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Journals / Ejovoc (Electronic Journal of Vocational Colleges) / 2026 / Sayı: 3

A CONCEPTUAL FRAMEWORK FOR INTEGRATING DACUM ANALYSIS INTO COMPETENCY-BASED CURRICULUM DESIGN IN VOCATIONAL EDUCATION

MESLEKİ EĞİTİMDE DACUM ANALİZİNİN YETERLİLİK TEMELLİ MÜFREDAT TASARIMINA ENTEGRASYONU İÇİN KAVRAMSAL BİR ÇERÇEVE

Tarkan Duzguncinar(Antalya Bilim Üniversitesi)0000-0002-9607-0489
Pages
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Publication Date
2026-08-05
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This strategic framework explicitly equips VET institutions, educators, and policymakers with the conceptual tools needed to forge a dynamic, real-time alignment between curricular structures and rapidly evolving industrial realities.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:In recent years, aligning vocational education with labor market demands has become a critical priority for educational policymakers and practitioners.
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Key Findings & Data:The proposed integration model is structured into three distinct sequential phases: (1) Occupational Analysis, (2) Translating Tasks into Learning Outcomes, and (3) Modular Syllabi Structuring.
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Conclusion & Impact:This strategic framework explicitly equips VET institutions, educators, and policymakers with the conceptual tools needed to forge a dynamic, real-time alignment between curricular structures and rapidly evolving industrial realities.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:DACUM · Yeterlilik temelli müfredat · Mesleki eğitim

Abstract

In recent years, aligning vocational education with labor market demands has become a critical priority for educational policymakers and practitioners. While existing literature predominantly treats the Developing A Curriculum (DACUM) methodology as an isolated job analysis tool, this study addresses a critical gap by providing a holistic model that embeds it step-by-step within the entire competency-based curriculum design framework. This paper proposes a systematic conceptual framework for integrating the DACUM methodology into competency-based curriculum design to enhance the relevance, employability, and adaptability of Vocational Education and Training (VET) programs. Rather than relying on primary empirical data collection, the study adopts a methodology of conceptual analysis and literature-driven synthesis utilizing a deductive reasoning approach. Within this theoretical scope, the paper examines how DACUM’s job analysis process—centered on occupational task identification and worker competencies—can systematically bridge the persistent gaps between industry expectations and institutional learning outcomes. The proposed integration model is structured into three distinct sequential phases: (1) Occupational Analysis, (2) Translating Tasks into Learning Outcomes, and (3) Modular Syllabi Structuring. Analyzed through the theoretical lenses of Constructivist Learning Theory and Systems Theory, the framework is expected to optimize instructional systems design, conceptually support a paradigm shift from teacher-centered delivery to learner-centered pedagogy, and enhance graduate workforce readiness. Ultimately, this paper provides a distinct contribution to the field by moving beyond abstract proposals to offer an actionable, theoretically grounded roadmap. This strategic framework explicitly equips VET institutions, educators, and policymakers with the conceptual tools needed to forge a dynamic, real-time alignment between curricular structures and rapidly evolving industrial realities.

Özet

Son yıllarda, mesleki eğitim ile iş gücü piyasasının talepleri arasındaki uyum, eğitim politikası yapıcıları ve uygulamacıları için kritik bir öncelik haline gelmiştir. Mevcut literatür Developing A Curriculum (DACUM) metodolojisini genellikle izole bir iş analizi aracı olarak ele alırken, bu çalışma onu yeterlilik temelli müfredatın tüm tasarım sürecine adım adım entegre eden bütüncül bir model sunarak alandaki yapısal entegrasyon boşluğunu doldurmayı hedeflemektedir. Bu çalışma, mesleki eğitim ve öğretim programlarının uygunluğunu, istihdam edilebilirliğini ve uyum yeteneğini artırmak amacıyla, DACUM metodolojisinin Mesleki Eğitim ve Öğretim (MEÖ) tasarımına sistemli bir şekilde entegre edilmesine yönelik kavramsal bir çerçeve önermektedir. Makale, bir saha çalışması veya ampirik veri toplama sürecinden ziyade, kavramsal analiz ve literatüre dayalı sentez metodolojisini benimseyerek tümdengelimsel bir akış izlemektedir. Bu doğrultuda, DACUM’un mesleki görev tanımı ve çalışan yeterliliklerine odaklanan iş analizi sürecinin, sektör beklentileri ile kurumsal öğrenme çıktıları arasındaki boşlukları nasıl kapatabileceği teorik bir zeminde incelenmektedir. Çalışma kapsamında önerilen bütünleşik model; (1) Mesleki Analiz, (2) Görevlerin Öğrenme Çıktılarına Dönüştürülmesi ve (3) Modüler Müfredat Yapılandırılması olmak üzere üç temel ardışık aşamadan oluşmaktadır. Yapılandırmacı Öğrenme Kuramı ve Sistem Teorisi merceğinden değerlendirilen bu modelin, teorik olarak, öğretim sistemleri tasarımını teorik düzeyde optimize etmesi, öğretmen merkezli yapıdan öğrenci merkezli pedagojiye geçişi kavramsal olarak desteklemesi ve mezunların istihdam edilebilirliğini artırması öngörülmektedir. Sonuç olarak bu çalışma, mesleki eğitim ve öğretim kurumları için yalnızca sektörel değişimlere ve dijital dönüşüme yanıt verecek teorik bir kılavuz sunmakla kalmayıp; eğitimciler ve politika yapıcılar için müfredat tasarımını saha gerçekleriyle doğrudan ve dinamik bir biçimde eşleştiren stratejik bir entegrasyon modeli ortaya koyarak alan yazına ve uygulamaya güçlü, özgün bir katkı sağlamaktadır.

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Cite This Article

Duzguncinar, T. (2026). A CONCEPTUAL FRAMEWORK FOR INTEGRATING DACUM ANALYSIS INTO COMPETENCY-BASED CURRICULUM DESIGN IN VOCATIONAL EDUCATION. Ejovoc (Electronic Journal of Vocational Colleges), Sayı: 3. https://doi.org/10.17339/ejovoc.1974496

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