Canada. CVA launches national DACUM facilitator certification program, 1996
CVA/ACFP Journal 1996, Vol 31(3), 15-16
https://drive.google.com/open?id=1Js6INw0T4npTiS1n03lAtEWz103QzXda
CVA/ACFP Journal 1996, Vol 31(3), 15-16
https://drive.google.com/open?id=1Js6INw0T4npTiS1n03lAtEWz103QzXda
CVA/ACFP Journal 1995, Vol 31(1), 19
https://drive.google.com/open?id=142wV-FUEd8QJuLIY8wlEKBerKRt89twr
CVA/ACFP Journal 1993, Vol 29(1), 10-12
https://drive.google.com/open?id=12BP-9TzxCQbK-ozsxbal9YHvQm4YRgxw
CVA/ACFP Journal 1993, Vol 28(4), p.15
https://drive.google.com/open?id=1sWK5qtBjMH2nc-3TcKXMym2udS6ADgK2
CVA/ACFP Journal 1992, Vol 28(1), 10-13
https://drive.google.com/open?id=1Ez80uds-zc1MZVVgGHHMvLWpSOclBJtE
CVA/ACFP Journal 1992, Vol 28(1), p.9
https://drive.google.com/open?id=1QwcVTaXQr_zvfKWQPSx8-AKRT-Yn9YVN
CVA/ACFP Journal 1987, Vol 23(3-4), 34-37
https://drive.google.com/open?id=1ZYETTHYl-c-jW0JTqbpi3Fgs2eD26Aoy
CVA/ACFP Journal 1984, Vol 20(1), pp.24-26
https://drive.google.com/open?id=1LU7JbWkNHKx7sJYlQdUC05z0oTbD-sMK
CVA/ACFP Journal 1983, Vol 19(2), 11-15
https://drive.google.com/open?id=1rlQsaTblbwbUCmDsmbD_m66afisH0Tni
CVA/ACFP Journal 1977, Vol 13(2), 20-27
https://drive.google.com/open?id=1aFqvjdbW2gNyi9xuJoj7m642ejTvs01K
This book provides detailed explanation of the DACUM system originally developed by R.E. Adams which is utilized for developing occupational training. This text provides readers with the only resource guiding practitioners through the development of a DACUM learning program, from the analysis of an occupation to the evaluation of learning.
https://www.amazon.ca/DACUM-Seminal-Book-Robert-Adams/dp/0990717615/ref=sr_1_2?ie=UTF8&qid=1514820732&sr=8-2&keywords=dacum+seminal
Le gouvernement du Bénin a adopté en 2001 une politique nationale de l’enseignement technique et de la formation professionnelle (ETFP). Un des axes stratégiques majeurs de cette politique est le développement et la modernisation des formations réalisées dans les entreprises du secteur de l’artisanat. Avec l’appui des partenaires techniques et financiers, cet axe stratégique a été opérationnalisé en utilisant la méthodologie DACUM. Le développement des programmes de formation initiale, continue et de formation des formateurs a été fait avec l’implication et l’adhésion des organisations professionnelles et des professionnels praticiens des métiers. Par ailleurs, la méthodologie DACUM, avec l’implication des praticiens des métiers, a permis de diversifier les filières de formation et d’opérationnaliser le financement des formations par apprentissage et de perfectionnement des artisans par le fonds de développement de la formation continue et par apprentissage (FODEFCA).
https://drive.google.com/open?id=1yeNEupOcwF4EWMWfksNcB6Kjm02SU7un
Une contribution du Dr Boubakar Savadogo, Directeur du bureau d’études et de conseils en développement des compétences au Burkina Faso bsavadogo@yahoo.fr
Pour la validation du guide d’évaluation des compétences par des associations professionnelles/ des petites entreprises, la réalisation d’une matrice de compétences sera faite à l’aide de la méthodologie DACUM qui consiste à regrouper un comité de praticiens du métier pour décrire le métier.
