Curriculum-Framework-2013

Republic of Zambia
Ministry of Education, Science,

Vocational Training and Early Education
ZAMBIA
Education Curriculum
Framework 2013
Prepared and Published by the Curriculum Development Centre
P.O. Box 50092
Lusaka
Zambia Education Curriculum
Framework 2013
Prepared and published by

Curriculum Development Centre
Zambia Education Curriculum Framework 2013
Copyright © 2013 by the Ministry of Education, Science, Vocational Training
and Early Education
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the copyright owner.
ISBN: 978 – 9982 – 54 – 070 - 4
Prepared and published by:
The Curriculum Development Centre

P.O. Box 50092
LUSAKA
Table of Contents
PREFACE .......................................................................................................................... v
ACKNOWLEDGEMENTS .............................................................................................. vi
ACRONYMS ...................................................................................................................vii
DEFINITION OF TERMS ............................................................................................ viii
THE CURRICULUM REVIEW CONCEPTUAL FRAMEWORK ................................. x
CHAPTER ONE ...................................................................................................................... 1
THE EDUCATION CURRICULUM FRAMEWORK........................................................ 1
CURRICULUM SITUATIONAL ANALYSIS ..................................................................... 2
School and Teacher Education........................................................................................... 2
Early Childhood Education ................................................................................................ 6
Adult Literacy .................................................................................................................... 5
Technical Education, Vocational and Entrepreneurship Training ..................................... 6
CHAPTER TWO ................................................................................................................... 10
POLICIES AND PRINCIPLES............................................................................................ 10
GOVERNMENT LAWS ..................................................................................................... 10
The Education Act - 1966 ................................................................................................ 10
The Constitution of Zambia, Act No. 1 of 1991 and the Amendment Act No. 18 - 1996
.......................................................................................................................................... 10
The Disability Act - 1996 ................................................................................................ 10
The Technical Education, Vocational and Entrepreneurship Training Act No. 13 of 1998
and TEVET (Amendment Act No. 11 of 2005) ............................................................... 11
The Education Act – 2011 ............................................................................................... 11
Zambia National Qualifications Authority Act No.13 - 2011 ......................................... 11
GOVERNMENT POLICIES ............................................................................................... 13
Educational Reform - 1977 .............................................................................................. 13
Focus on Learning - 1992 ................................................................................................ 13
Educating Our Future - 1996 ........................................................................................... 13
Technical Education, Vocational and Entrepreneurship Training Policy - 1996 ............ 13
The National Gender Policy - 2000 ................................................................................. 14
NATIONAL STRATEGIES ................................................................................................ 14
The National Environmental Action Plan - 1994 ............................................................ 14
The Fifth and Sixth National Development Plans of 2005 and 2011 .............................. 15
National Implementation Framework, 2008 to 2010 ....................................................... 15
VISION 2030 ................................................................................................................... 15
INTERNATIONAL CONVENTIONS AND AGREEMENTS ........................................... 15
The Universal Declaration of Human Rights - 1948 ....................................................... 15
The SADC Protocol on Education and Training - 1997 .................................................. 16
EDUCATION GUIDING PRINCIPLES ............................................................................. 16
Outcomes-Based Education ............................................................................................. 16
Dynamism of the Curriculum .......................................................................................... 17
i
Learning ........................................................................................................................... 18
Reflective Education ........................................................................................................ 18
Life-Long Learning .......................................................................................................... 18
Equity and Equality.......................................................................................................... 18
National Concerns (Cross-Cutting Issues) ....................................................................... 19
Language of Instruction ................................................................................................... 19
Curriculum Localisation .................................................................................................. 20
Vocational Subjects ......................................................................................................... 20
CHAPTER THREE ............................................................................................................... 22
NATIONAL CONCERNS (CROSS-CUTTING THEMES) ............................................. 22
SPECIAL EDUCATIONAL NEEDS .................................................................................. 22
CAREERS GUIDANCE AND COUNSELLING................................................................ 23
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE ..................................... 23
LIFE SKILLS ....................................................................................................................... 24
GOVERNANCE .................................................................................................................. 24
GENDER ............................................................................................................................. 24
HUMAN RIGHTS ............................................................................................................... 25
POPULATION AND FAMILY LIFE EDUCATION ......................................................... 25
REPRODUCTIVE HEALTH AND SEXUALITY.............................................................. 25
HIV AND AIDS ................................................................................................................... 25
HEALTH AND NUTRITION ............................................................................................. 25
ENTREPRENEURSHIP EDUCATION AND TRAINING ................................................ 26
CHAPTER FOUR .................................................................................................................. 27
CURRICULUM STRUCTURE ............................................................................................ 27
EARLY CHILDHOOD CARE, DEVELOPMENT AND EDUCATION ........................... 28
ECCDE LEVELS............................................................................................................. 28
Key Competences for Learners at Early Education ......................................................... 29
CURRICULUM FOR EARLY EDUCATION .................................................................... 29
CURRICULUM CHANGES AT THIS LEVEL .................................................................. 29
Contact Time.................................................................................................................... 30
CHILD DEVELOPMENT ASSESSMENT......................................................................... 30
CURRICULUM FOR PRIMARY EDUCATION ............................................................... 30
KEY COMPETENCES FOR LEARNERS AT PRIMARY SCHOOL LEVEL .................. 31
PROMINENT CURRICULUM CHANGES AT THIS LEVEL .......................................... 31
CORE LEARNING AREAS AT THE LOWER PRIMARY ............................................... 32
CORE LEARNING AREAS AT THE UPPER PRIMARY ................................................. 32
LEARNING AREAS FOR THE INTELLECTUALLY IMPAIRED LEARNERS............. 32
Lower Primary School Contact Time .............................................................................. 33
Upper Primary School Contact Time ............................................................................... 34
JUNIOR SECONDARY SCHOOL CURRICULUM .......................................................... 34
Key Competences for Learners at the Junior Secondary School Level ........................... 34
Curriculum Changes in the Junior Secondary School Education .................................... 34
ii
CAREER PATHWAYS AT SECONDARY SCHOOL....................................................... 36
1. Academic Career Pathway ....................................................................................... 36
Academic Career Pathway Contact Time ........................................................................ 37
2. Vocational Career Pathway...................................................................................... 37
Vocational Career Pathway Contact Time ....................................................................... 39
Co-curricular Activities ................................................................................................... 39
SENIOR SECONDARY SCHOOL CURRICULUM.......................................................... 39
Key Competences for Learners at the Senior Secondary School Level .......................... 40
Some Changes in the Curriculum for Senior Secondary School Education .................... 40
Academic Career Pathway ............................................................................................... 41
CAREER PATHWAYS ....................................................................................................... 41
Vocational Career Pathway.............................................................................................. 43
Co-Curricular Activities................................................................................................... 47
TERTIARY EDUCATION .................................................................................................. 47
Teacher Education ........................................................................................................... 47
Pre-Service and In-Service .............................................................................................. 47
Distance Education .......................................................................................................... 49
School Experience ........................................................................................................... 49
Teacher Education Programmes ...................................................................................... 49
Key Competences for Teachers at all the Levels ............................................................. 50
Some Changes in the Teacher Education Curriculum ..................................................... 50
Special Education Curriculum ......................................................................................... 51
Education Foundations..................................................................................................... 51
Special Education Courses (for Specialised Special Education Teachers) ...................... 51
CURRICULUM FOR ECE - TEACHER EDUCATION .................................................... 51
Teaching Courses ............................................................................................................. 52
CURRICULUM FOR PRIMARY TEACHER EDUCATION ............................................ 52
Teaching Courses ............................................................................................................. 52
CURRICULUM FOR JUNIOR SECONDARY TEACHER EDUCATION ....................... 53
Education Foundation ...................................................................................................... 53
Option Teaching Subjects ................................................................................................ 53
CURRICULUM FOR SENIOR SECONDARY SCHOOL TEACHER EDUCATION...... 53
Option Teaching Subjects ................................................................................................ 53
Contact Time in Teacher Education Institutions ............................................................. 54
Co-Curricular Activities................................................................................................... 54
TECHNICAL EDUCATION, VOCATIONAL AND ENTREPRENEURSHIP TRAINING
.............................................................................................................................................. 54
Key Competences for Learners at TEVET level ............................................................. 54
TEVET Curriculum ......................................................................................................... 55
Adult Literacy .................................................................................................................. 55
Key Competences for Learners at Adult Literacy Level ................................................. 55
Curriculum for Adult Literacy ......................................................................................... 55
iii
Learning Areas ................................................................................................................. 56
Contact Time.................................................................................................................... 56
CHAPTER FIVE ................................................................................................................... 57
EFFECTIVE CURRICULUM IMPLEMENTATION STRATEGIES............................ 57
TEACHING METHODOLOGIES ...................................................................................... 57
ASSESSMENTS .................................................................................................................. 57
PLANNING AND RESOURCE MANAGEMENT ............................................................ 58
Planning ........................................................................................................................... 58
Resource Management ..................................................................................................... 58
PHYSICAL ENVIRONMENT ............................................................................................ 59
CO-CURRICULAR ACTIVITIES ...................................................................................... 60
CONTINUOUS PROFESSIONAL DEVELOPMENT ....................................................... 60
SUBJECT ASSOCIATIONS ............................................................................................... 60
RESEARCH......................................................................................................................... 61
MONITORING AND EVALUATION ............................................................................... 61
CONCLUSION .................................................................................................................... 61
ROADMAP FOR IMPLEMENTING THE NEW CURRICULUM .................................... 62
REFERENCES ................................................................................................................ 63
iv
PREFACE
Zambia is undergoing rapid socio-economic development and the education sector is no

exception. Education is an agent of change. While education has always been perceived as a
social sector, it is also an economic tool for development. In 1996, the Ministry of Education
developed the National Policy on Education, „Educating Our Future‟, in order to respond to
the developmental needs of the nation as well as those of the individual learners. This policy
has since become the basis of all the educational strategies that ensure the provision of
quality education through suitable teaching and learning at all levels of the education system.
It is against this background that the Zambia Education Curriculum Framework (ZECF) has
been developed to provide further guidance on the preferred type of education for the nation.
This ZECF, therefore, provides the curriculum guidelines as well as the structure at all the
levels, from Early Childhood Education (ECE) to Tertiary Education and Adult Literacy. In
addition, the ZECF is the basis for the development and procurement of other subsequent
educational materials.
The new curriculum has also been linked at all the levels, from ECE to tertiary education and
adult literacy. The necessary career paths for learners at secondary school level have been
provided. This will accord learners an opportunity to progress according to their abilities and
interests.
It is envisaged that the curriculum will equip learners at all levels of education with vital
knowledge, skills, and values that are necessary for contributing to the development of
society and the economy.
The framework has been developed through a consultative and participatory process. There
has been close liaison among the Ministry‟s Directorates, Examinations Council of Zambia
(ECZ), Universities, Colleges of Education, Non-Governmental Organizations (NGOs), Civil
Societies, Civic and Traditional Leaders as well as other Government departments.
I wish to convey the Ministry‟s sincere gratitude to each and all individuals and institutions
that contributed to the development of this Zambia Education Curriculum Framework.
Chishimba Nkosha
Permanent Secretary - Education
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
v
ACKNOWLEDGEMENTS
Curriculum development is a consultative and participatory process. Therefore, the

development of the Zambia Education Curriculum Framework could not have been achieved
without the cooperation of various stakeholders within and outside the education system. We
appreciate the efforts from both parties.
Special thanks also go to the Universities, Colleges of Education, TEVET, Teacher Unions,
Civic and Traditional Leaders, Provincial Heads of Departments and Civil Organizations for
their tireless contributions during the consultative process.
I also recognise the effort of the former Director - Standards and Curriculum, Mrs. Florence
C. Mfula, the former Chief Curriculum Specialists, Miss O. M. Mweembe and Miss.
Georgina Hamaimbo, and the late Principal Curriculum Specialist (Natural Sciences), Miss.
Mary Mulaula Lungu, who were part of the team that spearheaded the process of the
comprehensive curriculum review.
May I also acknowledge UNICEF, Zambia for the financial support they rendered to the
Ministry in printing this framework.
C. N. M. Sakala (Mrs.)
Director - Standards and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
vi
ACRONYMS
ADL Activities for Daily Living

