Curriculum Change

Hoyle (University of Zimbabwe, 1995: 58) defines change as embracing the concepts of
innovation, development, renewal and improvement of a curriculum. Curriculum change is
dictated by the changes in the economic, social and technological aspects of a society.
Change has magnitude and direction and occurs within a definite time frame (University of
Zimbabwe, 1995: 59).

WHY SHOULD SCHOOL CURRICULUM CHANGE ?

At the national level, curriculum change and innovation arise from deliberate policy
decisions. In most Southern African countries, nothing happens within the education system
until the central authority decides to adopt a new idea (University of Zimbabwe, 1995: 66.).
This change is usually initiated through a circular or statutory instrument.

Another impetus for change and innovation is the desire of authorities at various levels to
deliberately change established practices in order to address existing problems or identify
new problems and ways of dealing with these problems.

The introduction of new technology can also lead to curriculum change and innovation. For
example, computers are being used in almost every endeavour of our society. The education
system and its curriculum must adapt to this new reality. It must not only use computers for
administrative purposes, but also make the computer and related technological advancements
part of the curriculum.

Government has also extended policy formulation on entrepreneurship to the education sector
through educational reforms. Instead of a teacher-centred approach during the learning
process, government has opted for a learner-centred approach which is aimed at helping
students identify and develop their entrepreneurial skills. This is in an effort to prepare
students for survival in society, preservation of society and for them to contribute to national
development. Carmody (2004: xvii), observed that, “a more person centred, integrated
curriculum would include practical subjects, social, life and entrepreneurial skills, but would
demand a radical review of current pedagogic practices throughout the Zambian system…..”
For this reason, the current educational system endeavours to bring out from the learners
those inherent qualities that can enthuse them into entrepreneurship hence equipping them for
effective communal life. Carmody (2004: xvi) states that, “the philosophy of the Ministry of
Education is that the education process centres on the pupil who has an active role to play in
developing his or her intellectual and other qualities.” It is hoped that these qualities so
developed, will give pupils a smooth and optimistic transition into society. Carmody (2004:
6) asserted that, “it (education) must be a preparation for life, and life of society.” Thus,
government has set out to foster some form of apprenticeship programmes in high learning
institutions in view to shaping an entrepreneurial mind in the students and help them convert
the knowledge they have acquired into practical value.

According to Mwanakatwe (2013: 305), Vocational training should aim: to concentrate on

full-time pre-employment training in technical colleges and trades training institutes which
are furnished with modern equipment and materials to enable them to give in-depth
theoretical training properly integrated with practical programmes.

Who benefits from curriculum change?

Learners and the entire community benefit from curriculum in the sense that it is designed to
respond to the needs of the learners deriving from their community. The aim of the
curriculum is to provide and meet the goals of the educational system.

Alsubaie, (2016: 106) says that, “the goal of a successful educational program and thus
effective curriculum development should be to meet the needs and current demands of the
culture, the society, and the expectations of the population being served.” This connects well
with the aim of education, which, in the view of Kelly (1999: 1), is to provide “full and well-
rounded development of the physical, intellectual, social, affective, moral, and spiritual
qualities of all pupils so that each can develop into a complete person, for his or her own
personal fulfilment and the good of society.” The teacher must then put into account this aim,
in developing the curriculum. This makes him the most important agent of curriculum
development, followed by students’ outcomes (Alsubaie, 2016: 107).

This is why the role of a teacher to ensure that the curriculum development process is,
therefore, to ensure that the curriculum is designed to achieve the aim of education, which is,
to fulfil the holistic needs of the learner. Alsubaie, (2016: 106) relates that, “the teacher may
need to create lessons plans and syllabi within the framework of the given curriculum since
the teacher’s responsibilities are to implement the curriculum to meet student needs.” These
are the physical, intellectual, emotional, psychological, social, moral and spiritual needs that
Kelly talked about. In this way, the learners will be better prepared and equipped for life in
society. Thus, teachers play the role of relating education to the demands of society.

However, the lack of sufficient funds from government has, in some cases, caused learners
not to benefit fully from the curriculum. This is because, for the curriculum to be developed
and implemented, it needs sufficient funds so that learners can translate it into practical value
in their society. For example, in 2013 the national budget allocation for education sector was
so low that it affected the delivery and quality of education. Beyani (2013: 22) states that,
“while there was increased access for children at primary school level, an insufficient budget
was allocated to the sector, which undermined delivery and quality of education.”

Another reason is lack of broader consultation by the government before implementing new
subjects like computer science. Example in 2015, grade nine computer exams were cancelled
as the leaners were ill prepared. This was due to lack of competent teachers, lack of
electricity supply as well as inadequate computers in some schools.

Social Factors

The impact of HIV/AIDS on the education sector has greatly compromised the number of
children attending school regularly and benefit from the curriculum. This is because the dying
of breadwinners in families will lead to child-headed homes, since many pupils will abandon
school to go and take up the role of their deceased parents or relatives to care for their
siblings. Kelly (1999: 342) states that, “children will stay at home, out of school, to care for
the sick, to replace adults in household or other income-generating activities, to assume
responsibility for heading a household.”

Conclusion

We can conclude by saying that the curriculum benefits both the learners and the community
in which they live. This is because learners’ educational needs and aims of derive from their
communities, so that, at the end of a learning period, learners will acquire a learning
experience that will result in their holistic development, which will enable them to contribute
effectively to the development of their society and the nation at large. This is why the
curriculum is designed to suite these educational aims and needs. But for this to be fully and
effectively actualised, it requires enough budget allocation to the education sector as well as
broader consultation by policy makers before they can implement changes in the curriculum.
Otherwise, the goals of the curriculum will be greatly altered, and consequently, learners will
be at a loss.
 REFERENCES

1. Alsubaie, M. A. (2016). Curriculum Development: Teacher Involvement in

Curriculum
a. Development, Journal of Education and Practice Vol.7, No.9, ISSN: 2222-
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2. Beyani, C. (2013). Zambia Effective Delivery of Public Education Services: A Review
by AfriMap and the Open Society Initiative for Southern Africa. Johannesburg:
Open Society Foundations.
3. Carmody, B. (2004). The Evolution of Education in Zambia. Lusaka: Gadsden
Publishers.
4. Ibrahim H.E. (2016). UNICEF Zambia, Lusaka
5. Kelly, M.J. (1999). The Origins and Development of Education in Zambia from Pre-
colonial Times to 1996. Lusaka: Image Publishers Limited.
6. Mwanakatwe, J.M. (2013). The Growth of Education in Zambia since Independence.
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