http://www.ilo.org/wcmsp5/
La formation professionnelle et technique constitue un lieu d’expérimentations de premier choix pour la conception de curricula à base d’« approche par compétence ». En effet, en dépit de son déclin américain, l’approche par compétence a suscité, au Canada anglais, un intérêt qui, s’il a été plus discret, n’a pas fléchi. L’approche s’est notamment diffusée par le biais d’une méthodologie ayant depuis largement fait école : le DACUM.
https://journals.openedition.org/formationemploi/1439
La présente étude relative à l’adaptation des pratiques professionnelles visant à répondre aux besoins des personnes handicapées est d’ordre exploratoire. La méthode choisie pour effectuer cette étude s’appuie sur les principes de la méthode DACUM (Developing A CUrriculuM) tels que définis par l’Association canadienne de la formation professionnelle.
https://www.ophq.gouv.qc.ca/fileadmin/centre_documentaire/Etudes__analyses_et_rapports/OPHQ_Rapp_AdapPratProfPH_Acc.pdf
Au Mexique, c’est depuis les années 1980 que le système éducatif national est repensé au travers de la grille de lecture et d’opérationnalisation proposée par l’APC. Cependant, bien que l’APC soit promue par l’ensemble de la communauté internationale, et que le gouvernement mexicain l’ait adoptée, plusieurs acteurs remettent en question sa pertinence. Il y a notamment une résistance au sein du syndicat des enseignants. Cette résistance permet de revenir sur le succès de l’approche, son caractère d’évidence, voire sa position désormais hégémonique, qui en feraient oublier qu’il faut peut-être s’interroger sur l’universalité de son efficacité, ou, à minima, sur les oppositions que l’approche suscite.
http://journals.openedition.org/cres/3040
La réflexion articule le prescrit dans sa finalité méthodologique à la pratique intramuros réunissant l’enseignant et les apprenants dans le but de vérifier la pertinence ou non de l’APC.
http://journals.openedition.org/cres/3037
Ce texte montre le travail de résistance des enseignants à l’imposition d’une approche compétences. Il souligne également les différents ressorts de cette opposition.
http://journals.openedition.org/cres/3026
Although adopted as a program planning and development tool, it soon became apparent that DACUM analyses had many other applications. Our adoption of the DACUM chart at Holland College introduced many employers to a new HR tool.
https://drive.google.com/open?id=1-UpvcsYVbpVGKVsaiNmbChctybyXZDoL
Contribution of Lawrence Coffin, co-founder of Holland College in Canada and DACUM leading expert lhcoffin@pei.sympatico.ca
With the globalization of the economy, interdependencies between countries, migration and manpower movements, the need for standardized competencies and training requirements across the planet is becoming more and more imperative.
We believe that DACUM, considering the method’s features which we have briefly described at the beginning of this article, can constitute a well tested and extraordinarily efficient tool to address such challenge… if countries and organizations can rely on adequately trained DACUM facilitators. This is a task to which the Canadian Vocational Association has consistently dedicated itself since 1993 through its DACUM Training and Certification Program.
https://drive.google.com/open?id=1o07076ZcFebu7DnKwMXiQo-EKZTBKA34
A contribution of Mr Pierre Morin, President of the Canadian Vocational Association pmforminc@gmail.com
Avec la mondialisation de l’économie, les rapports d’interdépendance entre les pays, les flux migratoires et les mouvements de main d’œuvre qui vont en s’accentuant, le besoin de standardiser les compétences requises et les formations est de plus en plus ressenti à travers le monde.
Or, nous croyons que DACUM, en vertu des atouts qui lui sont propres et que nous avons brièvement décrits au début de cet article, peut constituer un outil éprouvé et extraordinairement efficace pour relever un tel défi… à la condition, toutefois, qu’on puisse s’appuyer sur des experts de cette méthode dûment formés. C’est à cette tâche que l’Association canadienne de la formation professionnelle (ACFP) se consacre sans relâche depuis près de 25 ans au Canada et sur tous les continents par son programme de formation à la méthode DACUM.
https://drive.google.com/open?id=1x5xkCmpAwU-BzxTwBt3XRHsMVnmEjVKr
Une contribution de M. Pierre Morin, Président de l’ACFP pmforminc@gmail.com
DACUM (Develop A Curriculum): It presents the practical ways for developing of curriculum for technical vocational educational institutes.
https://fr.slideshare.net/MohammadRafiQazizada/dacum-presentation
The purpose of the DACUM Manual is to provide information and clarity into the DACUM and Systematic Curriculum and Instructional Development (SCID) processes at Southeast Community College (SCC).