AIDS Acquired Immune Deficiency Syndrome
BESSIP Basic Education Sub-Sector Investment Programme
CDAZ Child Development Assessment for Zambia
CDC Curriculum Development Centre
CPD Continuing Professional Development
CTS Creative and Technology Studies
DODE Directorate of Open and Distance Education
ECCDE Early Childhood Care, Development and Education
ECE Early Childhood Education
ECZ Examinations Council of Zambia
ESS, S & C Education Specialised Services, Standards and Curriculum
FNDP Fifth National Development Plan
GCE General Certificate of Education
HE Home Economics
HE H Home Economics and Hospitality
HIV Human Immunodeficiency Virus
ICT Information and Communications Technology
IK Indigenous Knowledge
MCDSS Ministry of Community Development and Social Services
MDGs Millennium Development Goals
MoE Ministry of Education
MESVTEE Ministry of Education, Science, Vocational Training and Early Education
NEAP National Environmental Action Plan
NGOs Non-Governmental Organizations
NISTCOL National In-Service Teachers‟ College
OBE Outcomes- Based Education
ODL Open and Distance Learning
PE Physical Education
PEPFAR President‟s Emergency Plan for AIDS Relief
PopFLE Population and Family Life Education
SADC Southern Africa Development Community
SDS Social Development Studies
SEN Special Educational Needs
SHN School Health and Nutrition
SNDP Sixth National Development Plan
TEVET Technical Education, Vocational and Entrepreneurship Training
TEVETA Technical Education and Vocational Training Authority
UN United Nations
UNESCO United Nations Educational Scientific and Cultural Organisation
UNZA University of Zambia
ZATEC Zambia Teacher Education Course
ZBEC Zambia Basic Education Course
ZECF Zambia Education Curriculum Framework
ZNQF Zambia National Qualifications Framework
ZPC Zambia Primary Course
vii
DEFINITION OF TERMS
Adult Literacy Reading, writing and numerical calculations

designed for adults and youths who missed formal
schooling.
Co-Curricular Play and educational activities that complement

academic learning. They also include the general
character and organization of an institution of
learning.
Community Language A language which is widely used in a particular area

by adults and young people, and may be a mother-
tongue for the majority of the people in the area.
Compulsory Subjects Subjects to be taken by all learners at a particular

level or in a career pathway.
Cross-Cutting Issues Issues of national concern which affect all people
such as democracy, good governance, gender
equality, sustainable environment, life skills and
HIV and AIDS.
Curriculum A prescribed programme of study for learners in
institutions of learning.
Distance Education Learning that is done through open and distance

programmes.
Early Childhood Education Education provided to young children of 3-6 years

which prepares them for formal schooling.
Entrepreneurship Education This is the type of education which instils

entrepreneurial skills in learners.
Familiar Zambian Language A local language that is commonly used by children

in a particular locality. It could be a zone or a
community language.
Foreign Languages Languages other than English which are not
indigenous to Zambia such as French, Chinese or
Portuguese.
Junior Secondary Education Refers to the formal or school education provided at

Grades 8 and 9.
Senior Secondary School Institutions of learning that provide Grades 10 to 12

education.
viii
Learning Area A study discipline consisting of learning
experiences drawn from different subjects.
Lower Primary Education Refers to the education offered to Grades 1–4

learners.
Upper Primary Education Refers to the education offered to Grades 5–7

learners.
Optional Subjects Subjects where learners have an opportunity to

choose what they want to study.
Vocational & Technical Subjects Subjects that provide learners with hands-on
experience.
School Experience This is a programme through which teacher trainees

undertake school based teaching.
Social Interaction This is the interaction that takes place among

children involving guided and unguided play
activities in an organized environment in order to
overcome their social barriers.
Special Educational Needs Refers to the education services and strategies

provided to learners with different abilities and
challenges.
ix
THE CURRICULUM REVIEW CONCEPTUAL FRAMEWORK
In order to have a clear and focussed direction of the curriculum review, a

conceptual framework had to be developed. This conceptual framework served
as a guide to all the participants of the national curriculum review process. The
concept outlined the principles and key issues in the review process.
There are many pressures for the curriculum review, including responding to
internal and external requirements driven by the Government or professional
bodies, the need to create and maintain the learning “market”, delineating
content, delivering that content, and developing learners.
1. Principles in the Curriculum Review Process

Although there are different approaches to curriculum review, it is possible to
isolate a number of basic principles. These are:
(a) That the Curriculum Review needs to result in curricula which are:
 holistic and coherent;
 comprehensive, diversified, inclusive and accessible;
 learner-centred and interactive;
 encouraging independence in learning;
 interlinked from ECCDE to tertiary levels of education;
 based upon or has linkages with research; and
 based on feedback from periodic evaluations and reviews.
(b) That the Curriculum Review needs to take into account the:
 nature and characteristics of the learners;
 type and quality of intakes into the education system;
 inputs and outputs of the education system;
 organisation and management of the learning environment;
 resources;
 academic and support staff; and
 learning environment and opportunities.
2. Issues in the Curriculum Review Process
2.1 Vision
To have holistic learners who are:
 creative, innovative and productive learners;
x
 connected to family, community, national and global developments;
 actively involved ;
 capable of learning and living with others;
 life-long learners; and
 leaders and agents of change in the transformation of the society.
Review Questions
 Do we have a shared vision for learners and their learning?

 Does the vision sufficiently represent what we want for our learners
and our education system?
 How do we incorporate our vision in the national curriculum?
 Do we have professionally trained and motivated teachers and
lecturers?
 Do we have appropriate infrastructure and resources?
2.2 Values
 Excellence
 Innovation, inquiry and curiosity
 Diversity
 Equity and empathy
 Citizenry, community and participation
 Ecological sustainability
 Honesty and integrity
 Respect and honour
 Faith in God
 Love
 Professionalism
 Discipline
 Tolerance
 Patriotism
 Hardwork
Review Questions
 Have we identified and agreed on those values that we believe are

important for our country?
xi
 Are the values that we have identified and agreed upon complimentary
to the attainment of Vision 2030?
 Do we know how our identified and agreed values will be integrated
in teaching, learning and the whole education system?
 Have we identified the systems and processes that we shall use to
determine our effectiveness in promoting our values?
2.3 Key Competences
 Critical, analytic, strategic and creative thinking

 Problem-solving
 Effective use of language, symbols and text
 Self-management
 Relationships with others
 Participation and teamwork
 Innovation
 Entrepreneurship and productivity
 Life Skills
 Civic competences
Review Questions
 Have we identified the competences that we would like to nurture and

develop in our learners?
 Have we developed the necessary conditions that will facilitate the
development of these competences?
 Do we have procedures to guide learners towards monitoring their
own development and how they might demonstrate their
competences?
2.4 Subjects/Learning Areas
 Natural and Environmental Sciences

 Design, Technology and Entrepreneurship
 Mathematics
 Performing and Creative Arts
 Languages
 Social Sciences
 Business and Entrepreneurship
xii
 Music
 Religious Education
 Health and Physical Education
 Community Studies
 Environmental Education
Review Questions
 Have we clearly defined all the critical dimensions of purposeful

learning subjects and learning areas?
 Do we have the means of verifying whether our education system is
meeting the needs and interests of learners?
 What possibilities exist for cross-linking the vision, values,
competences and learning areas?
 Do we have systems and procedures for monitoring learning and
progression in relation to learning objectives?
3. Conclusion
The Conceptual Framework was drawn on common practices in the Curriculum
Review and Development. The decision areas and key questions were intended
to serve as a checklist in the curriculum review process in order to minimise
waste of efforts and resources and sought optimal learning outcomes. The
various influences are illustrated in the following diagram:
Vision
Key
Values Curriculum Competences
Framework
Subjects/
Learning
Areas
xiii
CHAPTER ONE
The Education Curriculum Framework
The Zambia Education Curriculum Framework (ZECF) is a guide and set of

binding regulations for all levels of learning institutions that are involved in the
provision of formal education. It shall function as a tool to assist teachers and
teacher-educators/instructors in the implementation of the national policy on
education. The provision of education in Zambia is guided by the democratic
principles of liberalisation, decentralisation, equality, equity, partnership and
accountability. The principles of liberalisation and decentralisation entail that
many individuals and organisations are involved in the provision and
management of education. Therefore, the need to develop a standard curriculum
regulatory framework was necessary.
According to the Education Act of 2011, the Ministry of Education, Science,

Vocational Training and Early Education is the custodian of quality education
provision and will ensure that all providers adhere to the policy and regulations
on curriculum. Therefore, all learning institutions should have the ZECF and
other important curriculum-related documents and syllabuses. These documents
shall function as key daily guides and tools to ensure the provision of quality
education. In order to keep the curriculum up to date, ZECF will be reviewed
every ten (10) years in response to change drivers that will include political,
economic, social, technological, ecological and legal factors. However,
curriculum support materials such as syllabuses and books will be reviewed after
every five (5) years in order to keep them up to date.
While the ZECF contains a number of binding regulations for learning

institutions, it also defines the freedom such institutions enjoy in the decentralized
and liberalized education system. It should therefore, be noted that the document
does not provide detailed descriptions of subject content or desired learning
outcomes. It leaves such level of information to the syllabuses and in some cases,
the Teacher Curriculum Manuals.
1
The objectives of ZECF are to:
i. interpret Government’s aims and objectives for the formal education

system at all levels and help education providers translate the aims into
effective teaching and learning experiences;
ii. define the basic values of the education system and help education
providers to translate them into the teaching and learning experiences,
taking into account the local and cultural environment;
iii. provide guidelines for education providers on the curriculum coverage,
teacher-learner contact time, subject combinations and other
curriculum priorities; and
iv. provide guidelines for the allocation of public and private resources.
According to the policy on education, the aim of education is to promote the full
and well-rounded development of the physical, intellectual, social, affective,
moral and spiritual qualities of all learners so that each can develop into a
complete person for his or her own fulfilment and for the good of society. It is in
view of this understanding that the Ministry has developed this framework so that
the provision of education is well focused and directed. The Zambian Education
system is made up of the following structure: Early Childhood Education (3 – 4
years and 5 – 6 years), Primary (Grades 1 – 7), Secondary (Grades 8 – 12) and
Tertiary. Within this structure, Adult Literacy is also offered for the persons who
missed formal schooling.
CURRICULUM SITUATIONAL ANALYSIS

School and Teacher Education
Since independence in 1964, the Ministry of Education, Science, Vocational
Training and Early Education (MESVTEE) 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, and in Science a course
based on the United Nations Educational, Scientific and Cultural Organization
(UNESCO) Scheme was adapted where Science was required to be taught with
experiments. There was also the expansion of Commercial Studies and
2
Agricultural Science in the schools that previously followed a strictly non-
vocational curriculum.
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; Carpentry and Joinery, Metal Work, Leather Work and Bricklaying
to Industrial Arts; while Agricultural Science and Nature Studies became General
Science. In addition, History and Geography were integrated and offered as
Social Studies.
At teacher education level, in 1966, the Government introduced the Zambia

Primary Course (ZPC) whose focus was to develop competences in students that
would enable them teach all primary grades; Grades 1 to 7. 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. The National In-
service Teachers‟ College (NISTCOL) played a pivotal role in retraining teachers
in the Zambia Primary Course (ZPC). Before this reform, Primary School
teachers were trained to teach either at Lower Primary or Upper Primary. The two
courses were: 2 Year Lower Primary Teacher‟s Course (L2) and 2 Year Upper
Primary Teacher‟s Course (U2).
The Educational Reform of 1977 brought further changes in the education

system. The Primary School and part of the Junior Secondary School Education
(Forms 1 and 2) became Basic School Education while the Senior Secondary
Education and part of the Junior Secondary School Education (Form 3) became
High School Education. Basic School Education was to be completed in nine
years – Grades 1 to 9; whereas High School Education became a three year
course - Grades 10 to 12. At the Teacher Education level, the Zambia Primary
Teacher‟s Course was renamed Zambia Basic Education Teacher‟s Course in
order to link it to the school course. The curriculum for the Basic School
Education underpinned the importance of teaching survival and communication
skills. Practical subjects such as Industrial Arts and Home Economics and
Hospitality were revamped and communicative methodology became the main
feature in the teaching and learning process. These reforms were implemented in
the middle of the 1980s.
Based on the national policy on education, Educating Our Future of 1996, the
Teacher Education Department in 2000 reformed the Zambia Basic Education
Teacher‟s Course to Zambia Teacher Education Course (ZATEC) and this
3
followed a change in the teacher education curriculum.
The Zambia Basic Education Teacher‟s Course consisted of a large number of

separate subjects which had only few links. The subjects competed amongst each
other creating both superficiality and overcrowding. On the other hand ZATEC
assumed that children do not view their life and their experience in neatly
compartmentalised segments but rather holistic with no boundaries. In view of
this idea, ZATEC adopted a concept of Study Areas in which the subjects were
grouped according to clearly definable relationships among them. From
twelve(12)traditional subjects that ZBEC offered; English, Mathematics, Science,
Home Economics and Hospitality, Physical Education, Music, Creative
Activities, Industrial Arts, Social Studies, Spiritual and Moral Education,
Education, Zambian Languages, ZATEC integrated them into six (6) study areas
( Literacy and Languages, Education, Mathematics and Science, Expressive Arts,
Technology Studies and Social, Spiritual and Moral Education).
According to this course, students spent one year in college and the other in the
school. The one year School Experience was meant to give students enough
practice in their training and at the same time increase the number of teachers,
and subsequently reduce the number of untrained teachers in Basic Schools.
In the same year, 2000, the Curriculum Development Centre (CDC) also
embarked on the school curriculum review starting with the Lower and Middle
Basic Education (Grades 1 – 7). The purpose of the review was to link the school
curriculum to teacher education. Specifically, the review that commenced in 2000
was meant to re-define the desired learner, the teacher-educator/instructor and the
teaching/learning outcomes so as to make education relevant and responsive to
the individual and society.
While the Primary School curriculum was reviewed in 2000, the Secondary
School curriculum was last comprehensively reviewed in the early 1970s. It
consists of a small number of core subjects and a wide range of optional subjects.
However, evidence from the Junior Secondary School and School Certificate
Examinations results show that almost all learners take academic subjects, with
less than 15% taking practical subjects of any kind.
With regard to performance, there is some improvement in the achievement levels

