|Guide Book for Curriculum Development and Adaptation (NITE, 1995, 42 p.)|
|Section C: Adaptation|
It is important to keep in mind the various parameters or elements of the given curriculum which require particular attention from the point of view of adaptation. Some of these are as follows.
The given curriculum which is to be adapted would have a listing of general competencies as well as task analysis in a particular format. Each one would have to be discussed and a consensus arrived at on its inclusion, exclusion or amendment. This would lead to a relisting of various competencies as relevant to the country adapting the curriculum.
The size of a group receiving instruction or undergoing an educational experience would be highly variable. For instance, in a self-learning modality the group size is one, while in a formal school situation it could be as large as forty or more. The curriculum being adapted may have specified an intended group size and its development might have been linked to the given group size. When the size is different in a situation for which the curriculum is being adapted, it may require corresponding amendment in the delivery mode and instructional practices.
A given curriculum may have been formulated for a face-to-face contact situation but may have to be transacted through flexible delivery/open learning modality or vice versa. This will have to be given consideration whilst adapting the curriculum.
The infrastructure available for instruction is another highly variable parameter. In some countries, while all facilities might be created in an institution for complete transaction of the curriculum, in another country an industrial collaboration or dual system may be in practice. There may be variation in the makes and models of equipment, class/laboratory organisation and such other features. The adaptation process would have to closely examine these elements and modify other parameters to suit the infrastructure facilities and instructional practices.
Different countries have different management structures for Technical and Vocational Education. It is partly due to the fact that the country could have a federal/unitary structure, providing different elements of TVE management, such as curriculum development and other technical support system assessment and evaluation. Administration and financing could be located in different elements of the management system. These variations may also be due to the fact that different countries have different instructional practices such as school-based or industry-based instruction. All of these are important matters which have to be kept in mind whilst adapting the curriculum.
The competencies would also indicate the standards to be attained in different vocational programmes. These standards would vary from country to country depending on the requirements of the workplace.