Development of social studies learners’ textbooks for secondary schools in Zambia.
Date
2019
Authors
Musilekwa, Sianga
Mulenga, Innocent Mutale
Journal Title
Journal ISSN
Volume Title
Publisher
Journal of Education and Practice
Abstract
Learner’s text books are one of the most important teaching and learning resources in most schools in developing
countries, Zambia inclusive. This study was triggered as a result of concerns by various stakeholders and
scholars regarding the quality of Social Studies learners’ textbooks for the junior secondary school which were
developed following the 2013 revised Zambian school curriculum. The embedded research design of the mixed
methods research approach was employed for this study. Using interview guides and questionnaires for data
collection, information was collected from book publishers and 91 teachers of social studies. The findings of this
study revealed that privatization of textbook development resulted in the development of poor quality textbooks.
Furthermore, failure to adhere to a specific national textbook policy to guide the development of learners’
textbooks also contributed to the development of poor textbooks. It was further revealed that there was lack of
coordination between the Curriculum Development Center and textbook publishing companies. Additionally,
findings pointed to the fact that secondary school teachers of Social Studies were not fully involved in
developing learners’ textbooks and political interference in textbook development was found to have also
contributed to poor quality textbook development. Researchers in this study recommended that the Ministry of
General Education (MoGE) through the Curriculum Development Centre should thoroughly revise the textbooks
in question, broaden the scope of teacher involvement and stop the privatization of textbook development in
Zambia.
Description
Keywords
Social studies. , Quality assurance. , Textbook development.