but Practical Subjects, Mathematics and Sciences continue to record
unsatisfactory results. On average, less than two-thirds of the candidates who sit
for either the Junior Secondary School Leaving Examinations or the School
4
Certificate Examinations pass Mathematics each year. Cumulatively, one-third of
boys, and two-thirds of girls, have registered complete fail in Mathematics since
2005, while only half of the boys and one-fifth of the girls have managed to
obtain a pass or better. In Sciences, the scenario is slightly better but not
satisfactory. A massive proportion of candidates obtain a fail or only mediocre
passes each year, with girls always lagging far behind boys. With regard to
Language and Communication, much as the learners are taught Languages at
various levels, a number of them are unable to communicate effectively. This is
indicative of the absence of the communication skills component in the teaching
of the Languages.
Quality education requires the availability and use of educational materials. The
current situation in Secondary Schools is that educational facilities and resources
are not available for effective teaching and learning. Most of the teaching and
learning is done theoretically, even for Practical and Science subjects.
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.
Adult Literacy
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 programmes in areas of agriculture, such as growing more maize
through Muzenge in Chitonga, Shibukeni in Icibemba and Busile in Silozi.
Generally, Adult Literacy during this period lacked connection to other levels of
learning. A learner took the course for two years and nothing beyond was offered.
During this period Adult Literacy was under the Ministry of Community
Development and Social Services (MCDSS).Since 2004 the mandate to oversee
the provision of Adult Literacy has been given to the Ministry of Education,
Science, Vocational Training and Early Education.
Adult Literacy did not tap into existing learning designs that included basic adult
education at Open Learning and Skills Training Centres of the Ministry of
Education, Science, Vocational Training and Early Education and line Ministries.
In its design Adult Literacy did not promote learning that was associated with
different life styles and human activities but promoted monolithic knowledge
confined to few areas.
5
Early Childhood Education
Before independence, early childhood education was provided within the main
stream of the education structure. It was offered as Sub-standards A and B. Every
new entrant into formal schooling had to start with pre-school education before
proceeding into standard 1. In this case, a standard curriculum was there which all
primary schools followed. However, the restructuring of the education system in
the 1960s saw the removal of pre-school education in the primary schools as
formal schooling started at Grade 1. Early childhood education and development
became the responsibility of local government and was provided in community
social welfare centres. To that effect, the pre-school education curriculum was
highly decentralised as each local government had to design and develop their
own. This trend had continued for many years which resulted in uncoordinated,
fragmented and sub standard early childhood education. It is for this reason that
the Ministry has decided to review and standardise the provision of early
childhood education in the country by developing a national curriculum.
Technical Education, Vocational and Entrepreneurship Training

Before the coming of the missionaries, technical education, vocational and
entrepreneurship training was provided through the family socialisation systems.
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. Later, Government followed
the example of missionaries and established Carpentry and Bricklaying trades as
part of training in some educational institutions. This was the beginning of Trades
Schools in Zambia.
Following the Saunders Report of November 1967, it was recognised that

Technical Education and Vocational Training deserved the highest priority as a
contributor to national development. This led Government to formally establish
technical education aimed at providing comprehensive training programmes.
Therefore, the objective in technical education was to train Zambians to meet the
needs and requirements of industry for skilled manpower.
The volatile economic environment brought about by the changing demographic

characteristics of the country particularly youth population growth, high oil
prices, declining copper prices and privatisation of the parastatal companies
(which displaced skilled labour from the formal into the informal sector of the
economy) compelled the Government to review the 1968 TEVET policy. In 1994
6
the Government of the Republic of Zambia began to review the 1968 post-
independence policy on Technical Education and Vocational Training. In 1996
the new policy was adopted. The policy incorporated and mainstreamed
entrepreneurship, and as such became known as the Technical Education,
Vocational and Entrepreneurship Training (TEVET) policy. The aim of the policy
was to create a national system of providing TEVET that would satisfy the labour
market, address socio-economic concerns and exploit resource based
opportunities in the economy. More specifically the new policy sought to:
i. balance the supply of skilled labour at all levels with the demands of
the economy;
ii. act as a vehicle for improved productivity and income generation; and
iii. be an instrument for the minimisation of inequalities among the
people.
The objectives of the new policy were grouped into economic and social contexts
as follows:
Economic objectives were intended to:
i. improve the productivity of the labour force in both formal and

informal sectors;
ii. promote entrepreneurship and economic participation in both the
formal and informal sectors with the aim of increasing the efficiency of
the national economy;
iii. develop a Zambian society with people that will be versatile, creative,
employable, entrepreneurial and productive;
iv. provide quality training for imparting appropriate vocational skills
relevant to the socio-economic development needs of Zambia.
v. promote rational use of local resources in training and post-training
activities of entrepreneurs; and
vi. promote the economic empowerment of women in our society.
Social objectives were intended to:
i. provide skills and opportunities that will respond to Zambia’s needs

such as poverty reduction, improved housing and improved health
care;
ii. instil a culture of preventive maintenance and stimulate the
development of quality assurance;
7
iii. provide access to training opportunities to all the people in the
community;
iv. acquire a culture of entrepreneurship and promote self-reliance in the
Zambian society and;
v. ensure greater participation of the women in development process.
Recognising curriculum as a key input into the training system, Government

made a commitment to work towards creating an environment in which the
development and review of the curricula is end-user driven through increased
coordination between end-users and training institutions. The mandate to develop
curriculum for the TEVET sector based on this policy principle was later
enshrined in TEVET Act No. 13 of 1998 as one of the functions of a new
institution called the Technical Education, Vocational and Entrepreneurship
Training Authority (TEVETA).
THE FOCUS OF THE NEW EDUCATION CURRICULUM
The following are the main focus areas of the new education curriculum:
i. Incorporate current areas of social, economic and technological
developments in the curriculum;
ii. open two (2) career pathways in the curriculum at the secondary school
level: academic and vocational;
iii. link school vocational curriculum to technical and vocational training
curriculum;
iv. Create meaningful curriculum linkages between the different levels of
education
v. Review the language of instruction in the early education and lower grades;
vi. Review the literacy teaching approaches and methodologies;
vii. Standardise the early and adult literacy education curricula;
viii. Spell out clear key competences to be achieved by learners at every level of
education;
ix. Integrate some subjects with interrelated and similar competences and
content into learning areas in a bid to avoid curriculum overload and
fragmentation;
x. Review the teacher-learner contact time;
xi. Review the teaching content in all the subjects and learning areas;
xii. Incorporate major national concerns (Cross Cutting Issues) in the
curriculum; and
xiii. Introduce other foreign languages as subjects in the secondary school
education
8
In realising the focus points stated, the aim of education and the aspirations of
Vision 2030, the Ministry desires to design and develop a curriculum that
produces a learner who:
i. Maintains and observes discipline and hard work as the basis of
personal and national development;
ii. Is animated by a personally held set of civic, moral and spiritual values
within the national and international context;
iii. Is analytical, innovative, creative, versatile, employable,
entrepreneurial, productive and constructive;
iv. Appreciates the relationship between mathematical and scientific
thought, action and technology on the one hand and sustenance of the
quality of life on the other;
v. Is free to express own ideas and exercises tolerance towards other
peoples’ views;
vi. Cherishes and safeguards individual liberties and human rights;
vii. Appreciates Zambia’s ethnic cultures, customs and traditions and
uphold national pride and unity;
viii. Participates in the preservation of the ecosystem in one’s immediate
and distant environments and for future generations;
ix. Applies entrepreneurial knowledge, skills, positive attitudes and values
to accomplish greater achievements in life;
x. Is technically competent;
xi. Is scientifically, technologically and financially literate; and
xii. Is able to provide competent leadership and teamwork
9
CHAPTER TWO
Policies and Principles

The Zambia Education Curriculum Framework is based on the many policy
documents that are in existence in the country. Some documents are law while
others are policy guidelines. There are also those that are in form of official
directives and circulars. It also suffices to mention that international instruments
have also been considered when drawing this framework.
GOVERNMENT LAWS
The Education Act - 1966
This was the first post-independence Government Law on education. It was
meant to overhaul the colonial education system in order to meet the aspirations
of an independent Zambia. The act paved way for a number of curriculum
reforms, for example, the introduction of English as the language of instruction
from Grade One to Tertiary.
The teaching of Business Studies, Civics, Agricultural Sciences and Practical

Skills were encouraged. Another reform was the teaching of Science in a practical
manner.
The Act was repealed in 2011.
The Constitution of Zambia, Act No. 1 of 1991 and the Amendment

Act No. 18 - 1996
The constitution of Zambia was reformed in 1991 in order to take into account
plural politics, which are guided by democratic principles. This meant that the
education system was also to be reformed in accordance with democratic
dispensation. Thus, there was an amendment of the Act in the constitution in
1996. The Act became the cornerstone for educational restructuring and
subsequent reviews in Zambia.
The Disability Act - 1996

The Act was put in place to provide for the needs of persons living with
disabilities in the light of discrimination practices against them in different
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environments, which included the curriculum.
The Technical Education, Vocational and Entrepreneurship Training

Act No. 13 of 1998 and TEVET (Amendment Act No. 11 of 2005)
Implementation of the new TEVET policy required legislation to put into effect
the various measures and ideas it contained. TEVET Act No. 13 of 1998 was the
main instrument. It was later amended in 2005 to enhance quality.
The Education Act – 2011

This is Act stipulates guiding policies on how best education in Zambia could be
provided at all levels in the light of the democratic dispensation. The Act adheres
to the education development principles of Liberalisation, Decentralisation,
Equality, Equity, Partnership and Accountability. It is from this Act that the
emphasis on the need to clearly include knowledge, skills and values in the
curriculum from ECE to Tertiary is based.
Zambia National Qualifications Authority Act No.13 - 2011

Liberalisation of the educational and training services sector in Zambia resulted in
the emergence of many private providers who tended to be accredited to foreign
qualification awarding bodies. This was partly in response to the growing global
trend in educational and other knowledge based professional services. This has
resulted in initiatives at international and regional levels, to develop mechanisms
for mutual recognition of qualifications to facilitate mobility of skilled labour as
promoted and provided for under the General Agreement on Trade in Services
(GATS) through the World Trade Organization (WTO) framework. The
initiatives started in the early 1980s with international and multilateral
agreements involving member states of the United Nations Organisation.
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Table 1 below shows the levels in the Zambia National Qualifications Framework
(ZNQF).
Table 1: The Zambia National Qualifications Framework (ZNQF)
Levels Equivalent qualification
10 Doctorate Degree
9 Master‟s Degree
8 Post Graduate qualification
7 First Degree
ZNQF Levels
6 Diploma
5 Advanced Certificate
4 Craft Certificate
3 Trade Certificate
2 Senior Secondary Education
1
Primary to Junior Secondary Education
In 2011, a law was passed to establish the Zambia Qualifications Authority whose
purpose was to provide:
i. for the registration and accreditation of qualifications on the Zambia

Qualifications Framework; and
ii. measures to ensure that standards and registered qualifications are
internationally comparable.
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The objectives of the Framework were prescribed in the Act, and these were to:
i. Create a single integrated national framework for learning

achievements;
ii. Facilitate access to, and mobility and progression within, education,
training and career paths;
iii. Enhance the quality of education and training; and
iv. Promote education, training and employment opportunities.
The national curricula at various levels of the education and training system will
provide the underpinning quality standards.
GOVERNMENT POLICIES
Educational Reform - 1977
This was the first comprehensive reform in the education system, which aimed at
making education an instrument for personal and national development. The main
features of this reform were the introduction of Basic and High School education
system and the focus on skills orientation in Basic and High Schools.
Focus on Learning - 1992

The declining economy in the 1980s had a negative effect on the provision of
social services including education. All Government institutions of learning
experienced serious inadequate resources of all kinds, including materials to
support the curriculum. In 1990, Zambia attended the World Conference on
Education for All, and in 1991 a National Conference on Education for All was
held in Zambia. The proposals and working strategies aimed at improving
education delivery were drafted at the conference and compiled as Focus on
Learning. The document was used to lobby Government and Cooperating
Partners to consider allocating enough resources to the education sector in order
to improve the quality and quantity of education in Basic Schools.
Educating Our Future - 1996

The Zambian Education Curriculum Framework adheres to the National Policy
on Education, Educating Our Future (1996). It is developed according to the aims
of education outlined in this Education Policy Document.
Technical Education, Vocational and Entrepreneurship Training

Policy - 1996
In 1996, the Government of the Republic of Zambia reviewed the 1969 post-
13
independence policy on Technical Education and Vocational Training.
Thereafter, a new policy, which incorporated and mainstreamed
Entrepreneurship, was adopted; thereby giving the country the Technical
Education, Vocational and Entrepreneurship Training (TEVET) policy. The aim
of the new policy was to create a national system of providing TEVET that would
satisfy the labour market, socio-economic concerns and resource based
opportunities in the economy in general, but more specifically seeks to:
i. Balance the supply of skilled labour at all levels with the demands of
the economy; and
ii. Act as a vehicle for improved productivity and income generation and
be an instrument for the minimisation of inequalities among the
people.
The National Gender Policy - 2000

The Government recognises the need for equal and full participation of women
and men at all levels of national development. Thus, the Government has
committed itself to the process of removing gender imbalances by adopting and
advocating for implementation of the National Gender Policy. The
implementation of the policy entails that all curricula materials highlight matters
which are gender responsive and promote equity of access to education.
NATIONAL STRATEGIES
The National Environmental Action Plan - 1994
Zambia has experienced various environmental problems, including deforestation,
air and water pollution, land degradation, inadequate sanitation and depletion of
fish and wild species. These problems impose greater socio-economic costs to the
people of Zambia. Given that the majority of the people, will in many years to
come, depend on natural resources for their livelihood, environmental problems
will always undermine the future of the people. It is against this background that
the Government supported the initiative of putting in place mechanisms to
enhance the establishment of legislations to regulate the management of the
environment. In 1994 a National Environmental Action Plan (NEAP) was
adopted which became the basis for the preparation of a National Policy on
environment and a guide to Curriculum Development in Environmental
Education.
14
The Fifth and Sixth National Development Plans of 2005 and 2011
These are five year National Plans that cover the period 2005 to 2015. The Fifth
National Development Plan embraces Vision 2030. The Sixth National
Development Plan supplements the earlier plan by spelling out the key strategies
in terms of education delivery.The plans embrace formal, technical and
vocational education with the broad objective of developing, revising and
improving the overall framework for quality education.
National Implementation Framework, 2008 to 2010

