Investigating the knowledge of teachers in the implementation of the revised education curriculum in selected secondary schools of Lusaka district
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The study aimed at investigating the knowledge of teachers in the implementation of the revised education curriculum in selected schools of Lusaka District. The objectives of the study were, to examine how the revised education curriculum is being implemented by the teachers in secondary schools, to investigate the methods that have been employed by the teachers to implement the revised education curriculum, to identify the challenges that the teachers face in the implementation of the revised education curriculum and to suggest solutions aimed at enhancing effective implementation of the revised education curriculum. A descriptive research approach was used in conducting this study. Data were collected through interviews and questionnaires from a sample of 60 participants consisting of one Provincial Education Standards Officer (PESO), one Senior Planning Officer (SPO), one District Education Standards Officer (DESO), one Education Standards Officer General Inspection (ESO GI) and one Senior Education Standards Officer (SESO), Five Secondary School Head Teachers, 30 Secondary school Classroom teachers and twenty pupils in Lusaka District. The Data collected was analyzed using thematic analysis. Thematic analysis emphasizes pinpointing and recording patterns (or “themes”) within data which became the categories for analysis. The findings revealed that there was a gap between policy makers’ intentions and teachers’ perspectives, impeding the effective implementation of the revised education curriculum in teaching and learning. This gap related to the teachers’ poor understanding on the general ideas and lack of knowledge on how to address practical challenges with values or how to consider the revised curriculum and use different strategies effectively to implement the revised education curriculum. Furthermore, some obstacles to implement the revised curriculum were identified. These included: lack of teacher content knowledge and initiative, lack of teaching and learning materials, lack of qualified teachers in certain school departments, lack of training on the revised education curriculum, poor follow ups by the curriculum planners and parental subject preference. In the light of these findings it was suggested that the teachers should be given opportunities for their participation in formulation and/or review of the curriculum. Also the Ministry of General Education should devise ways of providing quality and relevant teaching and learning resources that are consistent with the revised curriculum and make frequent follow ups in order to get timely feedback on the implementation of the revised curriculum.
The University of Zambia
- Education