The Opportunities and Critical Challenges of Middle Education Curriculum Implementation in Primary Schools
A Case Study of Wolaita Zone, Ethiopia
DOI:
https://doi.org/10.30631/ijer.v9i1.264Keywords:
Curriculum implementation, curriculum development, Middle education, Critical challenges, Good opportunities, PedagogyAbstract
The purpose of this study is to examine the opportunities and critical challenges of curriculum implementation in middle education in case schools. The study adopted a qualitative case study research approach and purposely selected four teachers, representatives of students, and parents, and in the case of availability, principals participated in collecting primary data through interviews and FGD. Document reviews and observations were also conducted to collect the data. Data were analyzed by narrating and categorizing each theme, and finally triangulating the findings of the study based on the objectives of the study. The findings of the study imply opportunities, critical challenges, and directions for further improvement of the curriculum in case schools. According to the major findings of the study, there were some good opportunities in case schools, such as students and teachers with similar backgrounds in the case of first language or cultural aspects, existence teachers, and school principals according to the standard of qualification status of middle education and the availability of basic school facilities, even if there were utilization issues. The study has also shown critical challenges, such as the attitude and practice of stakeholders in the case of curriculum implementation, shortage of textbooks and training based on curriculum reform, and context-related variables. Finally, cooperation and collaboration among stakeholders are suggested to improve the practice of curriculum implementation..
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References
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Alsubaie, A. (2015). Hidden Curriculum as One of Current Issue of Curriculum. Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) , Vol.6, No.33, P115-128.
Ambissa, K. (2014). The Practice of Curriculum Contextualization in Selected Primary Schools in Rural Ethiopia. Journal of Education and Practice, www.iiste.org, Vol.5, No.10.
Asrat, D. ( 2020). Teachers’ Role in Curriculum Implementation at Primary and Secondary Schools of Addis Ababa, Ethiopia. Contemporary Educational Researches Journal. , 10(2), 28-41. DOI: 10.18844/cerj.
Best, W. & Kahn, V. . (2010). Research in Education (10th edition), . New York : Pearson
Brainard, C. P. (2021). Factors Affecting Quality Teaching and Learning Outcomes in Teacher Education in Sierra Leone. International Journal of Humanities Social Sciences and Education (IJHSSE) , Volume 8, Issue 10, October 2021, PP 94-112 ISSN 2349-0373.
Chowdhury, M. & Siddique. A. (2016). An Explorative Study on the Null Secondary Science Curriculum in Bangladesh. Science Education Internationa, Volume 28, Issue 2 p147-155.
Cohen, L.,Manion, L. & Morrison, K. (2018). Research Methods in Education. Eighth edition . London and New York,: Routledge.
Cresswel, J. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (4th ed.) . Upper Saddle River RJ : Pearson Education.
Creswell, W. J. & Poth, N. C. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches Fourth Edition,. Washington & Los Angelous: Sage publications.
Creswell, W. J. & Creswell, D. J. (2018). Research Design:Qualitative, Quantitative, and Mixed Methods Approaches. Fifth Edition . London: SAGE Publications,.
David, L., J. (2011). Research says High-Stake Testing Narrows the Curriculum. Journal of Educational Leadership, 68(6), 78-80. .
Darling-Hammond, L. (2017). Teacher education around the World: What can We Learn from International Practice?, . European Journal of Teacher Education, 40:3, 291-309, DOI: 10.1080/02619768.2017.1315399, 291-309.
Darling-Hammond, L., Hyler, M. E., Gardner, M. . (2017). Effective Teacher Professional Development. . Palo Alto, CA: Learning Policy Institute.
Donga, F. L. (2019). The Effects of Attitude and Motivation towards Students’ English Basic Knowledge . International Journal of Education, Learning and Development Vol.7, No.11,, November 2019 Published by ECRTD-UK, pp.49-55.
Epstein, J. L., et al. (2002). School, community, and community partnerships: Your Handbook for Action (2nd ed.). . Thousand Oaks: Thousand Oaks, CA: Corwin Press.