This is a Fifth National Development Plan‟s operational tool in the Ministry of
Education, Science, Vocational Training and Early Education. It is a guide for the
articulation of the broad developmental objectives of the FNDP into identified
activities that would later be defined in the annual work plans and budgets. One
of the programmes identified in FNDP is curriculum development and
educational materials whose main objectives are to: (a) design a comprehensive
and diversified curriculum that is interlinked throughout the educational levels
and (b) provide relevant educational materials.
VISION 2030
This is a long-term national development plan for the country. It provides a
strategic focus of where the nation is expected to be by 2030. The specific theme
of the vision is of Zambia becoming A Prosperous Middle-income Nation.
The Vision spells out the kind of a citizen the country desires. Hence, the
Ministry has taken into consideration the issues therein in defining the learner in
the curriculum.
INTERNATIONAL CONVENTIONS AND AGREEMENTS

The Universal Declaration of Human Rights - 1948
The United Nations General Assembly adopted the declaration on 10thDecember,
1948. It was established for all people of the world in order to promote and have
respect for human rights and freedoms which include access to education by all.
In 1989 a convention on the rights of the child aged between 0 to 18 years was
adopted. The instrument stipulates the rights and freedoms of children including
the disabled. It is, therefore, imperative that through the curriculum these rights
are explicitly defined and taught to all learners.
15
The SADC Protocol on Education and Training - 1997
In order to standardise education certificates in the sub-region, SADC countries
put in place a framework, which would lead to the harmonisation of curricula in
the institutions of learning among member countries. The protocol demands that
qualifications attained at various levels of the education systems are similar or the
same. This is the Protocol on Education, which compels our curriculum to have
direct relationship with other curricula in the sub-region.
EDUCATION GUIDING PRINCIPLES

Education is an integral part of the social system and responds to the
requirements of society. This therefore, means that for the curriculum to be
progressive, relevant, dynamic and responsive, a number of considerations must
be met. These are called Education Guiding Principles. They include:
Outcomes-Based Education
Outcomes-Based Education (OBE) is an approach to learning that the Ministry of
Education, Science, Vocational Training and Early Education has adopted,
moving away from Behavioural Approach. The approach seeks to link education
to real life experiences as it gives learners skills to access, criticize, analyse and
practically apply knowledge. Learners are given practical experiences during the
teaching and learning processes that help them gain life skills. In the recent years,
there has been a concern that teaching was not responding to the needs of the
society. Hence, the focus on Outcomes-Based Education.
In OBE the quality of an education system is judged from the following three
perspectives:
i. the inputs to the system;

ii. what happens within the system; and
iii. the outputs from the system.
Those who are interested in inputs will focus their attention primarily on finances,
resources and infrastructure. Those interested in what happens within the system
will focus their attention on the processes used to organise, control and deliver
education and training. Lastly, those interested in outputs will focus their
attention primarily on the products or results of the system. These aspects are
important and apply to the Zambian education system. The quality of general and
teacher education, therefore, should not be judged from one narrow perspective
16
but from all the three perspectives.
There are a number of principles that must be observed to ensure effective

implementation of OBE in the learning institutions. These include:
i. Clarity of focus
This means that everything that the teacher and teacher-educator do must be
focused on what learners want to know, understand and be able to do
successfully. When teachers and teacher-educators plan and teach, they should
focus on helping learners acquire the necessary knowledge, skills and dispositions
that will enable them achieve the desired outcomes.
ii. Reflective designing

The starting points for all curriculum design are clearly defined learning
experiences that learners are to achieve during the programmes. Therefore, all
instructional decisions should be made by tracing back from the desired end
result and identifying the `building blocks‟ that will be required to achieve that
end. This entails that there should be direct and explicit links between planning,
teaching, assessment decisions and the outcomes that learners should achieve.
iii. Setting high expectations for all learners

Teachers and teacher-educators must establish challenging standards of
performance for all learners to encourage them engage in successful learning.
When learners experience success, it reinforces their learning, builds their
confidence and encourages them to accept further learning challenges.
iv. Appropriate opportunities

Intellectual ability is something expected of all learners. It is not a preserve of a
few learners. Therefore, teachers and teacher-educators must provide expanded
opportunities for all learners including those with Special Educational Needs.
This principle is based on the understanding that not all learners can learn the
same thing in the same way and at the same pace in spite of the fact that they all
have to complete a specific level in a stipulated time.
Dynamism of the Curriculum

From time to time, individual, community, national and global needs change,
knowledge expands and new technologies emerge. Considering that an effective
curriculum should meet these changes, the Ministry of Education, Science,
Vocational Training and Early Education will revise the curriculum periodically.
It will also review other documents that go with the curriculum such as the
17
syllabuses, teachers‟ and teacher-educators‟ materials.
Learning
Learning is a tool for society in the social, economic and political development.
Therefore, every individual should be given an opportunity to access it. One gains
knowledge, skills, values and positive attitudes that enable them to function in
any given environment. Therefore, this curriculum has been designed to meet the
individual and societal needs through learning.
Reflective Education
Education involves the passing on of cultural heritage, values, traditions,
language, knowledge and skills from generation to generation. In the past,
traditional education was provided by adults and peers in an informal setting.
With the introduction of formal education, learning institutions share the
responsibility with the home and local communities of passing on to learners that
part of the cultural heritage which is meaningful and useful in today‟s society.
The curriculum should, therefore, respect and retain elements of the past and also
be able to develop and assess competences needed for tomorrow‟s Zambia.
Life-Long Learning
The concept of Life-Long Learning entails that learning takes place not only in
classrooms but in all kinds of contexts, including personal experiences and being
in contact with other people. It starts before the child is born and continues
throughout their lifetime. It should respond to personal and societal needs. The
curriculum, therefore, should take into account the fact that formal learning is,
among other things, meant to function as a starting point for continued Life-Long
Learning.
Equity and Equality

The education system seeks to promote equality of access, participation and
benefit to all regardless of their individual needs and abilities. In view of this,
institutions of learning should put in place measures to promote Equity and
Equality in their programmes. These may include the following:
i. Allocating more resources to those in greatest need;

ii. Providing appropriate support systems such as bursary schemes,
provision of school meals and remedial activities for slow learners;
18
iii. Changing the tangible and intangible qualities of the system to cater
for the diverse educational needs and interests of the population;
iv. Employing strategies to support children at risk, such as those with
Special Educational Needs (SEN) and the Orphans and Vulnerable
Children (OVC).
v. Eliminating sources of educational disadvantages in order to enhance
equity. Such educational impediments may be due to gender, physical,
sensory, mental, economic or social factors.
In addition, the Education Policy values and promotes a holistic development of

individuals, taking into account their uniqueness. The concept of equity in
education, therefore, necessitates the diversification of curriculum in order to suit
different abilities, talents and interests.
National Concerns (Cross-Cutting Issues)

National Concerns are an integral part of the curriculum at all levels of the
education system. In addition to the learning areas, there are a number of cross-
cutting themes identified in policy documents that should be considered when
providing education at all levels. In the light of these issues, teachers and teacher-
educators should be able to understand these issues better so that they are
integrated in the curriculum. However, all learning institutions are cautioned that
the curriculum should not be unduly fragmented or overloaded with Cross-
Cutting Issues or else the curriculum will not be implemented effectively.
Language of Instruction
The policy on education recognises the use of familiar Zambian languages as the
official languages of instruction in the Pre-Schools and early Grades (Grades 1-
4). All the teaching and learning in all the learning areas at the Lower Primary
level will be in familiar Zambian Languages. This is because there is evidence
that children learn more easily and successfully through languages that they know
and understand well. English will be offered as a subject, beginning at Grade 2.
After the children have acquired sufficient literacy skills in the Zambian
languages, it will be easier for them to transfer these skills quickly and with ease
to Literacy in English at Grade 2.
In view of this consideration, learners in Pre-Schools and lower primary (Grades

1 – 4) will be given an opportunity to learn not only the initial basic skills of
literacy and numeracy in a language of play but also all knowledge, skills and
values in the other learning areas. In Zambia, the seven (7) zone
19
languages;Cinyanja, Chitonga, Icibemba, Kiikaonde, Lunda, Luvale and Silozi as
well as the widely used community languages in specific school catchment areas
will be used for this purpose. It should also be noted that the use of a familiar
language should be extended to learners with Special Educational Needs. English
will still remain as the official medium of instruction beginning at Grade 5 up to
tertiary.
It is hoped that this approach will foster better initial learning, enhance the status
of Zambian Languages and integrate the schools more meaningfully into the life
of the local communities.
Curriculum Localisation
In making the curriculum flexible and responsive to learner and societal needs,
institutions of learning, teachers and teacher-educators are encouraged at all
levels of our education system to localise some aspects of the school curriculum.
The localisation of the school curriculum will allow schools to adapt aspects of
the curriculum to match local needs and circumstances. In this way, the
curriculum will provide some compensation for the indigenous knowledge, values
and practical skills that learners would have acquired in their home environment
if they had not been attending school.
Vocational Subjects
Vocational Subjects constitute forms of knowledge, skills and values that every
person should possess to help him or her deal with the physical world. They also
possess a potential relationship to the world of work. Hence, these help to prepare
learners for post-school employment or vocational training.
In recognition of the importance of Vocational Subjects, every institution of
learning will be required to offer Vocational Subjects as part of their curriculum.
At Primary School level Vocational Subjects will be compulsory to all learners.
In Primary Education, Vocational Subjects will consist of simple crafts, skills,

processes and techniques which will gradually extend a little more explicitly, to
complex practical skills in Secondary Education.
Since the Vocational Subjects will provide sufficient practical skills to prepare
learners for subsequent training or entry into the world of work, the curriculum
should provide learners with opportunities for hands-on practical experience
which is the essence for all the Vocational Subjects. The following are considered
as Vocational Subjects:
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i. Agricultural Science
ii. Art and Design
iii. Computer Studies
iv. Design and Technology
v. Home Economics (Home Management, Needlework and Crafts, Health
Education, Fashion and Fabrics and Food and Nutrition)
vi. Physical Education
vii. Music Education
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CHAPTER THREE
National Concerns (Cross-Cutting Themes)
National concerns are emerging challenges that cut across the curriculum in order
to ensure a holistic development of a learner. Cross-Cutting Issues are cardinal
and therefore, integrated across the curriculum at all levels of the education
system. Those that cannot be integrated will be structured as special modules that
can be offered within the framework of an appropriate learning area/subject. The
following are some of the prominent Cross-Cutting Themes to be included in the
curriculum:
SPECIAL EDUCATIONAL NEEDS

Learners have different learning abilities. The category of learners with Special
Educational Needs include; the hearing, visually, physically, intellectually
impaired as well as the gifted/talented ones. Teachers and teacher-educators
should be equipped with knowledge and skills to enable them identify, screen and
assess them. They should also provide appropriate interventions to learners with
Special Educational Needs in learning institutions.
Therefore, learning institutions should ensure that learners with Special

Educational Needs are provided with appropriate resources for quality learning.
Children with special educational needs will require adapted curriculum and
adapted technology relevant to their disabilities. However, learners with
Intellectual Impairments as well as others with severe disabilities who cannot
benefit from the inclusive curriculum will have an alternative curriculum that
suits their needs and abilities. Such learners will be sent to special education
units and schools. Teacher Education institutions should also include special
education in their programmes in order to equip teachers with necessary
knowledge, skills, positive attitudes and values in this area.
While striving for Inclusive Education provision, the Intellectually Impaired

learners have an Alternative Education Curriculum that responds to their needs.
The curriculum is divided into 3 levels. Level 1 is the initial while Level 3 the
highest. It is planned that under Expressive Arts and Technology Studies,
teachers will be encouraged to teach pre-vocational skills to equip learners that
22
may not advance to skills training colleges. Computer Studies will also be taught
under Technology Studies. Activities for Daily Living (ADL) are of particular
importance to such kind of learners as they help them enhance the mastery of
what is to be done on daily basis.
The transcription of print materials into Braille will be an important ingredient for
effective learning for the visually impaired learners, just like Sign Language for
the hearing impaired learners.
CAREERS GUIDANCE AND COUNSELLING

Education is an important tool for preparing an individual for a better life in
adulthood. It is also an important tool for national development. To achieve this,
Careers Guidance and Counselling are important to produce a well-balanced
individual who will fit in society and contribute positively for his or her own
good and society at large. The four areas of Careers Guidance and Counselling
are: Personal, Social, Vocational and Educational. These should be provided to
the learner in a well-balanced manner in order to develop a holistic individual.
The four components revolve around the following three main areas: learning to
live; learning to learn; and learning to work.
The basic concepts in Careers Guidance and Counselling should be offered to all
teachers. This will enable them offer basic guidance and counselling to their
learners. Therefore, teacher education institutions should include Careers
Guidance and Counselling into their programmes. In addition, they should design
learning activities that will equip student teachers with the knowledge and skills
of Careers Guidance and Counselling.
ENVIRONMENTAL EDUCATION AND CLIMATE CHANGE

