REPUBLIC OF ZAMBIA MINISTRY OF EDUCATION FREQUENTLY ASKED QUESTIONS ON THE EDUCATION CURRICULUM REFORMS

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REPUBLIC OF ZAMBIA
MINISTRY OF EDUCATION

FREQUENTLY ASKED QUESTIONS ON
THE EDUCATION CURRICULUM REFORMS

1

Table of Contents
1. What necessitated the revision of the curriculum and why was the curriculum
revised? 3
2. What are the main objective of reforming the curriculum? 3
3. Have the stakeholders such as teachers, parents and civil society organisations played any role in the curriculum reform? 5
4. The merits the new curriculum is going to bring comparing it to the previous curriculum 6
5. The Ministry officially launched the New Curriculum and announced that the new curriculum would be implemented in phases starting 2025. Explain what this means? 6
6. What is the outlook of the adjusted structure of Zambia ‘ s education system? 7
7. How many years will learners spend in Early Childhood Education, primary section and A-levels 8
8. When do we expect to see the full implementation of the 2023 Zambia Education Curriculum Framework? 8
9. Summarise to us the writing of examination in Grade 6 and introduction of Forms? 8
10. According to the new curriculum who will be the first to write examinations in Grade 6 and form 4? 8
11. Does the 2023 Zambia Education Curriculum Framework mean all those who will write Form 4 will need to go for A-levels? 9
12. What mechanisms has the government put in place to ensure that curriculum is adhered? 9
13. How will the revised curriculum enhance the education standards in the country? 10
14. Appeal to the parents and teachers as the country embarks on the journey to implement the new curriculum? 12
15. Final words regarding this issue of the revised new curriculum? 13
16. How is the new curriculum going to strengthen job market in Zambia? 13