This guide will answer the following questions:
– What is DACUM/SCID?
– Who is involved in DACUM/SCID and what are their responsibilities?
– How do DACUMs and SCID work? (For example: When and where are they held?)
https://www.southeast.edu/WorkArea/DownloadAsset.aspx?id=19688
Companies seeking the best way to close employee skills gaps are likely considering competency-based education (or CBE) programs. But because there’s currently no one definition of CBE or one outline of what a CBE program includes, comparing options can be particularly confusing.
https://collegeforamerica.org/5-critical-elements-competency-based-education/
Ce guide s’appuie sur des expériences d’élaboration de programmes en formation professionnelle amorcées au Québec il y a plus de 20 ans dans le domaine de l’éducation des adultes et poursuivies, aujourd’hui, dans celui de la formation professionnelle au secondaire et de la formation technique au
collégial. De plus, il s’inspire d’un ensemble de sources théoriques et pratiques comme la méthode DACUM.
http://www.education.gouv.qc.ca/fileadmin/site_web/documents/dpse/formation_professionnelle/Elaboration_des_programmes_Animation.pdf
The DACUM process, by involving members of the horticultural industry in the curricular development process, provided several long-term benefits and a high level of cooperation between industry leaders and Kent State University.
http://horttech.ashspublications.org/content/13/3/569.full.pdf+html
The 21st century has created renewed interest in developing culturally relevant social work where it does not exist, especially for children affected by armed conflict and disaster, in order to ensure that local professional standards guide responses to these types of distress. This article illustrates the collaboration of the Afghan government with two international schools of social work to initiate national social work standards and curricula by engaging local practitioners in defining their work and core competencies through the DACUM (Develop-A-Curriculum) method.
https://www.academia.edu/17429021/Building_culturally_relevant_social_work_for_children_in_the_midst_of_armed_conflict_Applying_the_DACUM_method_in_Afghanistan
L’élaboration de référentiels d’activité par les professionnels a constitué le principal outil de rénovation de l’apprentissage. L’objectif est de sortir d’un enseignement technique trop académique en ancrant les formations dans la compréhension directe des métiers. L’approche par les compétences est devenue la référence générale. Le plus souvent, elle est inspirée de la méthode DACUM (un modèle intégré de gestion et de développement des compétences) ou déployée à partir de la méthodologie mise au point en France par l’Union des Industries et des Métiers de la Métallurgie.
https://memoires.sciencespo-toulouse.fr/uploads/memoires/2015/5A/memoire_LEICK-JONARD-MANUEL-Njg5MDU4OTcuOA==.pdf
Cette note comporte deux grandes parties. La première est consacrée à l’analyse de la « rationalisation cognitive » qui a eu lieu au ministère de l’Éducation du Québec depuis le courant des années 70. Dans une deuxième partie, nous aborderons la carrière institutionnelle faite par l’approche par compétence au Québec dans les milieux de la formation technique dispensée au collégial, mais aussi en formation continue. Nous nous intéresserons aux nouvelles formes de partage des responsabilités qui caractérisent l’organisation des systèmes d’éducation, mais aussi de formation continue, visant la production de compétences requises par les acteurs du marché du travail.
http://www.cereq.fr/cereq/netdoc36.pdf
Competency-based education is a logical next step in professionalizing education. A competency is the integration of knowledge, skills and attitudes to successfully engage with a professional task. Competency-based education is when a curriculum or training programme provides holistic tasks to practise these competencies.
https://link.springer.com/article/10.1007%2Fs40037-015-0232-6
Developing a Curriculum (DACUM) is an innovative approach to occupational analysis. It is also very effective for conducting process, functional and conceptual analyses for all occupations including science, technology, engineering and mathematics (STEM).