Environmental Education focuses on certain sets of values, knowledge-
perspectives and attitudes which can contribute to environmental friendly action
and solving of environmental problems.
Education for Sustainable Development (ESD) is a distinctive form of

environment related education, which focuses on adopting an educative approach
to sustainability issues in order to improve the capacity of learners to
comprehend, participate in and become better at resolving the contentious clash
of ecological, social and economic interests in our environments. Learning
institutions, at all levels, should provide aspects of Education for Sustainable
23
Development, and Environmental Education in their programmes so as to impart
knowledge, skills, positive attitudes and values. This should enable learners and
teachers to uphold the values and importance of the environment. Schools should
also ensure that they come up with appropriate activities that will promote the
teaching and learning of Environmental Education.
Climate Change is an ecological problem as well as a social problem because all

societies are affected in one way or another. For this reason, it is important that
the school curriculum provides for this education so that learners become aware
of the ecological aspects of the climate crisis and learn how to contribute towards
preventing and combating the issue.
LIFE SKILLS
Life Skills are abilities that promote positive behaviour that enables individuals to
deal effectively with the demands and challenges of everyday life.
These include:
i. Vocational skills;
ii. Practical health related skills;
iii. Expressive skills (e.g. sports, music and art);
iv. Literacy skills;
v. Numeracy and Mathematical skills; and
vi. Psychosocial life skills (Skills related to behaviour and interaction with
other people and the environment).
GOVERNANCE
Governance is about developing, implementing and evaluating laws, policies and
rules which govern the actions of every society at all levels. Governance issues
are an integral part of every society and therefore, should be included in the
curriculum. The type of leadership in place has an influence on the social,
economic and political development of a country. It is important that learning
institutions expose learners to good governance by upholding democratic
tendencies. It is, therefore, important that learning institutions include activities
and practices in programmes that promote good governance.
GENDER
Gender refers to the socially constructed relations between men and women.
24
Learning institutions should address gender issues of equity and equality in the
curriculum. This has been strengthened by adopting gender sensitive teaching
methodologies in the provision of education.
HUMAN RIGHTS
Zambia is a signatory to the United Nations (UN) conventions on Human Rights.
In view of this, learning institutions should integrate Human Rights across the
curriculum by way of involving learners in activities and practices that expose
them to Human Rights awareness.
POPULATION AND FAMILY LIFE EDUCATION

In Zambia, Population and Family Life Education (PopFLE) as a concept and
issue addresses a wide range of dynamics of human populations and their
relationships to different environments, health needs and challenges. The focus is
directed at children, adolescents and families. Healthcare services, health
education and analysis of the impact of the social policy on education are the
main broad themes of PopFLE. The school curriculum should be tailored in such
a way that PopFLE is well integrated and implemented through Comprehensive
Sexuality Education (CSE).
REPRODUCTIVE HEALTH AND SEXUALITY

Reproductive Health is essential in helping learners appreciate the functions of
their bodies and knowing how to handle issues of sexuality. Learning institutions
should, therefore, equip learners with knowledge, skills, values, and positive
attitudes about their reproductive health and sexuality for their benefit and that of
society.
HIV AND AIDS

Learning institutions should incorporate HIV and AIDS education into their
programmes to allow learners acquire knowledge, values and skills that they
should use in their day to day lives. They should also ensure steady and cordial
relationship with cooperating partners.
HEALTH AND NUTRITION
The health and nutrition of learners are of great importance in the teaching and
learning process. If not attended to, it will affect their performance, attendance
25
and retention. This can be achieved through the implementation of School Health
and Nutrition (SHN) interventions in a holistic and complementary manner. SHN
intervention includes water, sanitation and hygiene education. It is, therefore,
imperative that institutions of learning include in their curriculum issues on health
and nutrition education. Where possible, learning institutions should work
closely with agencies and government institutions that work to improve the
nutritional and health status of the communities and vulnerable learners. The
benefits in terms of learner achievements resulting from the SHN interventions
may be difficult to measure immediately, but these will play both the preventive
role as well as the curative one.
ENTREPRENEURSHIP EDUCATION AND TRAINING

Entrepreneurship education and training is meant to inculcate abilities for learners
at all levels with knowledge, values, skills and motivation to encourage
entrepreneurial success in a variety of settings. Such education is important
because learners will be able to transform innovative ideas into economic goods
and services. This is the cornerstone for wealth creation at all levels. Variations of
entrepreneurship education are offered at all levels.
Entrepreneurship education and training will be integrated into the curriculum at

all levels. The Curriculum Development Centre will work with key stakeholders
in identifying and defining vital entrepreneurial learning outcomes which will be
integrated across the curriculum. At the secondary school and tertiary levels,
learners will learn entrepreneurial skills through projects. Learners will form
companies of their own choices which they will run with the supervision of
teachers.
26
CHAPTER FOUR
Curriculum Structure
This Chapter presents the structure of the curriculum for all levels of the
education system; Early Childhood Education, Primary, Secondary, Tertiary
Education and Adult Literacy. The table below shows the number of years
learners spend schooling from the time one enters pre-school to the time when
one attains a doctorate degree.
23 D
22 M D
21 B4 M D
ADULT LITERACY
20 B3 M D
19 B2 M
18 B1
17 A3
16 A2
15
14
13 SENIOR SECONDARY SCHOOL/A1
12
11
10
JUNIOR SECONDARY SCHOOL
9
8
7
6 PRIMARY SCHOOL
5
4
3
2 RECEPTION
PRE-SCHOOL
1 NURSERY
0 DAY CARE
A. Various vocational programmes e.g. trades, nursing, teaching, agriculture leading

to certificate or diploma – A1 trades, certificates and diplomas after JSSLE
B = University degree
D = Doctorate, M = Masters, B = Bachelor
4 Years Ordinary degree
5 Years Engineering, Agriculture, Pharmacy etc.
6 Years Veterinary Medicine
7 Years Medicine
NB: In A and B there are also some courses which take less than 2 years. From
Primary to Senior Secondary education year represents a grade.
27
EARLY CHILDHOOD CARE, DEVELOPMENT AND EDUCATION
Early Childhood Care, Development and Education refers to both non-formal and
formal service provision, which prepares children for entry into Primary School
Education. It is considered a developmental support for children aged 0 to 6
years. ECCDE focuses on the holistic development of the child in the following
developmental areas:
i. Physical development – Fine and Gross Motor Skills Development;

ii. Social, Emotional, Spiritual and Moral Development;
iii. Language Development (receptive and expressive language);
iv. Aesthetic Development or Appreciation of Beauty; and
v. Cognitive and Intellectual Development.
ECCDE LEVELS
ECCDE caters for two (2) broad levels and these are:
i. Day-Care/Cretche
This level caters for children aged 0 to 2 years. Day-Care is a service provided to
parents who work or have other commitments, which makes it difficult for them
to look after their young children at home. The children are dropped at the Day-
Care Centre in the morning and picked later in the day when parents are through
with their work schedules. The centre stands in for the parents as it provides care,
affection and love to the young children.
ii. Early Childhood Education

The Ministry of Education, Science, Vocational Training and Early Education
will offer early education for age ranges of 3-4 and 5 - 6 years. These are nursery
and reception.
Nursery
The nursery level will cater for learners aged 3 to 4 years to develop socially,
physically, mentally and emotionally by providing them with playmates and play
resources. The focus of nursery centres is promotion of social interaction of
young children from different social backgrounds through play.
Reception
The Reception level will cater for learners aged 5 to 6 years. This is a preparatory
stage for entry into Grade 1. Therefore, the teaching and learning at this level is
largely informal through guided and unguided play with formal teaching (pre-
28
academic) taking about 40 percent of the programme. The academic component
prepares them for smooth transition to formal education at Grade 1.
Key Competences for Learners at Early Education

At this level the child should demonstrate:
i. Social interaction skills

ii. Elementary pre-literacy skills
iii. Elementary pre-numeracy skills
iv. Fine and Gross Motor skills
CURRICULUM FOR EARLY EDUCATION

The curriculum for these levels will be dominated by play and pre-learning
activities based on the following learning areas:
i. Social Studies
ii. Integrated Science
iii. Pre - Mathematics
iv. Literacy and Language
v. Expressive Arts
CURRICULUM CHANGES AT THIS LEVEL

The curriculum at this level has been standardised and linked to Grade 1.
Previously, centres used different curricula; therefore some learning activities did
not provide a smooth transition to Grade 1. To avoid this, there will be need to:
i. develop a national curriculum for ECE for use by all the providers in
Zambia and;
ii. create learning areas linked to Primary School.
At this level, much time shall be devoted to Social Interaction which forms the
main purpose of Pre-school Education. The Social Interaction will consist of
guided and unguided activities of different types which are meant to develop
various skills, positive attitudes and values. The language of instruction at this
level will be a familiar Zambian Language.
29
Contact Time
Table 2: Time Allocation at Early Education
No. Learning Areas Time Allocation per Week

1 Social Studies 2 hours
2 Environmental Science 2½ hours
3 Pre-Literacy and Language 3½ hours
4 Pre-Mathematics 3 ½ hours
5 Expressive Arts 3½ hours
Total 15 hours
CHILD DEVELOPMENT ASSESSMENT

Assessment at this level focuses on assessing the developmental milestones of
children aged 0 to 6 years. It can be done continuously through the various
activities that children are engaged in. The assessment results should not be used
for judging individual children or comparing them with others. Early
identification of developmental challenges (screening) is the key purpose for
assessing children at this level. It should facilitate the child‟s development in all
the domains.
Assessment tools such as Child Development Assessment Tool for Zambia

(CDAZ) should be used when you want to find out how the child is growing from
one age level to another, or when you see that the child is not growing well. This
can be used on a day to day basis. The tool offers multiple opportunities for one
to develop an understanding of children‟s developmental challenges and respond
to their needs.
CURRICULUM FOR PRIMARY EDUCATION

Education offered at Grade 1 is meant to provide the first competence level
necessary for the learner to assimilate the learning in Grade 2. As such the
teaching and learning at Grade 1 will start with imparting pre-learning skills in all
learning areas. At Grade 2 the emphasis is to develop and consolidate the levels
of literacy and basic mathematical skills achieved earlier. Primary curriculum
should form the foundation for the Junior Secondary School education.
30
KEY COMPETENCES FOR LEARNERS AT PRIMARY SCHOOL
LEVEL
At this level the learner should demonstrate:
i. Literacy Skills in English and a Zambian Language or Sign Language

ii. Numeracy Skills
iii. Information and Communications Technology Skills
iv. Life Skills
The levels of achievement to be attained should be such that when they continue
in school they have adequate basis for further education.
PROMINENT CURRICULUM CHANGES AT THIS LEVEL

The following are some of the significant changes in the curriculum for Grades 1
to 7:
i. Language of instruction from Grades 1 – 4 in all the learning areas will be
in a familiar language, while English will be an official language of
instruction from Grade 5 upwards.
ii. There is a change in the approach to the teaching of literacy in the early
grades as there is clear evidence from studies conducted by the Ministry
and the monitoring reports by education standards officers that there is little
learning taking place in public and community schools. The inability by
learners to learn content subjects is because many of them are not able to
read and write. The New Breakthrough To Literacy (NBTL) programme
which has been followed since late 1990s has not achieved much in
imparting reading skills in the learners. It is for this reason that the Ministry
has reviewed the approach to come up with a new approach called Early
Grade Literacy Programme (EGLP). The approach has been developed
in collaboration with local and international literacy experts and follows the
internationally recognised methods of teaching literacy based on initial
sounds, phonics, word building, sentence building, comprehension, writing,
punctuation and fluency.
iii. Learners will take competence tests in Literacy and Numeracy at Grades 1
and 4 to establish appropriate interventions. The Grades 1 and 4 syllabuses
will prescribe the key competences which learners should acquire for them
to be assessed. These will be selected from the many specific outcomes
which are available at Grades 1 and 4. Initially, the competence tests will
be centrally set but administered by districts.
31
iv. At the Primary School level, learners will have an opportunity to discover
their abilities, interests and talents. This implies that all Primary School
learners shall be exposed to all the two Career Pathways; academic and
technical.
v. The lower primary school will offer five learning areas while the upper
primary will offer seven learning areas. Creative and Technology Studies
will comprise Key content for Technology Studies, Home Economics and
Expressive Arts at Grade 1 to 4.
vi. Two new options have also been introduced in Literacy and Languages to
serve learners of Special Educational Needs, and these are:
i. Sign Language
ii. Braille
CORE LEARNING AREAS AT THE LOWER PRIMARY

The Core Learning Areas to be offered at this level of education are:
i. Literacy and Languages, or Sign Language or Braille
iii. Social Studies
iv. Mathematics
v. Creative and Technology Studies (CTS)
CORE LEARNING AREAS AT THE UPPER PRIMARY

i. Literacy and Languages, or Sign Language or Braille
iii. Social Studies
iv. Mathematics
v. Expressive Arts
vi. Technology Studies
vii. Home Economics
LEARNING AREAS FOR THE INTELLECTUALLY IMPAIRED

LEARNERS
A carefully adapted set of outcomes shall be used from the syllabuses of these
Learning Areas to form guidelines for the following:
32
i. Mathematics
ii. Literacy and Languages or Sign Language or Braille
iii. Technology Studies
iv. Activities for Daily Living
v. Expressive Arts
Table 3: Time Allocation for Learners with Intellectual Disabilities per Week
No Learning area Time Periods

