, and attitudes of my occupational specialization, and which shall I choose to incorporate into my planned program?" If it were possible to take any of these predeveloped documents and use them verbatim for program planning, planning process would be greatly simplified. Evidence indicates, however, that there is a lack of agreement on the part of planners regarding the classification of behavior. The observations suggest that in addition to the lack of agreement on the item classification, there may also be a lack of unification of items under each classification. Finally the most important omission within any predeveloped occupational analysis is directed input by the person who ultimately will need to use the document. There is no provision for the inclusion of personal experiences gained while learning and practicing one's occupation.

There are those who may argue that any of the predeveloped analysis may be revised to include those personal experiences deemed necessary for program delivery. Without a thorough knowledge of an analysis process and it's inherent classification system, it is, at best, difficult to impose personal behavior into an existing analysis. A more reasonable approach is for a technical education teacher to learn a system of occupational analysis and apply this system to the skills, knowledge, and attitudes which were gained as a result of their personal experience. This basic documentation may later be enhanced through comparison with any number of other resources, including predeveloped documents from other analysis systems.

What is a DACUM

Found to be:

DACUM Philosophy

Operational Guidelines

Key terms

Task statements:

Sample task analysis forms

Task analysis

Analyze each verified task to identify:

Job tasks:

DACUM procedural steps