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• W2593467072 abstract "The need for relevance in school curriculum in Zambia started way back after independence in 1964. This drive for relevance was in response of citizens to determine their own affairs through education, which aspects may have been excluded from formal education by successive colonial rulers. The geography school curriculum has not been spared in such a desire for relevance. Since independence, Zambia has had two high school geography curriculums. The first one was the senior secondary school geography curriculum that was in existence from 1964 to 2004 when the ‘New’ curriculum was put in place. Following the continued need for a curriculum that would be responsive to the needs of local society, the ‘New’ High School Geography Curriculum was initiated in 2004 and was still in force up to the time of this study in the year 2011.The purpose of this study was to evaluate effects of such a ‘New’ geography curriculum on High School (HS)/General Certificate of Education (GCE) learners. The study was conducted in two of the four districts of Lusaka province, these being Kafue and Lusaka districts. Basically, 10 schools were involved. The study was guided by the following Objectives ;i)To identify positive effects of the ‘New’ Geography Curriculum in Zambia on HS/GCE learners.ii)To find out negative effects of the ‘New’ Geography Curriculum in Zambia on HS/GCE learners.iii)To propose improvements to the ‘New’ High School Geography Curriculum in Zambia.To achieve these objectives, the study sought to investigate views of policy makers and parents about the Geography curriculum. The study further sought to investigate views and experiences of teachers and HS/GCE Geography learners.In order to achieve the objectives of the study and respond to the research questions, the study employed a survey research approach within a quantitative and qualitative design. The study purposefully sampled 26 teachers, 19 were class teachers and 7 were heads of Geography departments in the sampled schools. The teachers were drawn from 7 high schools. Furthermore, 246 HS/GCE learners were chosen as respondents using a stratified random sampling method. In addition 2 Geography subject specialists were purposefully chosen from CDC and ECZ, one from each respective institution. The study also used the stratified random sampling technique to pick 24 parents who participated in the study. The total study sample was 298.Data was collected using two types of instruments namely, questionnaires and interview guide. Four separate questionnaires were used and one interview guide. The questionnaires were used to obtain data from the ECZ official, CDC official, teachers and HS/GCE learners. The interview guide was used to obtain data from parents.The study found that the implementation of the ‘New’ Zambian High School Geography Curriculum generated both positive and negative effects to both teachers and HS/GCE learners. It was established that among the positive effects was the emphasis of the curriculum on local and regional issues. This was in…" @default.
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• W2593467072 date "2011-12-01" @default.
• W2593467072 modified "2023-09-23" @default.
• W2593467072 title "Effects of the 'New 'Zambian High School Geography curriculum on Learners" @default.
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