1. What necessitated the revision of the curriculum and why was the
curriculum revised?
Response
As you may be aware, His Excellency the President of the Republic of Zambia-Mr Hakainde Hichilema during the inaugural speech to Parliament on 10th September, 2021, called for the need to restore the education system to international standards and best practices. This is because the New Dawn Government considers education, science and skills development as an equaliser, and as a catalyst for national development. To this effect, the President directed that the Education Curriculum be reformed.
Secondly, the Ministry of Education had set its target/plans (standards) to review the curriculum every 10 years. The review process allows for the incorporation of emerging issues in the areas of social, economic, environmental, legal, political and technological changes. However, curriculum implementation should have a mid-term review after five years. Since the Curriculum implementation in 2014, no evaluation nor review were undertaken until 2022 to ascertain whether the planned objectives are being met. Not even a mid-term review was undertaken and yet 2022 is the tenth year of implementation.
Thirdly, the 2013 Education Curriculum curricula was tailored to enable the nation achieve the goals of the Sixth National Development Plan (6NDP) and the Vision 2030. In the same vein, the Zambia Education Curriculum Framework (ZECF) 2013 was also informed by the 1996 National Policy on Education “Educating Our Future”. Thus, the 2023 Zambia Education Curriculum Framework has been designed to enable the country achieve the goals of the 8NDP, Sustainable Development Goals and the African Union Agenda 2063.
Further, the ZECF has been developed not only to provide guidance on the preferred type of education for our nation, but also to provide clear curriculum guidelines, as well as the structures at all levels, from Early Childhood Education (ECE) to Tertiary Education and Youth and Adult Literacy Education. In addition, the ZECF forms the basis for the development of syllabi, teaching and learning materials and procurement of subsequent educational materials.
2. What are the main objective of reforming the curriculum?
Response
The objectives of the Curriculum Reform are to:
i. Interpret government’s policies and plans for the education system at
all levels;
ii. Define the basic values and principles of the education system so as to help education providers translate them into the teaching and learning experiences, taking into account the local and cultural environment;
iii. Provide guidelines for education providers on the curriculum coverage, teacher-learner contact time, subject combinations and other curriculum priorities; iv. Provide effective curriculum implementation strategies;
These objectives translate into addressing the following:
v. Education Policy and Curriculum mismatch- The 2013 Education Curriculum does not respond to the aspirations of the New Education Policy of 2023;
vi. Limited Curriculum responsiveness- The 2013 Education Curriculum not very responsive to individual, societal and national needs;
vii. Inadequate skills and competences to drive the 8NDP or National Development Plans and aspirations- The skills base is narrow to respond to societal and individual needs;
viii. Curriculum not adequately addressing emerging issues-The 2013 Education Curriculum due to time lapse doesn’t adequately address emerging issues such as Computer Science, Travel and Tourism, digital literacy, entrepreneurship, climate change, anticorruption and cultural diversity;
ix. Loss of national identity- The 2013 Education Curriculum has no countrywide recognised National Values and Principles that should provide national identity. Need for content that promotes or enhances national identity, unity and preservation of cultural norms and practices; x. Inadequate literacy and numeracy exit skills and significant resource wastage in terms of learning materials and examination resources. Learners advancing automatically from Grade 1 to Grade 8 despite not exhibiting desired numeracy and literacy skills. Such learners often face challenges in attaining success at Grade 9, as those with bad results at Grade 7 often perform badly or fail at Grade 9;
xi. Non-alignment of education system and qualifications with international standards- Some assessment bodies equate our Degree to a Higher Diploma, while Zambians pursuing studies in some other countries are forced to undertake bridging courses before being accepted into universities. Zambia’s education system is not fully aligned with international standards and practices, and not responding to international commitments which include the provision of Education for All (EFA), Sustainable Development Goals (SDG), the African Union Agenda 2063, and the Continental Education Strategy for Africa;
xii. Long schooling duration and heavy workload- Learner workload is heavy due to the high number of subjects’ learners take in school as career pathways are only introduced at Senior Secondary level. Equally the number of years of schooling is long;
xiii. Learners expected exit competences not well defined-Zambia’s education system is Outcome- Based Education (OBE) and doesn’t adequately provide for learners to demonstrate/exhibit their acquisition of Competences, knowledge, skills, positive attitudes and values necessary for the sustainable development of the nation. The Curriculum that puts emphasis on what learners are expected to know and not on what learners are expected to do;
xiv. Inadequate inclusiveness in the current education system-The 2013 Education Curriculum Framework has not adequately catered for inclusiveness from ECE to Teacher Education; and
xv. Limited use and recognition of School Based Assessment- The 2013 Education Curriculum has not provided for extensive use of formative assessment data for teaching and learning, and has only rolled out School Based Assessment to practical subjects. Moreover, School Based Assessment performance is not part of the overall performance, except in a few selected subjects.
3. Have the stakeholders such as teachers, parents and civil society organisations played any role in the curriculum reform?
Response
In undertaking the curriculum reform, the Ministry started with evaluating/reviewing the 2013 education curriculum and its implementation. Thus, stakeholders (teachers, educators, parents, learners, CSO, subject associations etc.) made submissions on the gaps in the 2013 curriculum, implementation challenges and proposals on what should be in the new curriculum. Stakeholders also took part in validating the 2023 Zambia Education Curriculum Framework. In addition, teachers, lecturers and subject associations also took part in developing the syllabuses, piloting, consolidating/review as well as validation.
4. The merits the new curriculum is going to bring comparing it to the previous curriculum
Response
i. Prepares learners for the future and offers real-world, real Life and job related as learners learn for mastery of competences;
ii. Learning by doing, problem solving and applying knowledge, skills and values
iii. Learners keep learning and adapting to change-lifelong and life-wide learning;
iv. Makes teaching more inclusive and accessible- Flexible learning and
scheduling as it is mostly individualized;
v. Learners have autonomy over their learning-It puts the ownership of learning into the learners and allows them to progress at their speed; vi. Practical learning- Learners are kept active and engaged;
vii. Encourages Collaboration as it promotes teamwork as learners learn to cooperate;
viii. Effective Evaluation- as it offers efficient student learning assessment. With this method, teachers can give each learner individualized feedback, which aids in helping learners better understand their strengths and weaknesses.
5. The Ministry officially launched the New Curriculum and announced that the new curriculum would be implemented in phases starting 2025. Explain what this means?
Response
Like the Minister announced, the Curriculum will be implemented in a phased approach. This is an international standard that other countries also use. Thus in 2025, we will start with ECE level 1, Grade 1 and Form 1. Next year we will move to ECE level2, Grade 2, Grade 4, Form 2, Form 5 and first year for colleges of education. Then we will continue adding new levels.