Ewnetu, H. & Firdisa, J. (2010).Teachers’ Perceptions of School Based Continuous Professional Development (SBCPD) In Jimma Zone Selected Schools . Ethiop. J. Educ. & Sc, Vol. 5 No 2 .
Fan, L. (2010). Principles and Processes for Publishing Textbooks and Alignment with Standards. Nanyang : Singapore. Nanyang Technological University.
Fekadu, M. (2021). Evaluation on the Implementation of Continuous Professional Development Program: The Case of EFL Teachers. International Journal of English Language Teaching, Vol.9, No.1, P.54-64.
Haftu, H. and Yalew, E. (2013). Teachers' Engagement in and Practice of Continuous Professional Development: Factors Affecting CPD’s Implementation in Primary Schools. The Ethiopian Journal of Education, Vol. XXXIII No. 2 December 2013. P1-38.
Joao, M. (2018). Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning.
Karakuş, G. (2021). Solutions for Barriers in Curriculum Implementation. . African Educational Research Journal, 9(2): 591- 599.
KICD (Kenya Institute of Curriculum Development). (2017). Basic Education Curriculum Framework. Nayrob : MoE.
Kuiper, W., & Berkvens, J. (2013). Balancing Curriculum Regulation and Freedom Across Europe . In CIDREE Yearbook 2013. Enschede: The Netherlands SLO.
Leite, C. et al. ( 2013). National Curriculum vs Curricular Adaptation – Teachers’ Perspectives: Curricular Practices and Discourses. Porto: University of Porto, Portugal.
Leite, C., Fernandes, P. & Figueiredo, C. (2015). National Curriculum vs Curricular Adaptation – Teachers’ Perspectives.Theme4--- Curricular Practice and Discourses. University of Porto, Portugal : University of Porto.
Leite, C. Fernandes, P. & Figueiredo, C. (2018). Challenges of Curricular Contextualization: Teachers’ Perspectives. Australian Association for Research in Education, 1-9.
Mazana, Y. M., Montero, S .C. and Casmir, O. R. (2019). Investigating Students’ Attitude towards Learning Mathematics. International Electronic Journal of Mathematics Education, e-ISSN: 1306-3030. 2019, Vol. 14, No. 1, 207-231.
Misgana, F. & Chali, A. (2019). Factors Affecting the Implementation of Formative Assessment in Some Selected Primary Schools in Nekemte Town, Oromia Region, Ethiopia. Annals of Social Sciences & Management studies. , 4(3), P 71-80.
____ (2009 &2020). Curriculum Framework for Ethiopian Education (KG – Grade 12). Addis Ababa, Ethiopia: MoE.
____ (2012). Guideline for Curriculum Differentiation and Individual Education Programme. MoE, Ethiopia
____ (2018). Ethiopian Education Development Roadmap (2017-30) An integrated Executive Summary . Addis Ababa: MoE.
____ (2021). Education Sector Development Programme Six (ESDP VI) 2013 - 2017 E.C. 2020/21 - 2024/25 G.C, Addis Ababa: Published by: Federal Ministry of Education Federal Democratic Republic of Ethiopia . Addis Ababa: MoE.
____ (2023). Education and Training Policy of Ethiopia. Addis Ababa , MoE
Mulenga, M. (2019). Conceptualization and Definition of a Curriculum by Innocent. . Journal of Lexicography and Terminology, The University of Zambia School of Education, 2(1), 1-24.
Muskin, A. J. (2018). Continuous Assessment for Improved Teaching and Learning: A
Critical Review to Inform Policy and Practice. UNESCO, International Bureau of Education
Ogar, E. & Awhen, F. . (2015). Teachers Perceived Problems of Curriculum Implementation in Tertiary Institutions in Cross River State of Nigeria. Journal of Education and Practice.
Onurkan-Aliusta, G. & Ozder, H. (2022). What Teachers Teach and How They Teach It: A Case Study on Fidelity of Implementation in Turkish Cypriot Schools. . Issues in Educational Research, 32(1), http://www.iier.org.au/iier32/onurkan- aliusta.pdf, 333-351.
