Adv Cert in IT Services ( Infrastructure Support ) Five Parameters by Four Curriculum Components Analysis Matrix (5 x Analysis)

Components of Curriculum

Parameters of Curriculum !esi"n

Purpose of Curriculum # Competency Standards $a Sub%ect Matter & Tar"et 'roups (ualification )evels $b

C*++IC*)*M ST+*CT*+,

What is curriculum goal (ABCD)?

Candidate will be able to move into ICT Roles and who are in ICT Roles can get Industry certification and progress in their IT Career

Audience: Employed in non ICT function and would have an opportunity to move to ICT roles at the end of the training Employed in ICT industry and do not have industry certification Behavior: Expertise to wor ! willing to get professional "ualification# Condition: A wide range of basic level IT employees# $egree: %&' system
&(ART

Are t-e topics. performance or be-avioural indicators clustered to"et-er (mapped) accordin" to %ob scope e/"/ C*s clustered to cater to specific %ob s0ills1

Is t-e breadt- of t-e sub%ect matter ade2uate to ac-ieve curriculum "oals1 Adequate readt! Is t-e de"ree of specialisation appropriate1 "egree of specialisation is adequate 5o6 are t-e content delivered1 And in 6-at se2uence1 Facilitation classroom module wise# Assessment module wise

Analysis

Specific: develop professionally "ualified! highly s illed! professionals Measurable: %&' Adv Cert programme Achievable: practical lab exercise in the class Results-orie te!: )IC* Adv Certificate# "ime-specific: + months#

Fundamentals of Network Fundamentals of Server Install and Configure Operating System Support and maintain IT infrastructure Customer Service and Interpersonal Skills for IT Help desk
Are t-e units pitc-ed at t-e re2uired 3loom4s level1 )o# The ,&s in the C& are different as the ,&s in the Curriculum#

7-o are t-e tar"et learners1 *resh graduates from ITE,olytechnic who ma es only less than +./ of the cohort! or Employed in non ICT function and would have an opportunity to move to ICT roles at the end of the training Employed in ICT industry and do not have industry certification

7-at is t-e exit 2ualification1 NICF Advance Certificate in IT Services $Infrastructure Support% Is it pe""ed at t-e ri"-t level for t-e curriculum "oal1 O&' at occupational level !oes t-e current curriculum meet t-e 2ualification re2uirements1 No it is only () Credit *alues $C*% instead of +, as prescri ed y -S.

 7-at is t-e prevalent domain(s). as denoted in 3loom4s taxonomy1 /syc!omotor 'ive CAP levels of competencies level(s) for prevalent domain Cognitive0 12 $Application% Affective0 1+ $3espond% /syc!omotor0 12 $/recision%

7-at is t-eir profile1 Hig!ly motivated 1ooking for career progression Aut!entic learner

7-at are t-eir andra"o"ical c-aracteristics (T!)M)1 Cognitive0 1ow4 5id 6motion 1ow 75id Sociality 5id4 Hig!

Is t!e Curriculum 5odel appropriate8 0es 1 ,R2$3CT -!at are t!e 6ntry and 69it Criteria8 Are t!ey appropriate defined8 Entry Criteria: minimum )ITEC or A 4evel or 2-) 4evel "ualification Exit Criteria: %ill get )IC* Advance Certificate in IT &ervices 5 Infrastructure &upport 6 0es it is appropriately defined Consider t!e c!ange of curriculum p!ilosop!y and model for target learners to ma9imally enefit from t!e curriculum# 3eview curriculum content and e9it requirements to align wit! c!ange in curriculum model# 3evise entry criteria for target group to gain ma9imum enefit from t!e /rogramme# #

/ossi le Solutions

/ossi le Impacts

 Is t-e curriculum content pitc-ed at t-e ri"-t level for t-e curriculum "oal1 0es 7-at is domain(s) and levels (3loom4s Taxonomy) for eac)earnin" *nit ()*)1 CAP for eac- )*/ *undamental &erver : C 7 #$ 8 A 7 49 8 , 7 4: *undamentals of )etwor C 7 #$ 8 A 7 49 8 , 7 4: Install ; configure 2perating system C 7 #$ 8 A 7 49 8 , 7 4< &upport and maintain IT infrastructure system C 7 #$ 8 A 7 49 8 , 7 4< Customer &ervice and Interpersonal & ills for IT =elp des C 7 #$ 8 A 7 49 8 , 7 4: Is t-ere any overlap in s0ills and 0no6led"e amon" t-e C*s or )*s1 )2 5o6 are t-e s0ills and 0no6led"e lin0ed across t-e )*s1 0es! The : modules contents are (icrosoft contents# All these : modules are lin ed together 5o6 current is t-e content in t-e field of 0no6led"e1 The vendor of the content and the software is same# As and when the software gets updated content also will get updated Is t-e dept- and breadtof t-e content ade2uate to e2uip learners to 6or0 in t-e field1 Ade"uate depth ; breadth to wor in the field

Analysis

7-at is t-e tar"eted learner product t-at t-e curriculum is supposed to produce1 It produces IT &upport Administrator and $es top &upport Administrator !o learners -ave t-e co"nitive ability to "rasp t-e re2uired content1 0es! they are motivated learner# Testing the competency ability at the end of module#

