After reading the 2023 Zambian Education Curriculum, I am excited and sort of worried at the same time. The introduction of the 2023 Zambian Education Curriculum Framework (ZECF) marked a significant step toward improving the quality of education in the country.
The 2023 Zambian Education Curriculum seeks to address modern educational needs by introducing new subjects, restructuring learning phases, and focusing on holistic development.
The 2023 National Education Policy was the basis for the restructuring of the education system to make it more efficient, effective and in tandem with regional, continental and global trends was a great milestone.
Despite its promising goals, several challenges could hinder the successful implementation of the curriculum following the 2023 Zambian Education Curriculum. Below is an in-depth exploration of these challenges, supported by specific references to the curriculum framework and relevant educational policy.
Lack of Teacher Training and Preparedness
One of the fundamental challenges in implementing any curriculum is ensuring that teachers are adequately prepared. The 2023 Zambian Education Curriculum introduces several new elements and demands a shift in teaching methodologies.
According to the Ministry of Education, comprehensive orientation and capacity-building programs are critical for teachers to grasp and deliver the new content effectively. However, if you went and asked how many teachers have read the 2023 Zambian Education Curriculum have, you will be shocked at the low numbers.
Therefore, without consistent, well-organized training sessions, and professional development meetings, many teachers may struggle to understand the curriculum changes. The result could be uneven application of the curriculum across schools, with some teachers adhering to outdated methods.
Additionally, rural schools are more likely to face these issues due to limited access to professional development opportunities.
Recommendation: The government should prioritize regular, nationwide teacher training workshops, with particular focus on rural and underserved areas.
Insufficient Learning Resources
The successful rollout of the new curriculum depends on the availability of updated learning materials, including textbooks, teachers’ guides, and digital resources. While the Ministry of Education has committed to acquiring and distributing these materials, delays in distribution or insufficient quantities could create disparities in educational outcomes.
The announcement from ZNBC official website confirms lack of resources, a challenge which leads to delay in opening schools.
The Government has announced a delay in the opening of schools for the Early Childhood Education -ECE- Level one, Primary Education Grade 1 and Secondary Education Form 1. The Minister says schools will open on Monday, February 10, 2025 to allow the Ministry of Education and partners time to print and distribute the teaching and learning materials, and orient the teachers of the affected levels. Speaking at a Media briefing in Lusaka today, Mr. SYAKALIMA further said the 2023 Zambia Education Curriculum will be implemented at Grade four in 2026 in order for the Grade 4 learners of 2026 to write the Primary School Leaving Examination in Grade 6, in the year 2028 together with the Grades 7 learners.
The quote above shows some of the challenges that the 2023 Zambia Education Curriculum came as it required new materials. Materials may prove to be very expensive which can eventually affect curriculum implementation.
Change of materials should not only manifest in the content but ensure that content delivered should reflect the new philosophy adopted in the new curriculum. For instance, activities in the competency -based activities should be based on engaging learners in very practical activities to develop their competency.
Many schools, particularly in rural areas, continue to rely on outdated textbooks that do not align with the new curriculum. This mismatch between available resources and curriculum requirements may lead to confusion among both teachers and students.
Recommendation: The Ministry should establish a robust distribution system to ensure timely delivery of learning resources and consider leveraging digital platforms to provide access to supplementary materials.
Overcrowded Classrooms
Overcrowding in classrooms remains a persistent issue in Zambia. The free education policy introduced by the UPND government has increased enrolment which have led to over enrolment in some schools. This has a profound impact of the implementation the new curriculum. Let me elaborate this below:
The introduction of new subjects and assessment methods in the 2023 Education Curriculum requires a more interactive and personalized approach to teaching. This is because, the new curriculum is grounded on the Competence-Based Education which requires learners to do more practical activities to develop competencies. However, in classrooms with high student-to-teacher ratios, providing individual attention becomes difficult.
This challenge is more pronounced in public schools, where enrolment far exceeds the available infrastructure. Overcrowded classrooms limit the ability of teachers to effectively monitor students’ progress and provide targeted support where necessary. Further overcrowded classrooms limit the resources that can be used for practical activities.
Recommendation: The government should invest in expanding school infrastructure and hiring more teachers to reduce the student-to-teacher ratio. Further, should be given enough funding to buy learning materials.
Inadequate Infrastructure
The new curriculum emphasizes practical learning, particularly in science and technology subjects. However, many schools in Zambia lack the necessary infrastructure, such as laboratories, libraries, and ICT facilities. Without these essential amenities, students cannot fully benefit from hands-on learning experiences.