Ornstein, A. C.& Hunkins, F. P. (2018). Curriculum: Foundations, Principles, and Issues (10th ed.). New York : Pearson. St. John’s University.
Pacific Policy Research Center. (2010). 21st Century Skills for Students and Teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division.
Sangster, P., et al. (2013). Transformative professional learning: embedding critical literacies in the classroom. New York: Routledge.
Sharma, R. (2014). Should Curriculum Be Universalized or Contextualized? A Seminar Paper in Curriculum and Instruction . Nepal : Kathmandu University.
Sharma, R. G, Ahmad, S. M., Batala, K. L., & Ace, N. B. (2019). Policy Paradox between Local and National Agencies of Education: A Lived Experiences from Local Curriculum Development Practices in Nepal. International Journal of Education and Research 3(7), March 2019., 159-171.
Sintayehu, B. . (2016). The Practice of Continuous Assessment in Primary Schools: The Case of Chagni, Ethiopia . Journal of Education and Practice. Vol.7, No.31, 24-31
Sisay, A. and Enguday, A. (2022). History Education for Nation- Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis, Cogent Education, 9:1, 2113210, DOI: 10.1080/2331186X.2022.2113210.
Soetan,K., Onojah, O., Oluwakemi, S., Ayodeji, G. , Janet, A. & Olabo, O. ( 2020). Secondary School Teachers' Utilization of Indigenous Instructional Resources in Teaching Basic Technology in Kwara State. Journal of Transdisciplinary Studies , 111-118.
Soto, T. S. (2015). An Analysis of Curriculum Development. Theory and Practice in Language Studies, Vol. 5, No. 6, June 2015 DOI: http://dx.doi.org/10.17507/tpls.0506.02, pp. 1129-1139.
Soetan, K. et al. . ( 2020). Secondary School Teachers' Utilization of Indigenous Instructional Resources in Teaching Basic Technology in Kwara State. Journal of Transdisciplinary Studies , 111-118.
Stojanoska, G., Daniela, A. & Zlatko, Z . (2016 ). Hidden Curriculum in the Primary Schools in the Republic of Macedonia: Content Analysis of the History Textbooks. . Proceedings of INTED2016 Conference 7th-9th March 2016. Valencia, Spain.
Styron, L. J. and Styron, A. R. (2012). Teaching to the Test: A Controversial Issue in Quantitative Measurement. Systemics. Cybernetics and Informatics Volume 10 - Number 5 - Year 201222 ISSN: 1690-4524 , 21-24.
Sylvestre, M., Haiyan, H. & Zhao Yiyi, Z. (2018 ). Information Communication Technology Policy and Public Primary Schools’ Efficiency in Rwanda. South African Journal of Education, 38(1) ,1-16.
Tsindoli, S. et al. ( 2018 ). Integration of Existing Indigenous Knowledge within Mathematics Curriculum for Primary Schools in Kenya. International Academic Journal of Social Sciences and Education, Volume 2, Issue 1, pp. 74-87.
Tomlinson, C. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria: 2nd ed.Alexandria, VA: ASCD.
UNESCO (2013). Glossary of Curriculum Terminology . Paris: International Bureau of Education (UNESCO-IBE).
Wafubwa, R. N. (2021). Challenges of Teaching and Assessing the 21st-Century Competencies in Africa: A focus on the Kenyan New Curriculum of Basic Education. East African Journal of Education Studies, 3(1), 96-105.
Wondifraw, D. (2021). Academic Cheating in Ethiopian Secondary Schools: Prevalence, Perceived Severity, and Justifications. Cogent Education, 8:1, 1866803, DOI: 10.1080/2331186X.2020.1866803, pp 1-16.
Wrahatnolo and Munoto. (2018). 21st Centuries Skill Implication on Educational System. IOP Conf. Ser.: Mater. Sci. Eng. 296 012036. P1-8.
