Evaluating the Feasibility of Implementing the Revised Curriculum of 2013 in Secondary Schools of Central Province, Zambia

Jack Biwala, Rachel M. Kabeta

Abstract: This study evaluated the feasibility of implementing the revised curriculum of 2013 in selected secondary schools in Zambia's Central province. The study sought to establish how the implementation process was unfolding amidst feasibility challenges faced by the schools. The study mainly used qualitative approaches and the study sample was drawn from Mumbwa district comprising 7 deputy head teachers, 15 heads of departments, 8 heads of sections and 25 subject teachers. Questionnaires were administered to teachers and interviews were held with administrators. Both primary and secondary data was collected. The study revealed that the implementation of the revised 2013 curriculum was poorly conducted as most educators' perception and conversancy on the policy was below expectation. Teachers exhibited readiness to take on the task but were disadvantaged by lack of orientation or retraining. The study recommends that in order to improve the implementation process, funding to the education sector must be improved. There should be compulsory orientation on the revised curriculum and retraining of teachers, mandatory inclusion of methodologies that suit competence-based education in the teacher education colleges and universities and availing of all educational policies and plans for curriculum to all stakeholders.

Keywords: Competence Based Curriculum, Revised Curriculum, Policy Evaluation, Feasibility

How to Cite?: Jack Biwala, Rachel M. Kabeta, "Evaluating the Feasibility of Implementing the Revised Curriculum of 2013 in Secondary Schools of Central Province, Zambia", Volume 10 Issue 12, December 2021, International Journal of Science and Research (IJSR), Pages: 1397-1403, https://www.ijsr.net/getabstract.php?paperid=SR211224000116, DOI: https://dx.doi.org/10.21275/SR211224000116