MoE (2013) defines, “The Zambia Education Curriculum Framework is a guide and set of binding

regulations for all levels of learning institutions that are involved in the provision of formal
education.” It is impossible to talk about education without referring to curriculum issues, after
all, it is curriculum that brings about achievement of all educational goals. “It is crucial for
teachers to know the fortitude of the curriculum. They have the first-hand knowledge of the
ground realities in the classroom and their involvement in the curriculum development may
create an ownership of the curriculum thus providing teachers with the commitment necessary
for the success of the new curriculum”, (Kausar and Akhtar, 2012).

Thus the scope of this essay is to describe the curriculum intent of the curriculum framework
2013.

“Since independence in 1964, the Ministry of Education, Science, Vocational Training and Early
Education has undertaken three major education policy reforms in its quest to improve the
quality of education provided to learners at different levels. The Education Act of 1966 was
meant to overhaul the whole system in order to meet the aspirations of an independent African
country. The Act paved way to some reforms in Primary and Secondary education which were
aimed at standardising and diversifying the curriculum, besides relating the content to the needs
of the learners. At the Secondary School level, for example, new topics of Modern Mathematics
were introduced”, (MoE, 2013). If a country has good economy supported by progressive
educational policies, the education sector which is the engine of national development is likely to
have it’s curriculum well developed and effectively implemented.

“At the primary school level, the government introduced English Language as a Medium of
Instruction from Grades 1 to 7. There was also the integration of some learning areas such as
Homecraft, Needlework and Hospitality as Home Economics. At teacher education level, in
1966, the Government introduced the Zambia Primary Course whose focus was to develop
competences in students that would enable them teach all primary grades. Besides, the course
imparted English language skills in students to enable them use English as a medium of
Instruction and communication in all the subjects.” English is the dominant business language
and it has become almost a necessity for people to speak English if they are to enter a global
workforce. English may not be the most spoken language in the world, but it is the official
language of 53 countries and spoken by around 400 million people across the globe.

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“The Educational Reform of 1977 brought further changes in the education system. The Primary
School and part of the Junior Secondary School Education became Basic School Education while
the Senior Secondary Education and part of the Junior Secondary School Education became
Based on the national policy on education. Zambia Teacher Education course assumed that
children do not view their life and their experience in neatly compart mentalised segments but
rather holistic with no boundaries. In view of this idea, The Zambia Teacher Education course
adopted a concept of Study Areas in which the subjects were grouped according to clearly
definable relationships among them”, (MoE, 2013). It was further stated in the Educational
reform of 1977 that the teacher should communicate knowledge in manner that helps children
and young people develop the desire and ability to learn. “The teacher should therefore have
good command of the subjects he teaches and be resourceful in translating knowledge into
effective learning experiences for his or her students”, (MoE, 1977; 61).

MoE highlights, “In the same year, 2000, the Curriculum Development Centre also embarked on
the school curriculum review starting with the Lower and Middle Basic Education. The purpose
of the review was to link the school curriculum to teacher education.”

Regarding the ability to read and write among adults and youths who missed chances to attend
formal education, arrangements have always been made to cater for them through Adult Literacy
programmes. MoE (2013) records, “Adult Literacy in Zambia was introduced in 1966 and
discontinued in 1970. In 1972 it was re-launched as Functional Literacy, which spearheaded
skills development.”

“The philosophical rationale for educational provision is to nurture the holistic development of
all individuals and to promote the social and economic welfare of society. This implies that the
achievement of fairness in education should demand for educational policies which value and
promote a multifaceted development of the learners, taking into account their uniqueness so that
they can fully and rationally participate in the economic, cultural and social affairs of the
nation”, (MoE, 2013).

“After the coming of the missionaries, schools were introduced that had workshops in which
some trades or crafts were taught outside the family social system. These were mainly for the
purpose of servicing the expansion or maintenance needs of Mission Stations and associated
schools. This was the beginning of trades schools in Zambia. In 1996 the new policy was

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adopted”, (MoE, 2013). “The policy incorporated and mainstreamed entrepreneurship, and as
such became known as the Technical Education, Vocational and Entrepreneurship Training
policy. The aim of the policy was to create a national system of providing skills that would
satisfy the labour market, address socio-economic concerns and exploit resource based
opportunities in the economy”, (MoE, 2013). Entrepreneurship education and training was meant
to inculcate abilities for learners with the necessary knowledge, skills and motivation to
encourage entrepreneurial success in key settings. Bishop (1985) emphasized the need for
societies to carefully plan their education through the school curriculum. Bishop (1985)
highlights, “a well planned and developed school curriculum is vital in trying to achieve quality
education.”

According to MoE (2013), “the main focus areas of the new education curriculum was to
incorporate current areas of social, economic and technological. developments in the curriculum,
open two career pathways in the curriculum at the secondary school level. To link academic and
vocational, link school vocational curriculum to technical and vocational training curriculum,
create meaningful curriculum linkages between the different levels of education, review the
language of instruction in the early education and lower grades, review the literacy teaching
approaches and methodologies. To Introduce other foreign languages as subjects in the
secondary school education.” Education is an essential condition for sustainable development in
any society as it equips learners with knowledge and skills, and attitudes they need to adopt
healthy lifestyles and take active roles in social, economic and political decision making as they
transit into adulthood.

“In realising the aim of education and the aspirations of Vision 2030, the ministry desires to
design and develop a curriculum that produces a learner who maintains and observes discipline
and hard work as the basis of personal and national development. One who is animated by a
personally held set of civic, moral and spiritual values within the national and international
context”, (MoE, 2013). The new curriculum aims at making it’s learners appreciative of
Zambia’s ethnic cultures, customs and traditions and uphold national pride and unity.

In summary, the curriculum intent is a framework for setting out the aims of a programme of
education, including the knowledge and understanding gained at each stage. This allows
planning to take place and helps teachers and trainers ensure that their teaching is focused on

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achieving these aims. Ogula (1998) defines an achieved curriculum as various experiences in
terms of knowledge, values, skills and attitudes that are acquired by learners based on their
interaction with the planned or intended curriculum. However, there seems to be a gap between
the intended and the achieved curriculum in most countries including Zambia.

References

Ministry of Education (2013) Curriculum Framework. Lusaka: Curriculum Development

Kausar, G., & Akhtar, R. N. (2012). Teachers’ perception regarding the effect of curriculum
and examination system on Pakistani college students’ English language performance.
Journal of Education and Practice, 3(16), 219-222.

Ministry of Education (1977). Educational Reform: Proposals and Recommendations, Lusaka:

Bishop, G. (1985). Curriculum Development: A Textbook for Students. London: The

Ogula, P(1998). A Handbook on Curriculum Development. Nairobi: New Kemit Publishers