Curriculum

Challenges Experienced in Inclusive Education among Secondary Schools in Temeke District, Tanzania

Leave a Comment / Vol 5, Issue 1 /

Authors: Bertha Losioki (The Mwalimu Nyerere Memorial Academy, Tanzania) and Christer Ngowoko (The Mwalimu Nyerere Memorial Academy, Tanzania) Abstract: This study investigated about challenges experienced in inclusive education among secondary schools in Temeke District, Tanzania. The study used the triangulation research design, where data emerged from an interview schedule, a questionnaire and the observation schedule. […]

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Teacher Preparedness and Strategies Used in Teaching of Climate Change Education in the Southern Region of Malawi

Leave a Comment / Vol 4, Issue 5 /

Authors: Duncan Wadson (The University of Zambia), Innocent Mutale Mulenga (The University of Zambia) and Inonge Milupi (The University of Zambia) Abstract: This study examined the preparedness of teachers and the strategies used in the teaching of Climate Change Education (CCE) in senior secondary schools in the Southern Region of Malawi. The mixed method convergent

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Primary School Teachers’ Perceptions and Needs towards the Implementation of Standard Based Curriculum in Kpandai District, Ghana

Leave a Comment / Vol 4, Issue 3 /

Author: George Sulo Bingan (Ghana Education Service), Collins Asoma (Berekum College of Education), Ernest Setor Amenu (Ghana Education Service), Eric Appiah-Kubi (Berekum College of Education), and Kofi Afriyie (Berekum College of Education) Abstract: This study investigated about the primary school teachers’ perceptions and needs towards the implementation of standard based curriculum in Kpandai District of

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Strategies used in Mobilizing Physical Resource in Kilolo District Public Secondary Schools, Tanzania

3 Comments / Vol 3, Issue 1 /

Authors: Hyacinta Raymond Mgaya (Department of Education Foundations, St. Augustine University of Tanzania), Daniel Oduor Onyango, PhD (Department of Education Foundations, St. Augustine University of Tanzania) Abstract: This study sought to establish strategies used in mobilizing physical resource through the mixed research approach under which convergent parallel design was used. The study was conducted across

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A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe

1 Comment / Vol 2, Issue 2 /

Author: Audrey Chirapa, (Chemhanza High School, Wedza, Zimbabwe) and Prof. Lois Ranganai Mberengwa, PhD, (Midlands State University, Zimbabwe). Abstract: Through descriptive design, this study sought to establish the compatibility of the A-level Textile Technology and Design (TTD) curriculum with the industry requirements in Harare, Zimbabwe. The study employed both quantitative and qualitative techniques through a

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Perception of Educators towards the Adoption of Education 5.0: A Case of a State University in Zimbabwe

1 Comment / Vol 1, Issue 2 /

Authors: Dumisani Rumbidzai Muzira, PhD (Marondera University of Agricultural Sciences and Technology, Zimbabwe) and Beatrice Maupa Bondai (University of Zimbabwe) Abstract: This study was an exploration of educators’ perceptions towards the adoption of Education 5.0 which was conducted at a state University in Zimbabwe. Education 5.0 is a new curriculum reform that would need a

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Faith Integration in Curriculum Development: A Need for an Integrated Curriculum in Post-Civil War Liberia

2 Comments / Vol 1, Issue 1 /

Author: Adventor Mulbah Trye, PhD Date: 29th May 2020 Abstract: Integration of faith and learning practitioners must be able to develop an integrated curriculum which includes the focused, intentional and targeted integration approach as recommended in this paper. The integration should include various aspects like the programs of studies, the lesson plans and the evaluation

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