1 Expressive Arts 1hr 20 minutes 3
2 Literacy and Languages 3hrs 20 minutes 5
3 Mathematics 3hrs 20minutes 5
4 Activities For Daily Living(ADL) 3hrs 20 minutes 5
5 Technology Studies 1hr 20 minutes 3
Total 13hr 20Min 20
Important note: The proposed Time Table is a suggested one and teachers will
base it on the ability and levels of learners in accordance with the available time
and other circumstances that may prevail.
Lower Primary School Contact Time

At Grades 1 and 2, much time will be devoted to teaching Initial Literacy and
Numeracy skills so that learners acquire the competences for further learning.
This level shall be the consolidation stage of the Pre-school education hence
similar subjects. The minimum learner-teacher contact time for Lower Primary
level is 21 hours. The duration for a single period at the Lower Primary (Grades 1
to 4) is 30 minutes.
Table 4: Grades 1 to 4 Time Allocations per Week
Learning Area Time Periods
1 Literacy and Languages 6hrs 30min 13

2 Mathematics 5hrs 10
3 Social Studies 2hrs 30min 5
4 Integrated Science 2hrs 30min 5
5 Creative and Technology Studies 4hrs 30min 9
Total 21 hrs 42
33
Upper Primary School Contact Time
The minimum learner-teacher contact time for Upper Primary level (Grades 5 to
7) is at 28 hours per week. The duration for a single period at this level is 40
minutes.
Table 5: Grades 5 to 7 Time Allocations per Week
Learning Area Time Periods

1 English Language 4hrs 6
2 Mathematics 4hrs 40min. 7
3 Integrated science 4hrs 6
4 Zambian Languages 4hrs 6
5 Expressive Arts 2hrs 40min 4
6 Social Studies 3hrs 20min 5
7 Technology Studies 2hrs 40min 4
8 Home Economics 2hrs 40min 4
TOTAL 28 hours 42
JUNIOR SECONDARY SCHOOL CURRICULUM

The Junior Secondary School Curriculum is a two year course that covers Grades
8 and 9 of the Zambian Education system. It forms the basis for the acquisition
of knowledge, skills and values needed for learning in subsequent formal studies
at Senior Secondary School. The curriculum at this level also equips learners with
knowledge and skills to either continue with the academic education or pursue
pre-vocational and life skills.
Key Competences for Learners at the Junior Secondary School Level

The focus at this level is to produce a learner with basic competences in:
i. Communication Skills (oral and written)

ii. Mathematical Skills
iii. Information and Communications Technology Skills
iv. Scientific Skills.
v. Pre-Vocational and Life Skills
Curriculum Changes in the Junior Secondary School Education

Major changes at this level are:
i. There will be two Career Pathways at this level, Academic and

Vocational. The academic pathway is meant for learners with passion for
34
academic subjects and desire for careers in that direction. The Vocational
Career Pathway is for learners with ambitions and interests in technical and
practical jobs. The curriculum will provide practical skills to such learners
starting at Grade 8 through to Grade 12. In the provision of this curriculum,
schools will closely collaborate with trade institutes and other key
stakeholders in various areas of specialisations.
ii. Junior Secondary Schools will offer both Academic and Technical Career
Pathways in the same institution. However, each Junior Secondary School
will be restricted to offering only two (2) Technical and Vocational
options.
iii. Wood work, Metal work, Technical Drawing and Building Crafts have
been integrated into Design and Technology. This has been done in order
to produce holistic learners with knowledge and skills in these areas.
iv. Book Keeping and Office Practice have been integrated into Business
Studies. The subjects have been integrated in order to equip learners with
essential business skills necessary for them to have basic knowledge of the
business world. In order to equip all learners at this level with basic
business studies knowledge and skills, Business Studies will be offered as a
core learning area.
v. Civic Education, Geography and History have been integrated into Social
Studies because some content in the subjects is interrelated and some
competences are similar, too. The Ministry attaches a lot of importance to
these subjects and therefore, it cannot afford to make them optional at this
level. Of late, History is becoming a very unpopular subject among learners
at this level and if it was made optional, many learners will not take it.
vi. Computer Studies (CS) has been introduced as a subject at this level. The
subject has been introduced in order to equip learners with essential skills
necessary for them to have basic knowledge of ICTs.
vii. Zambian Languages shall be offered in the new curriculum as core

subjects to be studied by all learners pursuing the Academic Career
Pathway.
35
viii. Vocational subjects have been allocated more time to enable the learners
apply skills learnt. A single period will last one hour twenty minutes (1 hr
20 minutes – covering 3 periods of 40 minutes each).
ix. Entrepreneurship Education has been integrated in appropriate subjects

at this level with emphasis on learners running small business projects in
groups.
CAREER PATHWAYS AT SECONDARY SCHOOL
Junior Secondary School Curriculum
Academic Career Vocational Career Pathway

Pathway
Pathway
Agriculture Technology Performing and PE and

HE & Creative Arts
Hospitality Sports
1. Academic Career Pathway

Learners pursuing this career direction will study the following compulsory
subjects:
i. Business Studies (Entrepreneurship integrated)

ii. English Language
iii. Computer Studies
iv. Integrated Science
v. Social Studies
vi. Mathematics
vii. Religious Education
viii. Zambian Languages
Optional Subjects
i. French
ii. Chinese
36
iii. Portuguese
Academic Career Pathway Contact Time

Each period is of 40 minutes duration at the Junior Secondary School level.
Table 6: Grades 8 and 9 Time Allocation per Week
Subject Time Periods

3 Zambian Languages 3hrs 20min 5
4 Integrated Science 4hrs 6
5 Social Studies 4hrs 6
6 Business Studies 3hrs20min 5
7 Computer Studies 2hrs 40min 4
8 Religious Education 2hrs 40min 4
9 Foreign Languages 2hrs 40min 4
Total 30 hrs 46
2. Vocational Career Pathway

The Vocational Career Pathway will offer five (5) options. Learners will choose
one option according to their aspirations and ambitions. The five (5) options are:
i. Agriculture
ii. Technology
iii. Performing and Creative Arts (PCA)
iv. Physical Education and Sports (PES)
v. Home Economics and Hospitality (HEH)
Learners who will study vocational subjects and successfully complete Junior
Secondary Education will be awarded a level 3 trade certificate by the Technical
Education, Vocational and Entrepreneurship Training Authority (TEVETA) and a
Junior Secondary School Certificate by the Examinations Council of Zambia
(ECZ).
In order to enhance the acquisition of skills by learners, a single period in the

Vocational Subject will take 120 minutes while a single period for the support
subject will last 40 minutes. Learners studying the Vocationall Career Pathway,
will be allowed to take a maximum of seven (7) subjects.
37
A. Agriculture
i. Agricultural Science (Entrepreneurship integrated)
ii. Computer Studies
iii. English Language
iv. Mathematics
v. Integrated Science
vi. Social Studies
vii. Business Studies
B. Technology
i. Design and Technology(Entrepreneurship integrated)
iv. Mathematics
vi. Social Studies
C. Performing and Creative Arts

i. Art and Design/Music Education (Entrepreneurship integrated)
iv. Mathematics
vi. Social Studies
vii. Zambian Language
D. Physical Education and Sports

i. Physical Education (Entrepreneurship integrated)
iv. Mathematics
vi. Social Studies
E. Home Economics and Hospitality (Entrepreneurship integrated)

i. Home Economics
38
iv. Mathematics
vi. Social Studies
Vocational Career Pathway Contact Time
Table 7: Time Allocation per Week

3 Vocational Subject* 8hrs 12
4 Computer Studies 2hrs 40 min 4
5 Integrated Science 4hrs 6
6 Social Studies 4hrs 6
7 Zambian Languages 3hrs 20min 5
Total 30hrs 45
Note: When placing learners in different Career Pathways, schools shall assess
learners after the first month in school. However, learners‟ interests need to be
considered also and not withstanding the availability of teachers.
Co-curricular Activities
All learners will be expected to be involved in the following activities which are
part of the school curriculum:
i. Clubs and Associations

ii. Sports
iii. Preventive Maintenance
iv. Production Units
SENIOR SECONDARY SCHOOL CURRICULUM

Senior Secondary School education is provided from Grades 10 to 12. It is
expected that Senior Secondary School learners are adequately prepared for
Tertiary Education and the world of work. It is highly desired that entrepreneurial
skills are acquired by all learners to contribute positively to the development of
the nation and take up adult roles.
The duration of the Senior Secondary School programme leading to the School
39
Certificate or General Certificate of Education at Ordinary Level examinations
shall be three years. However, the duration for external candidates and those of
alternative programmes of learning will be stipulated by the institutions offering
those programmes but shall not be less than three years. These institutions should
take into account the minimum qualifications that Tertiary Education institutions
demand for entry.
Key Competences for Learners at the Senior Secondary School Level

The content, structure and process of teaching at Senior Secondary school level
and the range of co-curricular activities should all be directed towards developing
a learner who is accountable, well-educated and capable of:
i. communicating effectively in both speech and writing;

ii. understanding, interpreting and applying mathematical, scientific and
technological concepts;
iii. applying the knowledge, skills, positive attitudes and value systems of
vocational and life skills in real life.
Some Changes in the Curriculum for Senior Secondary School

Education
i. Career Pathways have been created in the curriculum to meet the needs and
ambitions of different learners. The Career Pathways at this level have been
linked to the Career Pathways at the Junior Secondary. There are two
pathways; Academic and Technical.
ii. Senior Secondary Schools will offer both Academic and Vocational Career
Pathways in the same institution. However, the Senior Secondary School
will be restricted to offering two (2) options under Academic and two (2)
options under Vocational Career Pathways.
iii. Wood Work, Metal Work, Technical Drawing and Building Crafts have
been integrated into Design and Technology. The reason for this is to equip
learners with a complete set of Design and Technology skills.
iv. Computer Studies has been introduced as a new learning area at this level
as it will stimulate creative and analytical skills in ICT and entrepreneurship
so as to be competitive at global level.
v. Learners pursuing business studies will be required to study both commerce
and principles of accounts. The studying of these subjects will adequately
equip business studies learners with wholesome knowledge and skills of the
business world. Finance and accounts alone is nothing without the
40
knowledge and skills of economics and business administration and vice
versa. The two subjects are interlinked and have similar competences, so,
they need to be studied together.
Academic Career Pathway
CAREER PATHWAYS
The Academic Career Pathway at this level will consist of the following options:
1. Social Sciences
2. Business Studies
3. Natural Sciences
A. Social Sciences Oriented Curriculum
Compulsory Subjects Optional Subjects

At least one subject from these subjects:
i. Mathematics i. ZambianLanguages
ii. English Language ii. Religious Education
iii. Biology iii. Foreign Languages
iv. Science
v. Geography/History
vi. Civic Education
vii. Literature in English
41
Table 8: Time Allocation for Social Sciences
Subject Hours Periods

1 English 4hrs 6
3 Biology 4hrs 6
4 Geography/History 3hrs 20min 5
5 Civic Education 3hrs 20min 5
6 Science 4hrs 6
7 Literature in English 3hrs 20min 5
8 Foreign Languages/Religious 3hrs 20min 5
Education/Zambian Languages
Total 29 hrs 20min 44
B. Business Studies Oriented Curriculum
Compulsory Subjects Optional Subjects.

At least one subject from these subjects:
i. Mathematics i. Religious Education

ii. English Language ii. Geography/History
iii. Biology iii. ZambianLanguages
iv. Civic Education iv. Literature in English
v. Principles ofAccounts v. Foreign Languages
vi. Commerce
vii. Science
Table 9: Time Allocation for Business Studies

1 English 4hrs 6
3 Biology 4hrs 6
4 Commerce 3hrs 20 min 5
5 Principles of Accounts 3hrs 20 min 5
6 Civic Education 3hrs 20 min 5
7 Science 4hrs 6
8 Geography/History/Literature/Religious 3hrs 20 min 5
Education/Foreign Languages/Zambian
Languages
Total 29hrs20 min 44
42
C. Natural Sciences Oriented Curriculum
Table 10: Subject Combination for Natural Sciences

At least one Subject from this group:
i. Mathematics i. Geography/History
ii. English Language ii. Zambian Language
iii. Chemistry iii. Religious Education
iv. Physics
v. Biology
vi. Additional Mathematics
vii. Civic Education
Table 11: Time Allocation for Natural Sciences

3 Biology 3hrs 20 min 5
4 Chemistry 4hrs 6
5 Physics 4hrs 6
6 Additional Mathematics 4hrs 6
8 Zambian 3hrs 20min 5
Languages/RE/Geography/History
Total 30hrs 45
Vocational Career Pathway

The Vocational and Technical Career Pathway will offer the same options as the
Junior Secondary Course. The options are: Agriculture, Technology, Home
Economics and Hospitality, Performing and Creative Arts and Physical
Education and Sports.
Learners who will study vocational subjects up to Grade 10 and pass a level two
trade test will be awarded a level 2 trade certificate by TEVETA while a level 1
trade certificate will be awarded to Grade 11 learners who successfully complete
the level one trade course.
43
A. Agriculture Curriculum

Any two subjects from this group:
i. Agricultural Science i. Religious Education/Zambian
ii. English Language Languages
iii. Mathematics ii. Geography/History
iv. Science
v. Civic Education
Table 12: Time Allocation per Week (Agriculture)

1 English Language 4hrs
6
3 Agricultural Science 8hrs 12
4 Science 4hrs 6
6 Geography/History 3hrs 20 min 5
7 Zambian Languages/Religious 3hrs 20 min 5

Education
Total 30hrs 45
B. Technology Curriculum

Any two Subjects from this group:
i. Design and Technology/Computer i. Zambian Language
studies ii. Religious Education/ Civic
ii. English Language Education
iii. Mathematics iii. Geography/History
iv. Science
v. Biology
44
Table 13: Time Allocation per Week (Technology)

