An evaluation of the effectiveness of the Revised 2013 Curriculum on the provision of quality secondary education in selected schools in Kitwe District, Zambia/ Charity Nambela.
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Date
2016
Authors
Nambela, Charity
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
Since the implementation of the revised 2013 curriculum no information has shown attempts made to evaluate its effectiveness on the provision of quality education. This study was therefore an evaluation on the effectiveness of the revised 2013 curriculum in improving the provision of education. The study was confined to Kitwe District.
The study objectives included assessing of the factors that had influenced the implementation of the revised 2013 curriculum, evaluating the provision and quality of teaching and learning resources and analyzing teachers' preparedness and understanding in implementing the revised 2013 curriculum.
The literature that was reviewed provided the meaning of the concepts curriculum, curriculum evaluation and quality then further focused on the four components of evaluation designed by Stuffiebeam, the factors that had influenced curriculum development and implementation in Zambia which included policies on education, changes on societal needs, democratic, among other factors. On the other hand, factors determining quality were also presented and the 2013 revised curriculum framework presenting the dual curriculum pathways for Junior and Senior Secondary education in Zambia.
In terms of methodology, the qualitative approach was employed and it was purely descriptive survey design. The researcher administered questionnaires and conducted interviews as a mode of collecting data. Document analysis was done in order to validate data pertaining to the study. The result of the study indicated that the implementation of the revised curriculum was not properly done as most educators in the district indicated that they were not adequately prepared for it, there was inadequate and inappropriate provision of teaching and learning resources, teachers were neither trained nor retrained to teach new subjects and the infrastructure was not expanded to reduce and accommodate the high numbers of learners in these schools. Finally the study suggested a number of recommendations to help improve the implementation of future revised curriculum's in an effort to continue providing quality education in Zambia.
Description
Master of Education in Educational Management
Keywords
Total quality management in education -- Zambia , Curriculum change -- Zambia