Evaluation of Interpretation and Implementation of the Newly Revised School Curriculum in Zambia: A Case of Schools in Chongwe District of Lusaka Province

Abstract

The study evaluated the interpretation and implementation of the newly revised curriculum in primary and secondary schools in Chongwe district of Lusaka province in Zambia. The ascertaining of the effectiveness of the newly revised school curriculum calls for establishing the purpose of learning in Zambian schools today. The study employed a descriptive survey design. The target population comprised of the public and private school Head teachers, teachers, pupils, and district education officers who are mandated to set standards in Zambian schools and ensure that every school meets the minimum standard. The study used purposeful and randomly sampling techniques. Questionnaires, interview guide and observation were used as research instruments to collect data. The study reveals that 31% of the schools have just implemented the academic career pathway only which is a blue print of the old curriculum and 30% of the head teachers still prefer the old curriculum to the new one. It has also been observed that the implementation of the new school curriculum was launched before the schools were made ready. Therefore, the old strategies, school routines and resources for the old curriculum are being used to force the implementation of the newly revised curriculum. The study thus recommends more investment in the Ministry of General Education for more school orientations and close monitoring of the interpretation and implementation of the school curriculum.