3 Design & Technology/Computer Science 8hrs 12
4 Science 4hrs 6
5 Biology 3hrs 20min 5
7 Civic Education/Religious 3hrs 20min 5
Education/ Zambian Languages
Total 30hrs 45
C. Performing and Creative Arts Curriculum

Any one Subject from this group:
i. Art and Design/Music Education i. Zambian Language
ii. English Language ii. Religious Education
iv. Science
v. Literature in English
vi. Civic Education
Table 14: Time Allocation per Week (Art and Design)

3 Art and Design/Music Education 8hrs 12
4 Literature in English 3hrs 20min 5
5 Science 4hrs 6
7 Religious 3hrs 20min 5
Education/Geography/History
Total 30hrs 45
45
D. Physical Education and Sports
Optional Subjects
Compulsory Subjects
i. Physical Education i. Zambian Language

ii. English Language ii. Religious Education/
iii. Mathematics Geography/History
iv. Civic Education
v. Biology
Table 15: Time Allocation per Week (Physical Education and Sports)

3 Physical Education 8hrs 12
4 RE/ZL 3hrs20 min 5
6 Biology 3hrs20 min 5
7 Geography/History/ZL 3hrs20 min 5
Total 29hrs 20min 44
E. Home Economics and Hospitality

i. Fashion and Fabrics/Food and i. Zambian Languages
Nutrition/Home Management ii. Religious Education/Civic
ii. English Language Education
iv. Science
v. Biology
46
Table 16: Time Allocation per Week (Home Economics)

3 Fashion and Fabrics/Food and 8hrs 12
Nutrition/Home Management
4 Biology 3hrs 20min 5
5 Science 4hrs 6
7 Civic Education/Religious 3hrs 20min 5
Education/Zambian Languages
Total 30hrs 45
Co-Curricular Activities
All learners will be expected to be involved in the following activities, which are
part of the education curriculum:
i. Club and Associations

ii. Sports
iv. Production Unit
TERTIARY EDUCATION
Teacher Education
This section covers the curriculum for Teacher Education at all levels; ECE,
Primary Teacher Education and Secondary School Teacher Education.
Pre-Service and In-Service

All institutions of learning at each level will provide two forms of programmes
under Teacher Education. These will be Pre-Service and In-Service Teacher
Education programmes.
Pre-Service is the kind of Teacher Education intended for candidates who have
no initial formal teaching orientation or experience. The knowledge, skills,
positive attitudes and values that student teachers acquire during the course
should enable them implement the school curriculum effectively.
The duration of the course leading to a diploma in education shall be three years.
The rationale is to accommodate more content in the college curriculum so as to
47
adequately prepare the student teachers.
In-service Education is a very important aspect of providing Continuing

Professional Development (CPD) to serving teachers and teacher educators.
Teacher Education institutions will offer programmes of various durations

depending on identified needs. The Ministry will continue to exercise a co-
ordinating function and ensure that programmes fit within the framework of an
overall comprehensive scheme.
The strategic approach under the In-Service Teacher Education will embody a
number of basic principles of provision, among them the following:
i. Programmes will be demand driven, responding to the identified societal

needs.
ii. The majority of the In-Service programmes will focus on institutional
needs and will be institutional based or based in Resource Centres.
iii. Cascade models will be given special consideration, subject to avoiding too
much dilution at the lower levels.
iv. Cost effective programmes that reach large numbers of personnel will be
given high priority.
v. Programmes offered under In-Service mode shall be both short and long
term as designed by the institutions.
Duration of Programmes
The duration for the pre-service degree programmes will be as stipulated by

respective institutions of learning but shall not be less than four years while
diploma courses will not be less than three years. However, upgrading courses for
in-service teachers may be less than four for a degree and less than three years for
a diploma
The duration of short courses shall vary from one week to twelve weeks; through
workshops, seminars, conferences and face-to-face teaching and learning modes
to enhance the teaching profession.
The long-term courses meant for continuing professional development are usually
upgrading courses for teachers who are qualified for subject-based teaching. The
duration of these courses shall be about twelve to twenty-four weeks.
These courses should be designed to help upgrade the professional and academic
48
qualifications of teachers and teacher educators to appropriate academic and
professional levels. Higher institutions of learning shall be instrumental in
providing long term courses to teachers who wish to upgrade their professional
and academic qualifications.
Distance Education
The institutions of learning providing Teacher Education will develop Distance
Education programmes for Pre-Service and In-Service Teacher Education in line
with the Ministry‟s provisions or guidelines. The Ministry of Education shall also
ensure that all Pre and In-Service programmes delivered through the Distance
Education mode are handled by educators who are qualified in Distance
Education methodologies.
School Experience
School Experience is a very important component of teacher preparation. During
this period, student teachers experience the real school environment and
demonstrate progressive proficiency in a variety of learning areas, teaching and
professional skills. The success of the School Experience will depend on the
collective input of the colleges/ institutions of education, the practicing schools
and the student teacher. School Experience shall last not less than one full School
Term.
Teacher Education Programmes

The programmes to be developed under this Education Curriculum Framework
will be those aimed at preparing teachers for different sub-sectors of the
education system. Three (3) Teacher Education Programmes will be developed.
The programmes will be designed in such a way that they will enable teachers to
qualify for a Diploma or Degree. However, the aspirations of the Ministry are to
have all teachers with a degree as a minimum qualification. The following will be
the programmes to be offered by different Teacher Education institutions:
i. Early Childhood Teacher Education Course

This programme will prepare teachers to teach children that are aged
between 3to 6 years in the ECE centres. The programme will prepare
teachers to qualify for a Diploma or Degree.
ii. Primary School Teacher Education Course

This professional course will cater for teachers who will teach at Grades 1 to
7 in the Primary Schools. Students who successfully complete this course
49
will graduate with a Diploma or Degree in Primary Education.
iii. Secondary School Teacher Education Course

This is an academic and professional course to be offered by colleges and
universities. Those who successfully complete the course will be awarded
either Bachelor‟s degrees or diploma in secondary school teaching. Degree
graduates will be qualified to teach Grades 8 to 12 whereas diploma teachers
will qualify to teach junior secondary school classes.
Key Competences for Teachers at all the Levels

Teachers‟ professional life revolves around knowledge and learners. The
knowledge is always increasing and changing while the learners are uniquely
different and live in the changing social environment. Against this background,
Teacher Education Programmes will focus at producing a teacher with high levels
of competences in:
i. Material that is to be taught;

ii. Skills in different teaching methodologies;
iii. Understanding educational foundations ;
iv.Creativity, constructiveness and innovation (Skill acquired); and
v. Providing competent leadership.
Some Changes in the Teacher Education Curriculum

The following are some significant changes in the Teacher Education Curriculum:
i. In the area of Special Education, Teacher Education institutions providing

specialised education will offer opportunities for student teachers to major in
one area of Special Education. This kind of specialisation will enable
student teachers to master the necessary competences in those areas. All
other colleges of education will offer basic special education to students
under pre and in-service programmes.
ii. Study Areas in the tertiary (Teacher Education) curriculum have been linked
to school curriculum so that the student teachers become familiar with school
curriculum while at college.
iii. Entrepreneurship Education shall be integrated in the curriculum for
teacher education.
iv. All student teachers shall be exposed to adequate knowledge and skills in
Sign Language and Braille so as to enable them to communicate effectively
with learners who have severe hearing and visual impairments respectively.
50
v. Information and Communications Technology shall be offered by all the
Teacher Education institutions in order to equip student teachers with
sufficient skills in this new learning area.
vi. Practical subjects have been allocated more time in order to equip student
teachers with sufficient skills.
Special Education Curriculum

Pre-Service Teacher Education Programmes will provide Basic Special Education
to all student teachers. However, Zambia National Institute for Special Education
(ZAMISE) and University of Zambia Special Education will offer specialised
programmes in Special Education. Students will opt to specialise in one particular
area; Hearing, Intellectual and Physical or Visual Impairments. The curriculum
will be as follows:
Education Foundations
i. Education Psychology
ii. History and Philosophy of Education
iii. Production of Aids (Teaching/Learning Aids)
iv. Sociology of Education
v. Guidance and Counselling
vi. Research Methods
vii. Information and Communications Technology
viii. Entrepreneurship Education
ix. Curriculum Studies
Special Education Courses (for Specialised Special Education

Teachers)
Students will opt to specialise in one of the following areas:
i. Hearing Impairment and a teaching subject

ii. Intellectual Impairment and a teaching subject
iii. Physical Impairment and a teaching subject
iv. Visual Impairment and a teaching subject
CURRICULUM FOR ECE - TEACHER EDUCATION

i. Child Psychology
ii. History and Philosophy of Early Childhood Education
iii. Production of Aids (Teaching/Learning Aids)
51
iv. Sociology of Early Childhood Education
v. Guidance and Counselling
vi. Research Methods
vii. Health, Nutrition and First Aid
viii. Organisation and Management of Early Childhood Education
ix. Early Childhood Special Education
x. Entrepreneurship Education
Teaching Courses
i. Pre-Literacy and Language
ii. Music, Games and Dances
iii. Expressive Arts
iv. Pre-Mathematics
v. Information and Communications Technology
vi. Environmental Science
vii. Social Studies
viii. Home Economics
CURRICULUM FOR PRIMARY TEACHER EDUCATION

i. Education Administration, History and Philosophy of Education
ii. Psychology and Sociology of Education
iii. Special Education
iv. Guidance and Counselling
v. Curriculum Studies
vi. Teaching Methods
vii. Entrepreneurship Education
viii. Information and Communications Technology Education
ix. Research Methods
Teaching Courses
i. Mathematics
iii. Literacy & Language
iv. Expressive Arts
v. Technology Studies
vi. Social Studies
52
CURRICULUM FOR JUNIOR SECONDARY TEACHER EDUCATION
Education Foundation
vii. Entrepreneurship
viii. Information and Communications Technology Education
ix. Research Methods
Option Teaching Subjects

Students will be required to study at least two teaching subjects of their own
choice. Higher institutions of learning will be expected to determine the subject
combinations but should be in line with the teaching subjects found in the Junior
Secondary School Curriculum.
CURRICULUM FOR SENIOR SECONDARY SCHOOL TEACHER

EDUCATION
vii. Entrepreneurship Education
viii. Research Methods
ix. Information and Communications Technology Education
Option Teaching Subjects

Students will be required to study at least two teaching subjects of their own
choice. Higher institutions of learning will be expected to determine the subject
combinations but should be in line with the teaching subjects found in the Senior
Secondary School Curriculum.
53
Contact Time in Teacher Education Institutions
Time allocation to the learning areas/subjects will be determined by institutions
themselves. More time should be allocated to practical subjects in line with what
has been done at school level.
Co-Curricular Activities
All students will be expected to be involved in the following activities which are
part of the education curriculum:
i. Clubs and Associations

ii. Sports
iv. Production Unit
TECHNICAL EDUCATION, VOCATIONAL AND

ENTREPRENEURSHIP TRAINING
The policy of government regarding the development and review of TEVET
curricula requires that it is end-user driven. The labour market demand dictates
the kind of curriculum and content to be provided by institutions of learning.
Key Competences for Learners at TEVET level

To ensure relevance, quality and economic demand responsive of a TEVET
learner, the content, structure and processes of training and learning should be
tailored towards producing a learner possessing the following attributes:
i. Foundational Competences. Demonstrate an understanding of the

knowledge and thinking which underpins actions taken.
ii. Practical Competences. Demonstrate ability in an authentic context to
consider a range of possibilities for action and follow through with the
most appropriate for that trade or profession.
iii. Reflective Competences:
 Demonstrate ability to integrate or connect performances and decision
making with understanding.
 Demonstrate ability to adapt to change in unforeseen circumstances and
rationalise these adaption within the context of a given trade or
profession.
54
TEVET Curriculum
Table 11 below shows the approved general structure of the curriculum for
Technical and Vocational Training.
Table 11: TEVET Curriculum Structure
Qualification or Award Description TEVET Qualifications Framework Level

Diploma Level 6
Advanced (Technician) Certificate Level 5
Certificate/Craft Certificate Level 4
Trade Test Certificate Level 3
Note: For TEVET institutions, specific competences and outcomes pertaining to

the above will be spelled out in the curriculum charts, detailed syllabi and
qualifications descriptors.
Adult Literacy
Formerly Adult Literacy was offered in terms of developmental skills
programmes. The current design of Adult Literacy is divergent enough to offer
learners the opportunity to proceed from the lower levels into formal education.
These learners can proceed into Grade 5 to Grade 7 and beyond, i.e. Secondary
and Tertiary levels of education.
Key Competences for Learners at Adult Literacy Level

The focus at this level is to produce a learner who will demonstrate:
i. Literacy Skills in either English or a Zambian Language or both

ii. Numeracy Skills
iii. Entrepreneurial Skills
Curriculum for Adult Literacy

The curriculum at this level has been standardised because previously the
curriculum was fragmented. This has been achieved through:
i. Developing a national curriculum for Adult Literacy Education for use by

all the providers in Zambia;
ii. The inclusion of contemporary entrepreneurship and other Life Skills in
the curriculum,
55
iii. Making Information and Communications Technology part of the core
Curriculum and;
iv. Provision of Civic Education as a learning area.
Learning Areas
Adult Literacy curriculum consists of the following learning areas:
i. Literacy
ii. Numeracy
iii. Entrepreneurship and ICT
iv. Civic Education
v. Environment and Health Education
Contact Time
Table 18: Time Allocation for Adult Literacy
No. Learning Areas Time Allocation per Week

