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close this bookGuide Book for TVE Teacher Education Curriculum Development and Adaptation (NITE - UNESCO, 1996, 32 p.)
close this folderSECTION A - INTRODUCTION
View the documentPURPOSE OF THIS GUIDE BOOK
View the documentA DEFINITION OF CURRICULUM
View the documentSTATEMENTS OF PRINCIPLE
View the documentCOMPETENCY BASED CURRICULUM
View the documentFLEXIBILITY OF CURRICULUM
View the documentRESPONSIBILITIES FOR MANAGEMENT OF CURRICULUM DEVELOPMENT AND ADAPTATION
View the documentEDUCATIONAL PRACTICE

PURPOSE OF THIS GUIDE BOOK

This guide book outlines a process for TVE Teacher Education Curriculum Development and is designed to provide assistance to all those involved with the development and adaptation of curriculum in this area.

The guide book has been developed as a cooperative initiative by UNESCO member countries. A summary of the TVE Teacher Education processes from these countries is reported in this Section of the guide book.

Advice on a process of Teacher Education Curriculum adaptation to assist member countries who are involved with the adaptation of curriculum for use within a specific national context is also documented in the guide book.

How to use this Book

¨ The guide book can be worked through by reading and applying the stages and following the sequence presented.

¨ Any stage can be identified that relates to current curriculum initiative, and analysed against current practice in the light of the advice contained in this document.

¨ Relevant parts of the guide book can also be used to develop Teacher Education Curricula for short courses or modular programmes, and in the design of workshops.

¨ The process outlined can be modified to suit the particular needs and requirements of a national context.

Target Audience

This guide book has been developed to assist those who may be involved in Teacher Education Curriculum Development and Adaptation:

¨ curriculum specialist
¨ teacher trainers
¨ industry representatives
¨ administrators and managers
¨ project managers

Relevance of the Guide Book

This guide book outlines a process of TVE Teacher Education curriculum development that has been agreed to by member countries represented on the Technical Working Group.

Eleven stages of the design and development of TVE Teacher Education curriculum have been set down in an order agreed to by members of the Technical Working Group. This order of stages may be varied by a country when following this guide book to suit the requirements of a particular course or programme.

A DEFINITION OF CURRICULUM

It was agreed by the members of the Technical Working Group that the word curriculum, as used in this guide book, was defined as:

¨ a plan incorporating a structured series of intended learning outcomes sequenced and organised as a related series of units, modules or subjects and associated learning experiences.

STATEMENTS OF PRINCIPLE

The following principles were discussed by members of the Technical Working Group and agreed to as underpinning the concepts and approaches in this guide book.

These principles relate to:

¨ competency based curriculum
¨ flexibility of curriculum
¨ relevance of the guide book to curriculum development and adaptation
¨ responsibilities for management of curriculum development and adaptation
¨ educational practice

COMPETENCY BASED CURRICULUM

This guide book outlines the same process for development of competency based curriculum for Teacher Education as is the recognised approach being followed by member countries in the Asia-Pacific region of UNESCO for TVE Curriculum development.

Competency based curriculum describes an approach that focuses on the development of competency in the learner as the outcome/objective of the education.

Competency based curriculum has a primary focus on what the learner can actually do and on the outcomes from the education. It details the abilities in cognitive, psychomotor, and affective domains as they relate to a specified level of competency.

FLEXIBILITY OF CURRICULUM

The process of Teacher Education curriculum development outlined in this guide book is based on the concept of flexibility. This means that curriculum written for one national context has enough flexibility for it to be adapted to meet the needs and context of another country. The process outlined in this guide book encourages the incorporation of flexibility into curriculum development so that curriculum can be adapted to meet a range of timing, location, duration, delivery, economic, industrial and educational imperatives.

RESPONSIBILITIES FOR MANAGEMENT OF CURRICULUM DEVELOPMENT AND ADAPTATION

In order to make TVE Teacher Education effective, the design, development and adaptation of curriculum requires careful management at each stage. This includes selection of reference material and allocation of resources including financial resources and appropriate personnel to ensure that each process can be successfully completed. Curriculum design, development and adaptation requires appropriately qualified and experienced personnel. Review of progress and evaluation of outcomes should occur at each stage, with trialing and validation of the completed curriculum a requirement for new, revised and adapted curricula.

EDUCATIONAL PRACTICE

The development of curriculum and instructional materials is based on educational theory and research. Individual learners and their teachers are diverse, with different backgrounds and expectations. Curriculum must incorporate key generic competencies and be appropriate to a range of learning needs and should be designed to encourage lifelong learning. As such, curriculum must serve the short and long term needs of learners. Instructional resources must be designed to help learners acquire the desired competencies and learning skills, transferring this learning to a range of applications.