No. Year Activity
1. 2025 ECE Level 1, Grade 1, and Form 1
2. 2026 ECE Level 2, Grade 2, Form 2, Grade 4, A-Levels (Form 5) and 1st year College of Education
3. 2027
Grade 3, Form 3, Grade 5, Form 6 and 2nd year College of Education
4. 2028
Grade 6 (New Curriculum) and Grade 7 (Old Curriculum) will write their exams to proceed to Form 1
Form 4 (New Curriculum) and Grade 12 (Old Curriculum) will write their exams to proceed to A-Levels (Form 5)
5. 2029 Complete new curriculum in schools

6. What is the outlook of the adjusted structure of Zambia ‘ s education system?
Response
The outlook of the adjusted structure of the Zambia ‘ s education system key Curriculum Reforms are as follows:
a. Restructured the education system from a 4-7-5-4 to 3-6-6-3. This implies:
i. reduced the duration of Early Childhood Education from 4 to 3 years; ii. reduced the duration of Primary Education from 7 to 6 years; iii. increased the duration of Secondary Education from 5 to 6 years;
iv. introduced Advanced Level (A levels) Education at Secondary Education level; and
v. reduced the duration of Degree courses from 4 to 3 years;
b. Reduced the eligibility entry age into Grade 1 from 7 to 6 years;
c. Changed the Language of Instruction from the officially recognised seven (7) local languages to English for all the education levels, while encouraging code switching in foundation learning;
d. Discontinuation of automatic progression from Primary to Secondary Education (Grade 6 to Form 1);
e. Introduction of “Forms” to replace “Grades” at Secondary school level; and
f. Automatic progression from Form 1 to 4.

7. How many years will learners spend in Early Childhood Education, primary section and A-levels.
Response
Early Childhood Education (ECE) which is under the Ministry of Education caters for years 3 to 5yrs. Thus, ECE will be three (3) years. Primary Education will run from Grade 1 to Grade 6, basically giving us six (6) years. Advanced levels will run from Form 5 to Form 6 basically two (2) years.
8. When do we expect to see the full implementation of the 2023 Zambia Education Curriculum Framework?
Response
The full implementation will happen when these learners that will be in Grade 1 in 2025 will finish Form 4. This is because they will have undergone the school system using the new curriculum from grade 1 to Form 4. This will happen in 2034. If we consider Advanced level, then full implementation will be in 2036.

9. Summarise to us the writing of examination in Grade 6 and introduction of Forms?
Response
In the current system using the 2013 Curriculum, Primary School Leaving Examinations are written in Grade 7. In the new curriculum with Primary Education running from Grade 1 to 6, the Primary School Leaving Examinations will be written in Grade 6. Similarly, the new curriculum has moved away from using grades 8 to 12 at Secondary school level, to Forms 1 to 4 for Ordinary school level. Thus secondary school leaving examinations will now be held after finishing form 4. There has also been an introduction of Advanced Level Secondary education running from form 5 to form 6 (A levels), and exams will be held at the end of form 6 (after doing A levels for two years).

10. According to the new curriculum who will be the first to write examinations in Grade 6 and form 4?
Response
Like the Minister had announced and I have also alluded to this earlier, the Grade 4 of 2026 will start the new curriculum, implying they will be in Grade 6 in 2028. These will be the first to write the Grade 6 Examinations. Similarly, the Form 1s of
2025 will be the first to sit for Form 4 examinations. Incidentally in 2028, we will have grade 6 and the last Grade 7 exams as well as Form 4 and the last Grade 12 exams.

11. Does the 2023 Zambia Education Curriculum Framework mean all those who will write Form 4 will need to go for A-levels?
Response
When learners complete Form 4, they can proceed to Form 5 (A levels) if they have attained the required qualifications. Ie basic entry qualifications will be School Certificate or its equivalent with three Credits or better in the area of specialisation.
Alternatively, learners can opt to go to colleges after completing Form 4.

