There is no unique and worldwide-accepted definition of "curricula". But as a general rule we can say that curricula determine the objectives and contents of training programmes, and in many cases they also determine their sequence, timing, mode or format and overall duration. Some even provide methodological advice for the trainers who implement the programmes.
Traditional curricula usually list the subjects the students have to learn, whereas modern, competence-based curricula define learning outcomes that describe what the students have to be able to do at the end of the training programme (or module).
The major input for VET curricula derives from the requirements of the labour market. These are usually described in occupational profiles or standards that detail what a person in a specific occupation does, and how well the person should be able to do it in order to be considered competent. VET curricula may also be enriched with content related to general education subjects or to personal development. This depends very much on the nature of the programme, the target group and the chosen mix of the three outcomes of VET delivery mentioned earlier – personal development, occupational competence, and educational mobility.
The quality of the curricula is one decisive factor for the relevance of a training programme. If the curricula do not adequately reflect the requirements of the economy, VET graduates will have difficulty in finding a job, performing well in a job or in starting their own business. Therefore curriculum revision or development is a major area of intervention for VET reforms or donor programmes in the field of VET. Important aspects concerning such reforms are a) making processes more participatory; b) making results more relevant and broadly accepted, and c) making processes faster.