1 Literacy and Language 2 hours
2 Numeracy 2 hour
3 Entrepreneurship 1 hour
4 Civic Education 2 hour
5 Environmental and Health Education 2 hour
Total 9 hours
56
CHAPTER FIVE
Effective Curriculum Implementation

Strategies
Successful implementation of the curriculum depends on many factors. These

consist of inputs, processes and the outcomes of the education system. The
following are some of the key factors:
TEACHING METHODOLOGIES
The curriculum development process should take a global view of the new trends,
strategies and practices, and embrace indigenous heritage and thoughts that could
fit in the local and national situations.
It is important that teachers and teacher-educators use a variety of teaching

methods and techniques in order to cater for the range of learning needs taking into
account the available local resources. The teachers and teacher-educators should as
much as possible, use methods that promote active learners‟ participation and
interaction. In addition, they should use methods that encourage learners to reflect,
think and do rather than reproduce from rote learning. In this regard, teachers and
teacher-educators are strongly advised to use the Learner-Centred Approach in the
teaching and learning process.
ASSESSMENTS
Assessment is an important tool in the teaching and learning process and is used to
determine whether teaching and learning have taken place or not. Standardised
tests are not the only way of gauging learner achievement. Performance
assessments are also used to measure what learners know and can do. These may
include:
i. Standard-based projects and assignments that require learners to

apply their knowledge skills, positive attitudes and values;
ii. Clearly defined rubrics (or criteria) to facilitate a fair and consistent
assessment of learner’s work and;
iii. Clearly defined performance targets at key stages of learning such as
Grades 1 and Grade 4.
57
Therefore, teachers and teacher-educators should create opportunities for learners
to benefit from the feedback of teachers and teacher-educators, peers, and outside
experts.
It must be noted that using assessments in the classroom enhances learners‟

achievement levels. It is based on the idea that learners will improve if they
understand the aim of the assessment and where they are, in relation to this aim
and how they can achieve it.
It, therefore, follows that teachers and teacher-educators should employ varying
types of assessments. This should not only be as a way of measuring the learners‟
strengths and weaknesses, but it should also help learners to get used to the
assessment procedures and environment.
Since Outcomes-Based Education encourages the parents to take an active part in

the teaching and learning process, it is imperative that from time to time,
parents/guardians are encouraged to take interest in the education progress of their
children. This can be done, for example, by looking at the work their children do at
school and by interacting with teachers and school management.
PLANNING AND RESOURCE MANAGEMENT

Planning
Planning is important in the work of a teacher and teacher-educator. This works as
a guide for the effective delivery of lessons and other activities in and outside the
classroom.
Resource Management
Effective resources management is important in the achievement of the
organizational goals. Learning institutions should use and manage teaching and
learning resources prudently in their institutions.
The institutions should expose learners to a variety of teaching and learning
resources that they can use in the teaching-learning process. The teachers and
teacher-educators must make the learners appreciate the need to make maximum
use of the following resources in the local environment:
58
i. Human Resources
Learning institutions should ensure that they put in place the right numbers with
correct academic and professional qualifications for teaching and non-teaching
staff. This will help in the effective implementation of the curricula at different
levels.
ii. Time Allocation and Management

Time is a very important resource that should be managed properly. In this regard,
all concerned stakeholders should attend to their assignments as required. In the
same way, the time allocated to each learning area/subject must be utilized
correctly. Teachers and teacher-educators should not spend time on activities that
are not in the school curriculum.
iii. Finance
The agencies or proprietors must source enough finances to run their learning
institutions effectively. Financial resources should be spent largely on the
acquisition of teaching and learning materials. The learning institutions should
prudently spend the financial resources according to the laid down procedures and
regulations.
PHYSICAL ENVIRONMENT
Learning institutions should have appropriate infrastructure such as classrooms,
lecture rooms/lecture theatres, tutorial rooms and specialised rooms, laboratories,
workshops and resource rooms. This infrastructure should be well stocked with
adequate equipment and materials needed for effective teaching and learning. They
should also have user-friendly facilities for learners, and learners with Special
Educational Needs and Pre-School. The Library is a very important resource-room
in a learning institution. Therefore, it must have adequate and appropriate reading
and other learning materials for both learners and staff.
Other facilities should include adequate playing grounds for the learners. These are
indoor and outdoor designated spaces for football, netball, volleyball and other
play and sporting activities. Sporting and play activities are necessary for learners‟
physical health and fitness. There should be space for production work where
learners will be involved in the acquisition of practical skills.
59
CO-CURRICULAR ACTIVITIES
Co-curricular activities are organised activities, which are part of the formalized
teaching schedule. They are a major channel for the development of life skills and
formation of positive attitudes and behaviour patterns. With the foregoing, learning
institutions should deliberately include in their programmes co- curricular activities
for all learners. Learners should participate in activities like sports, clubs, societies,
gardening, cultural presentations, and meetings of cultural and religious groups.
They can also extend the services to the school‟s immediate neighbourhood. The
institutions of learning should develop rich and varied programmes of such
activities, which promote a balanced and healthy development of learners.
CONTINUING PROFESSIONAL DEVELOPMENT

Teachers and teacher-educators are key players in any education system and should
regularly attend Continuing Professional Development (CPD) programmes. This
helps in updating pedagogical approaches, pastoral care for learners, assessment
procedures, school organization and management, and relationship with
parents/guardians and the community. Learning institutions should develop in
teachers and teacher-educators the spirit of Continuing Professional Development
in order for them to effectively implement the curriculum.
Learning institutions should have well-organised CPD programmes for members of

staff. Such programmes should be predominantly institutional based. There should
be regular paper presentations and professional discussions in identified areas.
SUBJECT ASSOCIATIONS
Subject Associations are professional bodies; therefore, they are encouraged to
participate in the effective implementation of the education curriculum. To this
effect, subject associations are expected to play a complementary role in
suggesting solutions to challenges encountered during the teaching and learning
process. Some of the key roles of the Subject Associations are that they should help
in:
i. Sustaining and strengthening subject professionalism;

ii. Furthering the study and teaching of different subjects;
iii. Contributing to the development of a specialist professional community
of practice;
60
iv. Providing a means of communication among all persons and bodies of
persons concerned with the teaching of the subject in particular and
education in general;
v. Providing an authoritative medium through which the opinions of
teachers regarding educational matters of the subject may be expressed;
and
vi. Supporting subject leadership in the institutions of learning and enhance
the quality of specialist teaching, initial teacher education, and
continuous professional development.
RESEARCH
Research is an important intervention at all levels of education. There is need to
find out what obtains and what needs to be adjusted or changed completely to suit
the obtaining situations. Therefore, in curriculum design and development, it is
cardinal to carry out both Action Research and Case Studies to help improve
learning and cater for content and the learners. Educational surveys should form
part of research work to alleviate all challenges in the education system and
sectors.
Learning institutions should establish a more systematic approach to the use of
empirical data in decisions that support improvements in the performance of
learners at all levels.
MONITORING AND EVALUATION

Monitoring and Evaluation improve teaching practices. Therefore, learning
institutions should monitor, evaluate and analyse the effectiveness of their
programmes and the teaching and learning strategies. In undertaking monitoring
and evaluation activities, the following should be paid attention to:
 Are the aims and objectives reasonable and appropriate?

 Are they being achieved? If not, why?
 Are resources (staff, money, time, facilities) used to their optimum?
There should be follow-ups and continuous monitoring and evaluation.
CONCLUSION
The reforms proposed in this new curriculum should be carried out with a clear
vision shared by all role players that the education is to have the function of
61
deriving a new type of society altogether. Therefore, commitment to the
implementation of this curriculum should be demonstrated by sufficient provision
of resources to the institutions of learning.
It is also imperative that teachers are re-oriented using mobile teams of local
experts assembled at centres. This should be done during convenient times, with
teachers assembling at district headquarters. The new curriculum will be
implemented as planned in the table below.
ROADMAP FOR IMPLEMENTING THE NEW CURRICULUM
YEAR GRADE
2014 ECE 1 5 8 10
2015 Adult 2 6 9 11
Literacy
2016 - 3 7 - 12
2017 - 4 - - -
62
REFERENCES
1. Curriculum Development Centre, (2000) Views of Stakeholders Outside

the Education Sector the Basic Education Curriculum, Ministry of
Education. Lusaka: Zambia.
2. Curriculum Development Centre (1999) International and National

Conventions and Declarations of Relevance to the Formulation of the
Zambian School Curriculum. Ministry of Education, Lusaka: Zambia.
3. Curriculum Development Centre (2000) A Study on Basic School

Curriculum Development in an International Perspective. Ministry of
Education, Lusaka: Zambia.
4. Curriculum Development Centre (1999) The Historical Background to

Curriculum Development in Zambia, 1964 – 1999. Ministry of Education,
Lusaka: Zambia.
5. Curriculum Development Centre (1999) Primary and Basic School

Teachers’ Views on the Basic School Curriculum. Ministry of Education,
Lusaka: Zambia.
6. Ministry of Education (2011) The Education Act, 2011, No. 23 of 2011

419, Government Printer, Lusaka: Zambia.
7. Ministry of Education, (1992) Focus on Learning. Government Printers,

Lusaka: Zambia.
8. Ministry of Education, (1996) Educating Our Future: Policy on Education.

Government Printers, Lusaka: Zambia.
9. Ministry of Education, (1977) Educational Reforms. Government Printers,

Lusaka: Zambia.
10. Ministry of Education, (2004) High School Policy Issues and Current
Practices in Zambia. Lusaka: Zambia.
11. Ministry of Education, (1967) Report on Educational Development in

1966–1967 Presented at the xxxth Session of the International Conference
on Public Education. Ministry of Education, Lusaka: Zambia.
12. Ministry of Education, (2007) Review of the Ministry of Education Sector

Plan: Independent Review 2006; Final Report – May 2007. Ministry of
63
Education, Lusaka: Zambia.
13. Ministry of Finance and National Development, (2011) Sixth National

Development Plan, Republic of Zambia.
14. Vision 2030A Prosperous Middle-Income Nation by 2030.
15. Ministry of Science, Technology and Vocational Training, (1996)

Technical Education, Vocational and Entrepreneurship Training Policy.
Lusaka, Zambia.

Strategy Paper on Technical Education, Vocational and Entrepreneurship
Training. Lusaka, Zambia.

Zambia Qualifications Authority Act No.13 of 2011. Lusaka, Zambia.
18. Republic of Zambia, (2005) The Technical Education, Vocational and

Entrepreneurship Training Act No. 13 of 1998 and TEVET (Amendment Act
No. 11 of 2005). Lusaka, Zambia.
64

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Republic of Zambia

Ministry of Education, Science,

Prepared and published by

ISBN: 978 – 9982 – 54 – 070 - 4

Prepared and published by:

The Curriculum Development Centre

Zambia is undergoing rapid socio-economic development and the education sector is no

Curriculum development is a consultative and participatory process. Therefore, the

ADL Activities for Daily Living

Adult Literacy Reading, writing and numerical calculations

Co-Curricular Play and educational activities that complement

Community Language A language which is widely used in a particular area

Compulsory Subjects Subjects to be taken by all learners at a particular

Distance Education Learning that is done through open and distance

Early Childhood Education Education provided to young children of 3-6 years

Entrepreneurship Education This is the type of education which instils

Familiar Zambian Language A local language that is commonly used by children

Junior Secondary Education Refers to the formal or school education provided at

Senior Secondary School Institutions of learning that provide Grades 10 to 12

Lower Primary Education Refers to the education offered to Grades 1–4

Upper Primary Education Refers to the education offered to Grades 5–7

Optional Subjects Subjects where learners have an opportunity to

School Experience This is a programme through which teacher trainees

Social Interaction This is the interaction that takes place among

Special Educational Needs Refers to the education services and strategies

In order to have a clear and focussed direction of the curriculum review, a

1. Principles in the Curriculum Review Process

2. Issues in the Curriculum Review Process

 creative, innovative and productive learners;

 Do we have a shared vision for learners and their learning?

 Have we identified and agreed on those values that we believe are

2.3 Key Competences

 Critical, analytic, strategic and creative thinking

 Have we identified the competences that we would like to nurture and

2.4 Subjects/Learning Areas

 Natural and Environmental Sciences

 Have we clearly defined all the critical dimensions of purposeful

The Education Curriculum Framework

The Zambia Education Curriculum Framework (ZECF) is a guide and set of

According to the Education Act of 2011, the Ministry of Education, Science,

While the ZECF contains a number of binding regulations for learning

i. interpret Government’s aims and objectives for the formal education

CURRICULUM SITUATIONAL ANALYSIS

At the primary school level, the government introduced English Language as a

At teacher education level, in 1966, the Government introduced the Zambia

The Educational Reform of 1977 brought further changes in the education

The Zambia Basic Education Teacher‟s Course consisted of a large number of

With regard to performance, there is some improvement in the achievement levels

Technical Education, Vocational and Entrepreneurship Training

Following the Saunders Report of November 1967, it was recognised that

The volatile economic environment brought about by the changing demographic

Economic objectives were intended to:

i. improve the productivity of the labour force in both formal and

Social objectives were intended to:

i. provide skills and opportunities that will respond to Zambia’s needs

Recognising curriculum as a key input into the training system, Government

Policies and Principles

The teaching of Business Studies, Civics, Agricultural Sciences and Practical

The Act was repealed in 2011.

The Constitution of Zambia, Act No. 1 of 1991 and the Amendment