Zambia’s New Curriculum Faces Hurdles

Sandra Machima

Faced with significant challenges such as limited resources, a shortage of textbooks, and a lack of essential learning materials, Zambia’s Ministry of Education appears to have rushed the introduction of its new competency-based curriculum. Sandra Machima investigates.

In some instances, resources are only available in digital formats, forcing teachers to print or photocopy materials—an especially difficult task in rural areas with limited access to technology. The slow distribution of syllabi and teaching modules further exacerbates these challenges, causing delays in the curriculum rollout.

The new curriculum introduces key changes in Zambia’s education system. Primary education now runs from grade one to six, with primary school leaving examinations set for grade six. At the secondary level, the system has shifted from grades eight –12 to forms one–four for ordinary school levels.

Additionally, the curriculum has transitioned from an outcome-based to a competence-based approach. This method emphasises learners’ ability to demonstrate skills and competencies rather than just acquiring knowledge.

While the Ministry has rolled out teacher training programmes, the training has been criticised as insufficient and rushed, leaving educators ill-prepared to effectively deliver the new content. Experts also warn that the transition was too hasty, with more time needed to properly prepare and distribute the necessary resources.

“The school materials were supposed to be prepared last year, but the process was rushed because it needed more time to ensure all materials, including textbooks, were ready,” said Aaron Chansa, executive director of the National Action for Quality Education in Zambia (Nagez).

He also emphasised the need for more materials, noting that while the process is essential, it is both costly and vital for effectiveness.

Chansa highlighted that changing the curriculum requires updates to every subject syllabus and demands that teachers possess new skills and techniques. He criticised the online distribution of materials, stating it was insufficient to reach all schools on time, which could disrupt the school calendar.

Teachers are also struggling to integrate subjects and align them with the new competency-based approach, which requires significant adjustments in teaching methods.

Some teachers pointed out that, despite the new curriculum, textbooks have not been made available to schools.

“The challenge comes when trying to blend all the subjects, especially when learners have specific competencies. For example, in grade one literacy, listening and speaking, vocabulary, comprehension, reading, and writing must be taught independently,” said one teacher who was not authorised to speak to the press.

The new curriculum is being implemented in phases and will take four years to complete. Grade eight or form one learners—among the first to experience the changes, which were recently introduced at the early childhood level—are already noticing the differences.

‘We are mostly given group work after the teacher explains what we need to do, but sometimes it is difficult to understand, as most of the work we are given is supposed to be done practically,’ said a form one (grade eight) pupil from one of the schools in Chilanga.

Zambia Educational Publishing House (Zeph) Managing Director, Agnes Mumba Wilkins, revealed that by the time schools opened for Form one, early childhood education, and grade one learners on February 10, 2025, Zeph had completed its first mandate by publishing all 32 syllabi for these levels, which were made available online for teachers across the country.

“While the printing of the 32 syllabi and approximately 37 teaching modules is a work in progress, the entire process is being carried out in stages, with some materials at different stages such as printing, gathering, laminating, gang stitching, or packaging,” she explained.

Regarding the 2025 budget allocation of K155 million for the rollout of the new curriculum, Wilkins stated that the total expenses Zeph will incur cannot yet be determined, as the full procurement process and the three mandates are still underway.

In his ministerial statement on the roll out of the transformative 2023 Zambia Education Curriculum, presented to Parliament on Thursday, February 20, Minister of Education Douglas Syakalima revealed that the syllabi and teaching modules have been made available online for teachers, with the printing process still ongoing.

Syakalima further noted that over 86,000 teachers designated to teach at early childhood education level one, grade one, and form one in 2025 have been adequately oriented to ensure effective curriculum delivery.

He also emphasised that the Ministry had engaged all relevant stakeholders in the development of the 2023 Zambia Education Curriculum.

Sandra is a fellow in the 2024 MakanDay training programme.