Curriculum implementation of career path-ways in secondary schools in Lusaka district: a case of the 2013 competency based curriculum framework.
| dc.contributor.author | Manyika, Kalumbu | |
| dc.date.accessioned | 2025-08-22T08:39:45Z | |
| dc.date.available | 2025-08-22T08:39:45Z | |
| dc.date.issued | 2025 | |
| dc.description | Thesis of Master of Education in Curriculum Studies | |
| dc.description.abstract | The purpose of this study was to evaluate the extent to which public secondary schools effectively implemented the 2013 curriculum framework in line with the provisions and guidelines of the curriculum framework career pathways in Lusaka district, Zambia. Although the Ministry of Education indicated that the Zambia Education Curriculum Framework (ZECF) of 2023 was a product of an evaluation of the ZECF 2013 implementation process, there was seemingly no independent research or evaluation that provided the details on the extent to which public secondary schools adhered to the specific career pathways as outlined in the ZECF of 2023. This is a qualitative study which employed a case study research design where data was collected from a sample of 129 participants that included 48 learners, 48 Subject Teachers, 6 Guidance and Counselling Teachers, 12 Head of Departments, 8 Senior Education Standard Officers and 1 Assistant Director who were all purposively sampled. Besides, semi structured interviews and focused group discussions guides were used to collect data from the participants. Data was equally collected through document analysis of the school curriculum in every school sampled. Data was analysed thematically. The findings of the study revealed that in Lusaka district, out of the 6 (six) sampled schools only 1 (one) school fully adhered to the curriculum guidelines and provision. In addition, it was also established that most of the schools that were sampled faced inherent difficulties during the implementation of the curriculum especially the combined schools. Therefore, it concluded that the general level of adherence in the implementation of the ZECF 2013 was approximately around 66.7%. Besides, in curriculum theory and practice, there is a symbiotic relationship between a fully-fledged school and effective implementation of ZECF 2013. The Ministry of Education should upscale budget allocation to secondary schools, in order to enhance effective implementation of various curriculum career pathways. | |
| dc.identifier.uri | https://dspace.unza.zm/handle/123456789/9387 | |
| dc.language.iso | en | |
| dc.publisher | The University of Zambia | |
| dc.title | Curriculum implementation of career path-ways in secondary schools in Lusaka district: a case of the 2013 competency based curriculum framework. | |
| dc.type | Thesis |