Document Type : Research Paper
Authors
1 Assistant Professor, Institute of Agricultural Education and Extension, Agricultural Research Education and Extension Organization (AREEO)
2 Assistant Professor, Department of Veterinary Medicine, Agricultural Education and Extension Institute, Agricultural Research, Education and Extension Organization (AREEO), Tehran, Iran.
Abstract
The complexities of animal health and food security necessitate a fundamental restructuring of veterinary technician education. This applied qualitative study (2023) developed a competency-based model for professional development, utilizing the Developing a Curriculum (DACUM) approach and the systematic Norton model.
Research data were collected through triangulation, including document analysis, semi-structured interviews with experts, clinical observation, and rigorous job task analysis. Competency coding was aligned with the International Standard Classification of Occupations (ISCO-08) to enhance global validity and career mobility. Following the five key stages of the Norton model—needs analysis, objective setting, experience design, performance standards, and evaluation—the study categorized the veterinary technician’s role into three primary domains, identifying 24 key tasks and 196 work steps essential for professional competence.
Analysis indicates that the absence of standardized criteria significantly increases clinical and sanitary management errors, causes resource wastage, and reduces workforce efficiency. By establishing a framework of essential competencies, this research provides a robust template for curriculum redesign, national skill standardization, and improved credentialing. Implementing this model serves to enhance the quality of veterinary services and offers a scalable framework for professional development in veterinary-related fields.
Keywords
- Veterinary Technician
- Competency-Based Education (CBE)
- DACUM
- Job Task Analysis (JTA)
- Professional Development
Main Subjects
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