Managing Teaching and Learning for Curriculum Change Implementation in Colleges of Education: A Case of David Livingstone College of Education, Zambia.

Abstract

The aim of the study focused on the implementation of curriculum change in teacher education in Zambia. The question underpinning this study was as follows: To what extent has the newly revised and implemented curriculum in colleges of education served the intended purpose? Questionnaires and interviews were used as data collection methods using mixed methods. Participants were selected using purposive sampling. Findings revealed that although curriculum change was a necessity, it needed not to be rushed owing to the process complexity and the fact that it needed adequate involvement of all critical stakeholders. The study also established that lack of teaching and learning materials impacted negatively on the implementation of the new curriculum and that these changes have affected the lecturers’ way of teaching and delivery of subject content due to lack of experience and exposure in the new curriculum pedagogies / methodologies. The key recommendation of the study was that the new curriculum implementation process must be piloted and provide teaching and learning materials before it is rolled out throughout the country coupled with effective engagement and involvement of critical stakeholders in order to guarantee its success.