12. What mechanisms has the government put in place to ensure that curriculum is adhered?
Response
The following aspects will assist government in ensuring adherence to the Curriculum:
i. ALL schools except for a few that may be international and very private in nature will follow the 2023 Zambia Education Curriculum and subject syllabi;
ii. Established Directorates (ECE, Primary, Secondary, Curriculum, DODE, Standards, University Education, Teaching Council etc.) that will monitor school activities that include teaching and learning as well as adherence to the curriculum and set standards;
iii. Will orient all the key stakeholders (teachers, teacher educators, education administrators, parents, standard officers, book writes and sellers etc.) in the new curriculum and subject syllabi; iv. Developed Change and Risk Management strategies;
v. Will conduct a school needs assessment to ensure schools will only provide pathways that best suit their resources and infrastructure;
vi. Will deploy the required teachers based on school classification and needs; and
vii. Will procure and distribute the required and appropriate teaching and learning materials as well as equipment.

13. How will the revised curriculum enhance the education standards in the country?
Response
Curriculum is a source of influence as it firmly establishes the agenda for learners, students, teachers, parents, employers and other stakeholders who are interested in educational outcomes, providing them with a framework to guide education provision and system. Is expected/assumed by Stakeholders that if learners are exposed to a uniform curriculum they will develop similar perspectives on what knowledge is valuable, adopt a particular hierarchy of knowledge areas and develop specific conceptions and beliefs about those areas.
The national education curriculum stipulates the goals and standards (content, process, outcomes, etc.) of education at all the levels. These goals and standards are used as a guideline for the development of subject syllabi, professional development of educational personnel, provision of facilities and equipment, as well as management and funding.
The education system is perceived as a strategic sector of the economy that improves its competitiveness. There are linkages between educational outcomes and performance on international tests not only to a country’s competitiveness in the global marketplace, but also to its national interests.
Curriculum decisions define the use of resources. Reforms are primarily evaluated in terms of education expenditure as a share of the GDP (Gross Domestic Product). This is best illustrated by the stress placed on the curriculum by the addition of new content – the skills and knowledge areas promoted by different stakeholders who are pushing for more classroom time, materials and human resources and ultimately searching for social recognition and economic rewards. However, time and space constraints exist, and the financial challenges in many countries increasingly limit the possibility of greater education expenditures.
The 2023 Zambia Education Curriculum will enhance the education standards in the country the following ways:
i. Education Policy and Curriculum alignment: Aligned the Education
Curriculum with the New Education Policy;
ii. Education Curriculum that is responsive to individual, societal and national needs. Diversify the education curriculum in order to make it responsive to individual needs of learners and society;
iii. Adequate sub sector linkages. Interlinked the education curriculum at all levels of the education system for smooth transition from one level to another;
iv. Adequate skills and competences to drive the 8NDP or National Development Plans and aspirations: Widened the skills base to respond to the needs, strengthened content in the learning areas/subjects in order to provide for meaningful learning experiences that are beneficial to the individual and the nation;
v. Curriculum adequately addressing emerging issues: Integration of new subjects and emerging issues such as Computer Science, Travel and Tourism, digital literacy, entrepreneurship, climate change, anticorruption into the Education Curriculum;
vi. Uphold national identity, values and principles: Incorporated National Values and Principles into the education system to enhance national identity;
vii. Curriculum speaking to indigenous knowledge: Decolonised the education system in order to enhance national identity, unity and preservation of cultural norms and practices;
viii. Enhanced Literacy and numeracy skills, and reduced resource wastage in terms of learning materials and examination resources: More time dedicated to issues of Literacy and Numeracy. Also, Learners were advancing automatically from Grade 7 to Grade 8 and often face challenges in attaining success at Grade 9; i.e. those with bad results at
Grade 7 often perform badly or fail at Grade 9; ix. Easy Student mobility as our education system is aligned with international standards: Zambia’s education system is now aligned with international standards and practices, and respond to international commitments which include the provision of Education for All (EFA), Sustainable Development Goals (SDG), the African Union Agenda 2063, and the Continental Education Strategy for Africa;
x. Reduced education duration and lighter workload: Learner workload is lighter due to the reduced number of subjects learners will take in school-introduced career pathways early and ensured learners only take subjects relating to their chosen or desired pathway. Equally reduced the number of years of schooling. Removed Advanced Level content in ordinary level and introduced Advanced Level;
xi. Learners expected exit competences well defined: Migrated the education system from an Outcome- Based Education (OBE) to a Competence Based Education (CBE) with a view to promoting education that will enhance the acquisition of Competences, knowledge, skills, positive attitudes and values necessary for the sustainable development of the nation;
xii. Adequate number of qualified teachers, teaching and learning materials, specialised rooms and facilities: Will restructure education system to enable schools to exist as specialised schools in selected pathways, thereby providing the much needed resources;
xiii. Inclusiveness in the education system: The 2023 Education Curriculum Framework has adequately catered for inclusiveness from ECE to
Teacher Education; xiv. Use of assessment data: The 2023 Education Curriculum has provided for enhanced used of formative assessment data for teaching and learning, and has rolled out School based Assessment to all subjects. School Based Assessment performance will now be part of the overall performance;
xv. Orientation and involvement of teachers in syllabus design and related matters: Teachers have been involved in the designing of Curriculum, syllabuses, and they are part and parcel of the decision-making process; and

