Abstract:
Universities of technology in Zimbabwe enrol students with various background educational qualifications
for Textile, Clothing and Design programmes. The students are combined and learn in same class resulting
in high students’ failure rate, drop outs, late completion of degree programmes, and poor performance of
graduates. Thus researchers sought to examine curriculum adaptation procedures used to cater for the
students. Post-positivism paradigm in mixed method research approach was adopted for the study.
Interviews with TCD management, document analysis, and questionnaire with lecturers yielded qualitative
and quantitative data. Findings revealed that lecturers employed various uncoordinated methods to adapt
the curriculum content to cater for the students
