Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia

作者：Christine Mwanza · 年份：2018 · 被引用次数：3 · 研究领域：Education Systems and Policy

Curriculum development for Early Childhood, Primary and Secondary School levels in Zambia has receivedmuch attention since the revision which commenced in 2013 and gradually implemented untill 2017. Despitethe Curriculum Development Centre (CDC), which is the main institution placed with the responsibility ofcurriculum development, claiming that the Zambian school curriculum is developed through a consultativeand participatory approach through course and subject panels where teachers and other stakeholders arerepresented, there has been no empirical evidence to suggest the extent to which teachers, who are themajor implementers of the same curricular, have been actively involved in the development process. Thisstudy, therefore, sought to establish whether secondary school teachers in Lusaka were adequately andactively involved in the secondary school curriculum development process. The concurrent embeddeddesign of the mixed methods approach was employed with the qualitative approach dominating the studywhile the quantitative was used to add detail. Data from secondary school teachers was collected usingquestionnaires and focus group discussions while interview guides were used for Head teachers andcurriculum specialists. Data collected from interviews and questionnaires were analyzed using themes anddescriptive statistics into significant patterns so as to easily interpret and understand it. The findings ofthe study clearly suggested that secondary school teachers were dissat...