The Politics of Curriculum Implementation in Africa.
The curriculum decisions made about teaching are not just about educational content, not about whose voices are heard, or whose knowledge is valued, but also how societies envision education. So, understanding the dynamics of curriculum politics is fundamental to understanding the nature of implemen...
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| Format: | Article |
| Language: | English |
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Kabale University
2024
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| Online Access: | http://hdl.handle.net/20.500.12493/2309 |
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| author | Ssempala, Fredrick Namazzi, Winnifred Birabwa |
| author_facet | Ssempala, Fredrick Namazzi, Winnifred Birabwa |
| author_sort | Ssempala, Fredrick |
| collection | KAB-DR |
| description | The curriculum decisions made about teaching are not just about educational content, not about whose voices are heard, or whose knowledge is valued, but also how societies envision education. So, understanding the dynamics of curriculum politics is fundamental to understanding the nature of implementation and the success possibilities of any curriculum implementation. This paper therefore found it important to investigate the kind of curriculum politics that prevails in Africa and how it influences curriculum development in schools. The objectives of the study were to explore how politics influences the curriculum implementation process in Africa and establish strategies that can improve the curriculum implementation process amidst the political dynamics. The study adopted an approach of methodological inquiry based on secondary data sources. Findings revealed the politicization of curricula in Africa significantly impacts teacher autonomy, teaching methodologies, and opportunities for professional development along the way through restrictive guidelines, standardized testing pressures, and conflicting pedagogical approaches. The study recommends addressing the politics of implementation through a multifaceted approach, where emphasis on prioritizing transparency, teacher empowerment, flexibility, and ethical inclusivity, can be used to navigate the challenges and create an educational ecosystem that empowers individual educators. |
| format | Article |
| id | oai:idr.kab.ac.ug:20.500.12493-2309 |
| institution | KAB-DR |
| language | English |
| publishDate | 2024 |
| publisher | Kabale University |
| record_format | dspace |
| spelling | oai:idr.kab.ac.ug:20.500.12493-23092024-09-24T00:00:54Z The Politics of Curriculum Implementation in Africa. Ssempala, Fredrick Namazzi, Winnifred Birabwa Politics Curriculum implementation Africa Professional Autonomy The curriculum decisions made about teaching are not just about educational content, not about whose voices are heard, or whose knowledge is valued, but also how societies envision education. So, understanding the dynamics of curriculum politics is fundamental to understanding the nature of implementation and the success possibilities of any curriculum implementation. This paper therefore found it important to investigate the kind of curriculum politics that prevails in Africa and how it influences curriculum development in schools. The objectives of the study were to explore how politics influences the curriculum implementation process in Africa and establish strategies that can improve the curriculum implementation process amidst the political dynamics. The study adopted an approach of methodological inquiry based on secondary data sources. Findings revealed the politicization of curricula in Africa significantly impacts teacher autonomy, teaching methodologies, and opportunities for professional development along the way through restrictive guidelines, standardized testing pressures, and conflicting pedagogical approaches. The study recommends addressing the politics of implementation through a multifaceted approach, where emphasis on prioritizing transparency, teacher empowerment, flexibility, and ethical inclusivity, can be used to navigate the challenges and create an educational ecosystem that empowers individual educators. 2024-09-23T08:54:20Z 2024-09-23T08:54:20Z 2024 Article Ssempala, Fredrick, & Namazzi, Winnifred Birabwa (2024). The Politics of Curriculum Implementation in Africa. Kabale: Kabale University. http://hdl.handle.net/20.500.12493/2309 en Attribution-NonCommercial-NoDerivs 3.0 United States http://creativecommons.org/licenses/by-nc-nd/3.0/us/ application/pdf Kabale University |
| spellingShingle | Politics Curriculum implementation Africa Professional Autonomy Ssempala, Fredrick Namazzi, Winnifred Birabwa The Politics of Curriculum Implementation in Africa. |
| title | The Politics of Curriculum Implementation in Africa. |
| title_full | The Politics of Curriculum Implementation in Africa. |
| title_fullStr | The Politics of Curriculum Implementation in Africa. |
| title_full_unstemmed | The Politics of Curriculum Implementation in Africa. |
| title_short | The Politics of Curriculum Implementation in Africa. |
| title_sort | politics of curriculum implementation in africa |
| topic | Politics Curriculum implementation Africa Professional Autonomy |
| url | http://hdl.handle.net/20.500.12493/2309 |
| work_keys_str_mv | AT ssempalafredrick thepoliticsofcurriculumimplementationinafrica AT namazziwinnifredbirabwa thepoliticsofcurriculumimplementationinafrica AT ssempalafredrick politicsofcurriculumimplementationinafrica AT namazziwinnifredbirabwa politicsofcurriculumimplementationinafrica |