https://www.delta.edu/workforce-training/dacum.html
This handbook is intended for use in preparing persons from education, business, industry, and government for the role of DACUM (Developing a Curriculum) facilitator.
https://files.eric.ed.gov/fulltext/ED401483.pdf
The authors review the current state of the Information Systems (IS) industry presented in the literature, and identify a panel of IS experts in which to explore current job skill needs using a “Developing a Curriculum,” DACUM, process to support curriculum design for two graduate degrees in IS and Information Security and Assurance (ISA).
http://commons.erau.edu/cgi/viewcontent.cgi?article=1346&context=publication
Practitioners use an expansive array of instructional design models. Although many of these models acknowledge the need for analyzing occupational roles, they do not define steps for conducting these analyses. This article reviews prominent models and provides prescriptive guidance for selecting appropriate models given a project’s (a) Product Requirements, (b) Resource Availability, and (c) Philosophical Compatibility with DACUM (Developing a CurriculUM) procedures.
https://www.researchgate.net/publication/308484573_Compatibility_of_Common_Instructional_Models_With_the_DACUM_Process
Essentially, the DACUM method is a group approach employing very experienced workers under the guidance of a trained DACUM facilitator to document the things that people need to be able to do in order to be considered competent in a job. The DACUM method results in a hierarchy that describes the complete range of things that people do. It begins with broad duties or functions (called “General Areas of Competence or “GACs” in DACUM-speak).
http://griffiths-sheppard.com/dacum-the-best-way-to-figure-out-what-the-heck-people-do/
The original DACUM approach, as well as the Developing a Curriculum on Curriculum Design (DCCD) tool, concentrate on collecting the required information from experts of the field in question by means of formalized face-to-face group meetings. The difference of DACUM and the DCCD tool lies in the underlying philosophy, how an occupation should be described, and what information is necessary for that.
http://tvet-online.asia/issue/2/kurnia-etal/
The knowledge and insight gained from DACUM job analysis can be applied to develop strategies for conducting industry needs assessment and improving curriculum and training packages for Australian industry sectors. In addition, the industry needs assessment component of DACUM analysis can be used to (i) identify the occupational areas which have enough employment opportunities to attract students, (ii) investigate the learning gaps which can jeopardise an individual’s employment opportunity, and (iii) develop innovative instructional methods that bridge the gaps between what is offered in the classroom and what is going on in the real work of work. Finally, DACUM process can be repeated to identify future and emerging industry skills requirements and develop the required curriculum and can become a continuous improvement mechanism for the training packages.
http://www.issinstitute.org.au/wp-content/media/2017/07/Aftabuzzaman-Final.pdf
Development of vocational education curriculum, especially in Indonesia, should not only use the philosophy and introspection approach. DACUM and work process analysis (WPA) should be used to develop vocational education curriculum in order to increase the relevance of what is taught in schools and the needs of the workforce.
http://eprints.uny.ac.id/24428/1/A-8.pdf
Proponents of competency-based education and training (CBET) promote it as a way to improve the correspondence between education/training and workplace requirements. CBET’s opponents consider it excessively reductionist, narrow, and rigid, as well as theoretically, empirically, and pedagogically unsound. The following are among the issues surrounding CBET: (1) the relative merits of the behaviorist and holistic approaches to CBET; (2) the question of whether CBET gives employers what they want (alternatively, the question of whether CBET’s focus on qualifications related to required performance in the workplace outweighs its costs, uncertain suitability for their work force, and confusing language/jargon); and (3) the question of whether CBET’s curriculum is being driven by government, employers, or educational institutions). Some have suggested that the economic basis of CBET neglects the wider cultural and social purposes of learning and the rights of all stakeholders to determine those purposes. Others have asserted that, with more emphasis on a holistic conception of competence and education for citizenship and cultural understanding, well-done CBET can find a realistic middle ground between the humanist and behaviorist perspectives, thereby taking another step toward breaking down the divisions between general and vocational education.
