Curriculum implementation in a newly established school: a case of Kapoche day secondary school in Katete district, Zambia.
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The study was conducted in Katete district of Eastern Province of Zambia. This study sought to explore how the 2013 revised curriculum had been implemented at a newly established school Kapoche day secondary. This study was qualitative and employed a case study approach. The sample size consisted of the DEBs, the head teacher, four heads of departments, eight class teachers and twenty pupils of Kapoche day secondary school. The description and thematic analysis were used to analyse the data. The findings of the study revealed that the successful implementation of the revised curriculum depended on a number of things among were: availability of resources, positive attitudes towards the curriculum by both teachers and learners. The study concluded that lack of teaching and learning resources, non-availability of laboratory, library facilities and low staffing levels adversely affected the implementation of the revised curriculum at Kapoche day secondary school. It was also concluded that the way teachers and learners perceived the revised curriculum as well as each other had positive as well as negative impacts on the curriculum implementation process at the school. The researcher further concluded that even though there were a number of things that were not in place the school management team including the teachers did put in their best to ensure that the revised curriculum was effectively implemented.
The University of Zambia