Wudu M., Tefera T. & Woldu A. (2009). The Practice of Learner-Centered Method in Upper Primary Schools of Ethiopia. Ethiop. J. Educ.& Sc. Vol. 4 No. 2 , 27-45.
Yin, R. . (2003). Case Study Research: Design and Methods. London : Sage Publication.
_____ (2014). Case study Research: Design and Methods (5th ed.). Applied Social Research Methods Series. . New York: SAGE Publications.
Alismail, A. H. and McGuire, P. (2015). 21st Century Standards and Curriculum: Current Research and Practice. . Journal of Education and Practice. www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.6, 2015, 150-156.
Alsubaie, A. (2015). Hidden Curriculum as One of Current Issue of Curriculum. Journal of Education and Practice www.iiste.org ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) , Vol.6, No.33, P115-128.
Ambissa, K. (2014). The Practice of Curriculum Contextualization in Selected Primary Schools in Rural Ethiopia. Journal of Education and Practice, www.iiste.org, Vol.5, No.10.
Asrat, D. ( 2020). Teachers’ Role in Curriculum Implementation at Primary and Secondary Schools of Addis Ababa, Ethiopia. Contemporary Educational Researches Journal. , 10(2), 28-41. DOI: 10.18844/cerj.
Best, W. & Kahn, V. . (2010). Research in Education (10th edition), . New York : Pearson
Brainard, C. P. (2021). Factors Affecting Quality Teaching and Learning Outcomes in Teacher Education in Sierra Leone. International Journal of Humanities Social Sciences and Education (IJHSSE) , Volume 8, Issue 10, October 2021, PP 94-112 ISSN 2349-0373.
Chowdhury, M. & Siddique. A. (2016). An Explorative Study on the Null Secondary Science Curriculum in Bangladesh. Science Education Internationa, Volume 28, Issue 2 p147-155.
Cohen, L.,Manion, L. & Morrison, K. (2018). Research Methods in Education. Eighth edition . London and New York,: Routledge.
Cresswel, J. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. (4th ed.) . Upper Saddle River RJ : Pearson Education.
Creswell, W. J. & Poth, N. C. (2018). Qualitative Inquiry & Research Design: Choosing Among Five Approaches Fourth Edition,. Washington & Los Angelous: Sage publications.
Creswell, W. J. & Creswell, D. J. (2018). Research Design:Qualitative, Quantitative, and Mixed Methods Approaches. Fifth Edition . London: SAGE Publications,.
David, L., J. (2011). Research says High-Stake Testing Narrows the Curriculum. Journal of Educational Leadership, 68(6), 78-80. .
Darling-Hammond, L. (2017). Teacher education around the World: What can We Learn from International Practice?, . European Journal of Teacher Education, 40:3, 291-309, DOI: 10.1080/02619768.2017.1315399, 291-309.
Darling-Hammond, L., Hyler, M. E., Gardner, M. . (2017). Effective Teacher Professional Development. . Palo Alto, CA: Learning Policy Institute.
Donga, F. L. (2019). The Effects of Attitude and Motivation towards Students’ English Basic Knowledge . International Journal of Education, Learning and Development Vol.7, No.11,, November 2019 Published by ECRTD-UK, pp.49-55.
Epstein, J. L., et al. (2002). School, community, and community partnerships: Your Handbook for Action (2nd ed.). . Thousand Oaks: Thousand Oaks, CA: Corwin Press.
Ewnetu, H. & Firdisa, J. (2010).Teachers’ Perceptions of School Based Continuous Professional Development (SBCPD) In Jimma Zone Selected Schools . Ethiop. J. Educ. & Sc, Vol. 5 No 2 .
Fan, L. (2010). Principles and Processes for Publishing Textbooks and Alignment with Standards. Nanyang : Singapore. Nanyang Technological University.
Fekadu, M. (2021). Evaluation on the Implementation of Continuous Professional Development Program: The Case of EFL Teachers. International Journal of English Language Teaching, Vol.9, No.1, P.54-64.
