Stakeholders' Perception of the Impact of Curriculum Reform on the Quality of Primary Education in Zanzibar
Abstract
The need to undertake curriculum reform to improve education quality has become one of the crucial issues in the current world education reform agenda. This study examined the perceived impact of curriculum reform on the quality of primary education in Zanzibar. The aim was to generate an understanding of the assumptions for the reform, its impact on the teaching and learning process and pupils learning outcomes and finally to understand its relevance to individuals and communities. A hybrid phenomenology design was used to guide the study. The study sample was obtained using purposive and snowball sampling techniques. Data were collected through semi-structured interviews, documentary reviews, focused group discussions and non-participatory observation. Collected data were thematically analysed. The findings indicate that the leadership influence (political stance) and recommendations from the 2019 Need Assessment Report were the two main assumed triggers of the reform. Changing the teaching and learning approaches, reducing the number of subjects, using new assessment procedures, delaying the delivery of curriculum materials to schools, and lack of teachers in some new subjects were among the impacts of the reform. Activities-based learning and, a competence-based approach which encourages active participation for the learners are among the missing relevance included in this new reform since their inclusion improved in the current teaching and learning process. The study recommends a thorough analysis of the reform needs before final decisions for curriculum change are made, and there should be adequate preparation for curriculum reform specifically considering the timely delivery of necessary curriculum materials and thorough teacher training as a prior requirement for new curriculum implementation
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