https://eric.ed.gov/?id=ED415430
Curriculum development for distance education (DE) practitioners is more and more focusing on practical requirements and competence development. Delphi and DACUM methods have been used at some universities. However, in the competency-based development area, these methods have been taken over by professional-task-based development in the last decade, which has not been applied in the open and distance education area so far. Is the professional-task-based curriculum development approach suitable for open and distance education?
http://www.irrodl.org/index.php/irrodl/article/view/2011/3267
Frequently, stakeholders have been called upon to provide information on the nature of the jobs which foresters should carry out in their working environment, as in the DACUM approach. There is no doubt that this is a sound way of working where jobs are clearly defined. In many contexts, however, the work of foresters and people engaged in (agro) forestry-related activities is changing so rapidly that the job cannot be used as a starting point. In these cases, job descriptions or profiles are often non-existent or out-dated, and so it is necessary to explore the context much more deeply and intensively. A wider range of tools and methodologies may be needed, and so approaches such as DACUM may be quite complementary as a component within the participatory curriculum development process.
http://www.worldagroforestry.org/downloads/Publications/PDFS/b12460.pdf
In the Working to Success (WTS) model, the DACUM technique of job analysis will be applied, in a very simplistic way, as it relates to the children enrolled in Head Start programs. Teachers and parents will be asked to think of identified work activities in terms of jobs and tasks. A job refers to the general description and name of what is to be accomplished by the child. The tasks refer to the necessary steps needed to complete the job. Finally, current DACUM and workforce education practitioners are challenged to consider the broad applications of workforce education principles.
http://opensiuc.lib.siu.edu/cgi/viewcontent.cgi?article=1003&context=ojwed
The Red Seal program is the hallmark and a standard of excellence for skilled trades in Canada. The goal of this project was to gather evidence-based information on exemplary and innovative occupational standards for making recommendations that will assist the Canadian Council of Directors of Apprenticeship (CCDA) in selecting the format and development processes for a new occupational standard that will meet the current and future needs of the Enhanced Red Seal program.
One of the key finding is that DACUM, developed in Canada, and Functional Analysis, developed in the UK, are the two most widely used methodologies for developing occupational standards. Both have strengths and weaknesses. The strength of FA resides in the conceptual lens it provides for deconstructing the functions performed by workers and linking them to work specific outcomes. DACUM provides a rigorous and systematic approach for capturing and analyzing occupational skills and knowledge. International experts’ input suggested that a hybrid approach combining the most desirable features of FA and DACUM would yield optimal results.
http://www.red-seal.ca/docms/informing_enhanced_standard_research_eng.pdf
The purpose of this study was to identify the job competency in the field of electricity that was taught in Vocational School. It was summarized in four stages: initial assessment, design, realization and evaluation. The development procedure started with a need analysis of the competence of electricity in workforce and evaluated in several schools to get a response about their learning needs. These results were then validated conceptually by experts. It showed that the job competence profiles that were developed by Dacum identification technique were valid and reliable to be used because it was practical and effective.
http://www.iosrjournals.org/iosr-jrme/papers/Vol-5%20Issue-2/Version-1/I05214448.pdf
The purpose of this article is to share a competency-based method of job analysis known as DACUM (Develop A CUrriculuM) that provides a credible and defensible framework for developing job descriptions, identifying training needs, and prioritizing staff development initiatives. The process capitalizes on the power of group synergy, interaction, and consensus and facilitates employer/employee buy-in. It is easily adapted for use in any occupational setting, and may be particularly appreciated during organizational restructuring efforts.
https://pdfs.semanticscholar.org/f37d/89035ed247f712500531695e8d15bed78406.pdf
The paper outlines the main features of competency-based vocational education (CBVE) and reviews and compares three competency-based programs in operation. The programs are offered by vocational colleges in Canada, United States of America and Australia and the review concentrates on processes and products required to implement the competency-based approach successfully. The review makes it apparent that CBVE has a good deal of potential for training in vocational education as well as in industry.
http://www.tandfonline.com/doi/abs/10.1080/10408347308003621?src=recsys