Haftu, H. and Yalew, E. (2013). Teachers' Engagement in and Practice of Continuous Professional Development: Factors Affecting CPD’s Implementation in Primary Schools. The Ethiopian Journal of Education, Vol. XXXIII No. 2 December 2013. P1-38.
Joao, M. (2018). Constructivism and Connectivism in Education Technology: Active, Situated, Authentic, Experiential, and Anchored Learning.
Karakuş, G. (2021). Solutions for Barriers in Curriculum Implementation. . African Educational Research Journal, 9(2): 591- 599.
KICD (Kenya Institute of Curriculum Development). (2017). Basic Education Curriculum Framework. Nayrob : MoE.
Kuiper, W., & Berkvens, J. (2013). Balancing Curriculum Regulation and Freedom Across Europe . In CIDREE Yearbook 2013. Enschede: The Netherlands SLO.
Leite, C. et al. ( 2013). National Curriculum vs Curricular Adaptation – Teachers’ Perspectives: Curricular Practices and Discourses. Porto: University of Porto, Portugal.
Leite, C., Fernandes, P. & Figueiredo, C. (2015). National Curriculum vs Curricular Adaptation – Teachers’ Perspectives.Theme4--- Curricular Practice and Discourses. University of Porto, Portugal : University of Porto.
Leite, C. Fernandes, P. & Figueiredo, C. (2018). Challenges of Curricular Contextualization: Teachers’ Perspectives. Australian Association for Research in Education, 1-9.
Mazana, Y. M., Montero, S .C. and Casmir, O. R. (2019). Investigating Students’ Attitude towards Learning Mathematics. International Electronic Journal of Mathematics Education, e-ISSN: 1306-3030. 2019, Vol. 14, No. 1, 207-231.
Misgana, F. & Chali, A. (2019). Factors Affecting the Implementation of Formative Assessment in Some Selected Primary Schools in Nekemte Town, Oromia Region, Ethiopia. Annals of Social Sciences & Management studies. , 4(3), P 71-80.
____ (2009 &2020). Curriculum Framework for Ethiopian Education (KG – Grade 12). Addis Ababa, Ethiopia: MoE.
____ (2012). Guideline for Curriculum Differentiation and Individual Education Programme. MoE, Ethiopia
____ (2018). Ethiopian Education Development Roadmap (2017-30) An integrated Executive Summary . Addis Ababa: MoE.
____ (2021). Education Sector Development Programme Six (ESDP VI) 2013 - 2017 E.C. 2020/21 - 2024/25 G.C, Addis Ababa: Published by: Federal Ministry of Education Federal Democratic Republic of Ethiopia . Addis Ababa: MoE.
____ (2023). Education and Training Policy of Ethiopia. Addis Ababa , MoE
Mulenga, M. (2019). Conceptualization and Definition of a Curriculum by Innocent. . Journal of Lexicography and Terminology, The University of Zambia School of Education, 2(1), 1-24.
Muskin, A. J. (2018). Continuous Assessment for Improved Teaching and Learning: A
Critical Review to Inform Policy and Practice. UNESCO, International Bureau of Education
Ogar, E. & Awhen, F. . (2015). Teachers Perceived Problems of Curriculum Implementation in Tertiary Institutions in Cross River State of Nigeria. Journal of Education and Practice.
Onurkan-Aliusta, G. & Ozder, H. (2022). What Teachers Teach and How They Teach It: A Case Study on Fidelity of Implementation in Turkish Cypriot Schools. . Issues in Educational Research, 32(1), http://www.iier.org.au/iier32/onurkan- aliusta.pdf, 333-351.
Ornstein, A. C.& Hunkins, F. P. (2018). Curriculum: Foundations, Principles, and Issues (10th ed.). New York : Pearson. St. John’s University.
Pacific Policy Research Center. (2010). 21st Century Skills for Students and Teachers. Honolulu: Kamehameha Schools, Research & Evaluation Division.
Sangster, P., et al. (2013). Transformative professional learning: embedding critical literacies in the classroom. New York: Routledge.