For example, the introduction of advanced levels (A Levels) at secondary schools requires well-equipped laboratories to support advanced science subjects. The absence of such facilities will limit the practical application of theoretical knowledge.
Furthermore, the lack of such facilities will hinder developing hands-on skills and knowledge advocated for in the Competence-Based Education philosophy.
Recommendation: Partnerships with private sector organizations and international donors could help bridge the infrastructure gap by providing funding or equipment.
Limited Stakeholder Involvement
Although the Ministry of Education conducted consultations with various stakeholders during the development of the curriculum, the extent to which these consultations addressed all critical concerns remains debatable. Effective curriculum implementation requires ongoing collaboration with key stakeholders, including teachers, parents, and education experts.
If these stakeholders are not fully engaged during the rollout phase, misunderstandings and resistance to change may arise. Teachers, in particular, need to feel that their concerns are heard and addressed.
Recommendation: Establishing regular feedback mechanisms and advisory committees comprising teachers, parents, and community leaders could enhance stakeholder involvement and foster a sense of ownership.
Language and the 2023 Zambian Education Curriculum
The curriculum designates English as the primary language of instruction across all educational levels, while encouraging code-switching in foundational learning. While this approach aims to improve students’ proficiency in English, it may present challenges in regions where local languages dominate.
Additionally, prioritizing English as the primary medium of instruction may raise concerns about language rights and the potential loss of indigenous languages. With less emphasis on local languages, there is a risk of eroding linguistic diversity and diminishing the cultural heritage tied to these languages. The gradual loss of indigenous languages can lead to a disconnection from traditional values and practices, which are often preserved through language.
Moreover, the introduction of English as the dominant language in schools can inadvertently lead to the learning of foreign cultures at the expense of local culture. While exposure to global cultures can be beneficial, it should not come at the cost of undermining students’ cultural identity and pride in their heritage.
Transitioning from local languages to English can be difficult for both students and teachers. If not managed carefully, it could lead to reduced comprehension and engagement in upper grades.
Recommendation: The Ministry should provide additional support, such as bilingual teaching aids and language transition programs, to facilitate a smoother shift to English as the medium of instruction while ensuring that indigenous languages are preserved and promoted through formal education.
Examination-Oriented System
Despite the introduction of continuous assessment and a broader curriculum focus, Zambia’s education system remains largely examination-oriented. Teachers may prioritize exam preparation over the holistic learning experiences envisioned by the curriculum.
This focus on examinations could undermine the goal of fostering critical thinking, creativity, and problem-solving skills among students.
Recommendation: The Ministry should ensure that continuous assessment carries significant weight in overall student evaluation and provide clear guidelines on its implementation.
Limited Financial Support
Implementing a new curriculum is a resource-intensive process that requires significant financial investment. While the government has allocated funds for curriculum development, sustained financial support is necessary for teacher training, resource procurement, infrastructure development, and monitoring.
Without adequate funding, many schools may be unable to meet the requirements of the new curriculum. This could exacerbate educational inequalities, with well-funded urban schools advancing faster than their rural counterparts.
Recommendation: The government should increase budgetary allocations for education and explore alternative funding sources, such as public-private partnerships and international aid.
Resistance to Change
Change is often met with resistance, and the 2023 curriculum reform is no exception. Teachers may be reluctant to adopt new teaching methods, especially if they feel that the previous curriculum was more manageable. Parents may also resist changes, particularly if they do not fully understand the benefits of the new system.
Recommendation: The Ministry should launch awareness campaigns to educate teachers, parents, and communities about the curriculum changes and their long-term benefits.
Inadequate Monitoring and Evaluation
Effective curriculum implementation requires ongoing monitoring and evaluation to track progress, identify challenges, and make necessary adjustments. If monitoring mechanisms are weak, it becomes difficult to assess whether the curriculum is meeting its intended goals.
Recommendation: The Ministry should establish a dedicated monitoring and evaluation unit to oversee the implementation process and ensure timely intervention where needed.
Conclusion
Key challenges to the implementation of the 2023 Zambian Education Curriculum include insufficient teacher training, lack of adequate learning resources, overcrowded classrooms, and inadequate infrastructure. Additionally, issues related to language rights, stakeholder involvement, and financial support further complicate the process.
While the 2023 Zambian Education Curriculum Framework presents a bold vision for improving education in Zambia, several systemic and logistical challenges could impede its success. Addressing these challenges requires a concerted effort from the government, schools, teachers, parents, and the broader community.
By prioritizing teacher training, resource provision, infrastructure development, and stakeholder engagement, Zambia can increase the likelihood of achieving the curriculum’s goals and providing quality education for all students.