The Curriculum Change Process - The Case of 'O' Level Geography in Zimbabwe
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.
Full Text LinksMunowenyu, E.M. (1997) The Curriculum Change Process - The Case of 'O' Level Geography in Zimbabwe. ZBTE Vol.5.no 2 (pp1-19) UZ Mt Pleasant ,Harare: DTE.
Department of Teacher Education (DTE) University of Zimbabwe (UZ)
University of Zimbabwe (UZ)