The Curriculum Change Process - The Case of 'O' Level Geography in Zimbabwe

Abstract

This paper explores the processes which were followed to review and revise a syllabus designed before the attainment of Independence to come up with a post - independence one. The former was referenced as syllabus 2222 and the latter as syllabus 2248. The paper argues that syllabus design and development should follow logical steps such as rationale; needs assessment through consultation with teachers and other interested parties; selection of content using an acceptable paradigm; evaluation procedures; and provision of teaching and learning resources. Above all, the procedures followed should be grounded in literature on curriculum design and development.