Sharma, R. (2014). Should Curriculum Be Universalized or Contextualized? A Seminar Paper in Curriculum and Instruction . Nepal : Kathmandu University.
Sharma, R. G, Ahmad, S. M., Batala, K. L., & Ace, N. B. (2019). Policy Paradox between Local and National Agencies of Education: A Lived Experiences from Local Curriculum Development Practices in Nepal. International Journal of Education and Research 3(7), March 2019., 159-171.
Sintayehu, B. . (2016). The Practice of Continuous Assessment in Primary Schools: The Case of Chagni, Ethiopia . Journal of Education and Practice. Vol.7, No.31, 24-31
Sisay, A. and Enguday, A. (2022). History Education for Nation- Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis, Cogent Education, 9:1, 2113210, DOI: 10.1080/2331186X.2022.2113210.
Soetan,K., Onojah, O., Oluwakemi, S., Ayodeji, G. , Janet, A. & Olabo, O. ( 2020). Secondary School Teachers' Utilization of Indigenous Instructional Resources in Teaching Basic Technology in Kwara State. Journal of Transdisciplinary Studies , 111-118.
Soto, T. S. (2015). An Analysis of Curriculum Development. Theory and Practice in Language Studies, Vol. 5, No. 6, June 2015 DOI: http://dx.doi.org/10.17507/tpls.0506.02, pp. 1129-1139.
Soetan, K. et al. . ( 2020). Secondary School Teachers' Utilization of Indigenous Instructional Resources in Teaching Basic Technology in Kwara State. Journal of Transdisciplinary Studies , 111-118.
Stojanoska, G., Daniela, A. & Zlatko, Z . (2016 ). Hidden Curriculum in the Primary Schools in the Republic of Macedonia: Content Analysis of the History Textbooks. . Proceedings of INTED2016 Conference 7th-9th March 2016. Valencia, Spain.
Styron, L. J. and Styron, A. R. (2012). Teaching to the Test: A Controversial Issue in Quantitative Measurement. Systemics. Cybernetics and Informatics Volume 10 - Number 5 - Year 201222 ISSN: 1690-4524 , 21-24.
Sylvestre, M., Haiyan, H. & Zhao Yiyi, Z. (2018 ). Information Communication Technology Policy and Public Primary Schools’ Efficiency in Rwanda. South African Journal of Education, 38(1) ,1-16.
Tsindoli, S. et al. ( 2018 ). Integration of Existing Indigenous Knowledge within Mathematics Curriculum for Primary Schools in Kenya. International Academic Journal of Social Sciences and Education, Volume 2, Issue 1, pp. 74-87.
Tomlinson, C. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. Alexandria: 2nd ed.Alexandria, VA: ASCD.
UNESCO (2013). Glossary of Curriculum Terminology . Paris: International Bureau of Education (UNESCO-IBE).
Wafubwa, R. N. (2021). Challenges of Teaching and Assessing the 21st-Century Competencies in Africa: A focus on the Kenyan New Curriculum of Basic Education. East African Journal of Education Studies, 3(1), 96-105.
Wondifraw, D. (2021). Academic Cheating in Ethiopian Secondary Schools: Prevalence, Perceived Severity, and Justifications. Cogent Education, 8:1, 1866803, DOI: 10.1080/2331186X.2020.1866803, pp 1-16.
Wrahatnolo and Munoto. (2018). 21st Centuries Skill Implication on Educational System. IOP Conf. Ser.: Mater. Sci. Eng. 296 012036. P1-8.
Wudu M., Tefera T. & Woldu A. (2009). The Practice of Learner-Centered Method in Upper Primary Schools of Ethiopia. Ethiop. J. Educ.& Sc. Vol. 4 No. 2 , 27-45.
Yin, R. . (2003). Case Study Research: Design and Methods. London : Sage Publication.
_____ (2014). Case study Research: Design and Methods (5th ed.). Applied Social Research Methods Series. . New York: SAGE Publications.
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2025-02-03
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