Are t-e complexity and t-e 2uantity of t-e curriculum content pitc-ed at t-e ri"-t level for t-e identified exit 2ualification1 0es at Bloom>s level :

Impacts

-!at is t!e 1evel of "ifficulty8 As per -S. ' t!e 1evel of t!e course is 2 $ Advance Certificate % Is t!ere a need for "ifferentiated 1earning8 88888888

/ossi le

/ossi le Solutions

5odularise content wit! clear terminal learning o :ectives $using A;C" elements% for eac! module and review of duration allocated# 3esi<e and resc!eduling modules to alance learning demands across modules wit! logical flow using t!e order of application t!at will e eneficial for target group# Sequence to e c!anged# As follows# Install = Configure Operating System Install = Configure Server Install = Configure Network Arc!itecure Support = 5aintain IT Infrastrucure /rovide customer service in IT Help"esk 6nvironment Support Incorporate more time for skills and attitudes development to ensure t!e attainment of competencies required## Currently () C* comprising > C?s# It s!ould e increased to +, "uration including assessments (@A !rs in total# It s!ould e increased to (B, !rs $ +@ !rs more 7 A !rs more in @ modules e9cept customer service % # # # !o )*s -ave clear A3C! elements t-at are ali"ned to t-e Curriculum 'oals1 &ee )ote ?@: 5o6 are t-e )*s se2uenced1 )ot in any order# Are t-e dept- and breadtof eac- )* ade2uate in meetin" t-e standards1 0es! depth and breadth meets the standards $uration: 2 modules $ Install = configure operating system! &upport ; maintain IT infrastructure and *undamentals of server 6 duration can be extended If non87S(. are t-e )*s se"ment based on t-e %ob competency1 Not applica le 5o6 stron" are t-e lin0a"es across )*s1 &trong lin age 5o6 are t-e )*s se2uenced 9 by order of complexity or order of application1 &e"uenced by order of application !o learners -ave t-e co"nitive ability to lin0. retain and apply concepts1 0es! the assessments are designed to retain and apply concepts 4earning units are designed such a way to help retain concepts Is t-e number of )*s (credit or duration) ade2uate in meetin" t-e 2ualification re2uirements1 )2# *or the Advance Certificate CA should be 9. ! whereas this course has got only @B Is t-e level of )*s (deptof covera"e) ade2uate in meetin" t-e 2ualification re2uirements1 0es

ANA1CS6S

 Note D(0 &: Install and Confi"ure ;peratin" System A;C" is NOT "6FIN6"

#/Fundamentals of <et6or0
A;C" is not "efined $: Fundamentals of Server A;C" is not defined

/ Support and maintain IT infrastructure

A;C" is not "efined

5/Customer Service and Interpersonal S0ills for IT 5elp des0

A;C" is not defined
/ossi le /ossi le Solutions Impacts

Are t!e Si<e and Sequencing optimum for ac!ieving t!e 1earning O :ectives8 3ewrit t!e learning o :ectives for eac! module using t!e A;C" or t!e S5A3T elements# 3eallocate appropriate duration to eac! new learning unit to ensure adequate time for skills practice# 3e4sequence 1?s for ma9imum learning#

 7-at are t-e delivery and assessment strate"ies used1 "elivery strategies Class room lecture Tutorials Assignment Assessment strategies For Install = Configure Operating system' Support and maintain IT infrastructure' and Fundamentals of server# (# T!eory Test +# /ractical Test For Fundamentals of Network + T!eory Tests For Customer service module (# T!eory Test +# Assignment

Are t-e delivery and assessment pat-6ays most appropriate for t-e competencies1 Ces' t!e delivery and assessment pat!ways are most appropriate for t!e competencies as learners are required to internalise and understand t!e materials well# 7ould 6or0place trainin" or e8learnin" or ot-er trainin" and assessment pat-6ays be more appropriate1 #No

Are t-e delivery and assessment strate"ies appropriate for t-e ac2uisition for t-e content1 Appropriate assessment strategies Is t-ese strate"ies constructively ali"ned to ac-ievin" t-e content1 Aligned to ac!ieve t!e content = conte9t of T1O

7-at measures are in place to ensure learners -ave ac2uired t-e competencies1 *ariety of Assessment met!ods0 Are learners ade2uately prepared for assessment1 Support from facilitators' peers

7-at different modes of delivery and assessment could be used for t-e re2uired level of 2ualification1

Is t-ere scope for alternative assessment met-ods t-at are appropriate suc- as portfolios and practicum1 Sufficient of assessment met!ods covered

/ossi le Impacts /ossi le Solutions

Are Co4operative 1earning Strategies used8 Is t!ere Constructive Alignment8 Introduce co4operative learning strategies to engage learners and tap on t!eir !eterogeneity w!ile increasing t!eir individual accounta ility' w!ile !elping t!em to ac!ieve curriculum goal# Apply co4operative learning in classroom wit! differentiation learning strategies for learners wit! lower cognition y giving t!em closer guidance and coac!ing# 6nsure constructive alignment of delivery wit! assessments and alignment ot learning o :ectives of t!e new learning units' to attain /rogramme Eoal#