|dc.description.abstract||This study provides empirically verified findings on the relevance of the Upper Basic Education Curriculum to life experience of learners. It was guided by two specific research objectives,which were:
1.To specify and analyse the elements of the current Upper Basic Education Curriculum
and justify their relevance to the life experiences of learners
2.To state what could be done to make the Upper Basic Education Curriculum relevant to
the life experience of learners The research was conducted in eight schools of Lusaka district. The sample of the study consisted
of fifty nine teachers, thirty two learners, eight head teachers, twenty parents/guardians and ten out-of-school youths.Questionnaires were used to collect quantitative data from teachers and learners while interview guides were used to gather qualitative data from head teachers, parents/guardians and out-ofschool
youths. Quantitative data was analysed using Statistical Package for Social Science
(SPSS) and Excel whereas qualitative data was analysed by the use of categorization of themes.Among the findings of the study was that only 7 of the 17 academic subjects offered at the Upper Basic School (English, Mathematics, History, Geography, Environmental Science, Civic Education and Religious Education) were considered to be relevant by research participants.
Another finding was that all the 9 practical subjects and all the Co-Curricular Activities were considered to be relevant.
In the light of all the findings from the study, the following recommendations were made:
i.The Ministry of Education should comprehensively review the Upper Basic School Curriculum and come up with one which is more relevant to the life experiences of the learners.
ii.The Ministry of Education should ensure that Co-Curricular Activities are allocated
enough time on the school time tables as the other learning areas.
iii.The Ministry of Education should ensure that the required equipment and facilities are provided to facilitate implementation of all curriculum subjects.
iv.The Ministry of Education should ensure that specialised teachers in all subjects are sent to all schools in the country in order to effectively deliver the curriculum.
v.The Examinations Council of Zambia should make Physical Education examinable.
vi.The Ministry of Education should reduce the number of subjects each learner is required to take in order for each subject to be given adequate time and for learners to gain more in their studies.
vii.The Ministry should localize some aspects of the curriculum in order for learners to acquire some local skills in practical subjects.||en_US