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dc.creatorMunowenyu, Ernest M.
dc.date.accessioned2015-08-03T15:10:33Z
dc.date.accessioned2015-12-08T10:55:41Z
dc.date.available2015-08-03T15:10:33Z
dc.date.available2015-12-08T10:55:41Z
dc.date.created2015-08-03T15:10:33Z
dc.date.issued1997-07
dc.identifierMunowenyu, 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.
dc.identifier1022-3800
dc.identifierhttp://opendocs.ids.ac.uk/opendocs/handle/123456789/6653
dc.identifier.urihttp://hdl.handle.net/10646/2287
dc.description.abstractThis 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.
dc.languageen
dc.publisherDepartment of Teacher Education (DTE) University of Zimbabwe (UZ)
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/
dc.rightsUniversity of Zimbabwe (UZ)
dc.subjectEducation
dc.titleThe Curriculum Change Process - The Case of 'O' Level Geography in Zimbabwe
dc.typeArticle


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