Abstract:
Vocational curriculum development is usually undertaken after a thorough analysis of the occupation or occupations has been performed and reported.
This paper examines the importance of identifying the sub-groups or clusters within an occupation during the occupational analysis phase. It looks at the curriculum implications of these sub-groups and also the effects of not identifying the occupational sub-groups.
Methods of identifying occupational sub-groups using cluster analysis are outlined. Thes emethods are illustrated with examples of recent studies undertaken by the author and other researchers, and include:
• homeeconomics occupational study;
• trainers in industry occupational study;
• travel industry study;
• engineering technical workforce study.
In discussing these examples, someof the different types of cluster analysis will be presented.
This paper examines the importance of identifying the sub-groups or clusters within an occupation during the occupational analysis phase. It looks at the curriculum implications of these sub-groups and also the effects of not identifying the occupational sub-groups.
Methods of identifying occupational sub-groups using cluster analysis are outlined. Thes emethods are illustrated with examples of recent studies undertaken by the author and other researchers, and include:
• homeeconomics occupational study;
• trainers in industry occupational study;
• travel industry study;
• engineering technical workforce study.
In discussing these examples, someof the different types of cluster analysis will be presented.