Curricula, Examinations, and Assessment in Secondary Education in Sub-Saharan Africa
Curriculum reforms first and foremost should focus on improving the current teaching and learning processes. As a systemic challenge, these changes need to include re-orientation from secondary education as pre-academic tertiary education to a wide...
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| Format: | Publication |
| Language: | English en_US |
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Washington, DC : World Bank
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2008/01/9020787/curricula-examinations-assessment-secondary-education-sub-saharan-africa http://hdl.handle.net/10986/6372 |
| Summary: | Curriculum reforms first and foremost
should focus on improving the current teaching and learning
processes. As a systemic challenge, these changes need to
include re-orientation from secondary education as
pre-academic tertiary education to a wider range of options,
including vocational education and the world of work.
Curriculum reforms in Sub-Saharan Africa (SSA) require
comprehensive approaches directed at the complexity of the
educational system at large. It requires the acknowledgement
of past obstacles and current challenges to reform, as well
as the challenges additionally created by the reforms. Human
and physical resources, perceptions, experiences with past
reforms and current school and classroom practices determine
the limits of what educational systems can absorb in terms
of development. Many high political ambitions have
implications that are beyond current context and conditions.
It therefore makes sense to have realistic ambitions and
scope of curriculum reform, because these may increase the
potential for successful implementation. Sometimes, less
could actually be more. It is recommended that curriculum
reform and strategies be based on the realities on the
ground and much less on political ambitions. Implementation
of curricula depends on improved coordination of development
efforts with a focus on curriculum. It is recommended to
increase the efficiency, clearly define institutional
responsibilities, and provide for better cooperation and
communication with across existing institutions and departments. |
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