From Curriculum Guide to Classroom Practice: Teachers’ of English Language Narratives of the 2013 Revised Curriculum Implementation in Zambia

Abstract

Curriculum is a backbone of any education system across the universe as it guides learning institutions, teachers and educational authorities on the planned and unplanned learning experiences to guide the teaching and learning processes. Curriculum implementation is a critical parameter that dictates the success and failure of an education system. It is impossible to conceive of curriculum implementation without implying the existence of principle implementers. Teachers, instructors and learning facilitators are among the principle implementers of any curriculum as they interpret it conscientiously at a designated level. The focus of this paper was to establish the experiences encountered by teachers of English Language when implementing the 2013 revised Senior English Language curriculum in Zambia. The qualitative mode of inquiry was utilised as data was collected through face to face interviews with 44 in-service teachers. Data was analysed thematically. Findings revealed that teachers of English Language in Zambia faced multiple challenges in the process of curriculum implementation. These included insufficient teaching and learning materials, poor work culture by some teachers, the backwash effects, inadequate school facilities, pupil absenteeism and co-curricular activities. Most principle implementers of the curriculum such as teachers were not consulted when developing the 2013 curriculum. The study recommended that school authorities and the government should prioritise the procurement of teaching and learning materials. Schools and educational officials should also ensure that co-curricular activities such as sports, clubs, fundraising events and others that involve pupils, take place at their appropriate time without interrupting the running of the formal curriculum. The study further recommended that wide consultation with curriculum implementers needed to be taken into consideration when developing or revising a curriculum.