Teachers' Voice in Zambia: How to Make Them Involved in Curriculum Development

International Journal of Asian Education

View Publication Info
 
 
Field Value
 
Title Teachers' Voice in Zambia: How to Make Them Involved in Curriculum Development
 
Creator Luo, Jianhua
Muyunda, Gift
 
Subject curriculum development
teacher involvement
teachers’ voice
 
Description Curriculum Development in Zambia is highly centralized, with the Curriculum Development Center (CDC) being charged with developing the curriculum through consultative and participatory approaches through the course and subject panels where teachers are engaged. Nevertheless, there has been no empirical evidence to show how teachers are actively involved in the development process. This study aimed to investigate the phenomenon of teachers' involvement in the curriculum development process in Zambia. This study was qualitative and used a case study design approach. Data was collected using a semi-structured interview guide from secondary school teachers and headteachers. Raw data were collected through semi-structured interview forms from secondary school teachers and headteachers. The researcher analyzed the data using MAXQDA qualitative software to identify initial codes and generate emerging themes quickly. The results showed that secondary school teachers were dissatisfied with the present way of curriculum development, which insignificantly neglects them, and also, the majority of them have never participated in the development of the curriculum. Further, the results revealed that most of the secondary school teachers in Lusaka were willing to participate at any stage of the curriculum development in Zambia. This study concludes by arguing that secondary school teachers are significantly neglected to participate in the curriculum development in Zambia and recommends that the Ministry of General Education (MoGE) broaden the scope of secondary school teachers' participation in the curriculum developed through the Curriculum Development Center (CDC).
 
Publisher Research and Education Development (READ) Institute
 
Date 2021-08-15
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://ijae.journal-asia.education/index.php/data/article/view/164
10.46966/ijae.v2i3.164
 
Source International Journal of Asian Education; Vol. 2 No. 3 (2021): IJAE Vol. 02, No. 3, September 2021; 388-397
2722-8592
2723-746X
10.46966/ijae.v2i3
 
Language eng
 
Relation https://ijae.journal-asia.education/index.php/data/article/view/164/125
 
Rights Copyright (c) 2021 Gift Muyunda
https://creativecommons.org/licenses/by/4.0
 

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