14. Appeal to the parents and teachers as the country embarks on the journey to implement the new curriculum?
Response
Our appeal to the teachers and parents is as follows;
i. Parents and teachers should be patient with government as they are key stakeholders and will be made aware of what is happening all the time;
ii. Both parents and the teachers as well as other stakeholders will be oriented in the new curriculum so that they understand the vision of government;
iii. Teaching and learning materials as well as equipment will be provided for the smooth implementation of the curriculum;
iv. Updated Curriculum Implementation Roadmap will be shared with all stakeholders so that they understand how implementation will be conducted;
v. The new curriculum will run with the same Education for All Policy; and
vi. The parents and teachers should support the government in curriculum implementation.

15. Final words regarding this issue of the revised new curriculum?
i. Curriculum Reform is a complex, long and very expensive process which requires stakeholders input and support (technical as well as financial support);
ii. The implementation of the Curriculum will be in a phased approach and will take four (4) years to complete a cycle;
iii. The provision of teaching and learning materials will also take a phased approach as they will only be provided to the affected grades and levels each year;
iv. Teachers will be adequately supported for smooth implementation of the curriculum; and
v. Information sharing and support platforms will be created.

16. How is the new curriculum going to strengthen job market in Zambia?
i. The new curriculum has increased likelihood of student employability as this is one of the key drivers of the new curriculum;
ii. It has strong emphasis on mastering skills rather than merely completing credits in a program;
iii. Competence-based learning aids professional advancement;
iv. Employability competencies does not only lead to improved performance, it also enhances wealth creation, employment generation and industrialization in any nation;
v. Students focus all of their efforts on attaining their competencies and becoming employed in the future according to their desired or preferred field of study;
vi. The effectiveness of a competency-based program is dependent on the learning results, not the number of hours spent in class. They cannot advance to a higher level until they show that they are proficient in their domain; and
vii. The fact that learners can learn at their own pace is a huge benefit of competence-based learning.
The Students’ Employability-Enhancing Factors are given below:
Acquiring Life Skills: The focus is on grasping the practical aspects of the area rather than merely having knowledge. Learners advance with a focus on understanding essential concepts, having the ability to apply knowledge, and having the dexterity of necessary skills;
Getting Ready for Practical Experience: Provides a means to look beyond only earning grades. Today, acquiring practical skills is in demand. Competencebased education aims to develop students into future industry leaders. Students can actually become experts in their fields and put their knowledge to use in the businesses they are recruited in, regardless of the field they choose, whether it be engineering, writing, healthcare, etc. On the other hand, traditional learning lacks actual exposure;
Creating a Culture of Education: Its basic core is based on a dynamic culture and a distinct mission. A culture of learning is encouraged via competence-based education, and distributed leadership is strengthened;
Transforming the Education Landscape; Students can learn and master practical skills through competence-based education. In addition, students have the opportunity to develop a variety of additional qualities, such as flexibility, adaptability, resilience, communication, imagination, critical thinking, entrepreneurialism, etc. It gets students ready for the world outside the classroom. As a result, they can easily overcome hurdles in real life and fit into an organization’s culture. In Zambia, those taking vocational pathways even take TEVETA Trade test certification for level 3.