Variability in Curriculum Development Basic Skills in Higher Education Institutions

Selina Banda^1, , Florence Phiri¹, Daniel L. Mpolomoka², Jack Kaale¹, Marian Mtonga¹, Rose Chikopela³, Margaret Pansho¹ and Agnes Mando Banda⁴

¹Department of Social Studies, School of Humanities and Social Sciences, The Copperbelt University, Kitwe, Zambia

²School of Education, Humanities and Social Sciences, Unicaf University Zambia

³Special Education Department, School of Education, Chalimbana University, Chongwe, Zambia

⁴Agnes Mando Banda, Directorate of Quality assurance and Extension Studies, Zambian Open University, Zambia

Cite this paper:
Selina Banda, Florence Phiri, Daniel L. Mpolomoka, Jack Kaale, Marian Mtonga, Rose Chikopela, Margaret Pansho and Agnes Mando Banda. Variability in Curriculum Development Basic Skills in Higher Education Institutions. American Journal of Educational Research. 2023; 11(9):568-574. doi: 10.12691/education-11-9-5

Abstract

Background: Study areas need to be handled by specialists so that they can identify specific areas that are needed to be included as required learning experiences. Curriculum development activities are continuously conducted one way or the other and academics have a vital role to play therein. Curricula have to be developed and if they are already available, they need to be reviewed. Method: A qualitative tradition of inquiry was used to conduct the study. Purposive sampling was used to select 20 participants required. A questionnaire was used to collect data from academics. Grounded theory was used because no theory existed that offered an explanation for a phenomenon studied. Results: Variations in the attainment of basic skills in curriculum development were revealed. The majority of the participants agreed to having basic skills training offered to them to enable them to perform accordingly. They also noted some implications on employability skills on students due to lack of appropriate skills in curriculum development. Conclusion: There are variations in levels of acquisition of basic skills in curriculum development. This study has shown that there are some academics that are in dire need of these basic skills. It is clear from the report that academics need the skills to enable them develop comprehensive programmes. Recommendations: There is a need to plan for an in-service training programme for academics in curriculum development. This study needs to be replicated to other higher learning institutions so that results can be generalized.

Keywords:
Curriculumbasic skills higher institutions of learning academics

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	SADC. Protocol on Education and Training. Southern African Development Community, 1997.
[2]	SADC. Review of the Status and Capacities for the Implementation of the Protocol on Education and Training. Southern African Development Community, 2007a.
[3]	SADC. Towards a Framework for the Improvement of Quality Assurance Systems in Member States. Southern African Development Community, 2007b.
[4]	SADC. Information on Qualifications in the SADC Region and Discussion of a Mechanism and Criteria for Establishing Comparability and Equivalence of Qualifications (Draft). Southern African Development Community, 2009.
[5]	Banda, A. and Mpolomoka, D.L. A Critique of the Southern African Development Community’s Protocol on Education and Training. In M. Makua & M. Akinlolu (Eds.). Sustaining Higher Education Through Resource Allocation, Learning Design Models, and Academic Development. IGI Global, 2023.
[6]	Drummond I. Personal transferable skills in higher education: The problems of implementing good practice. Quality Assurance in Education, 6 (1), 19–27, 1998.
[7]	Simui, F., Mpolomoka, D., Sakakombe, L. & Mhango, L. Exploring Presence of Interactivity in Distance Education Instructional Materials Using the Community of Inquiry Model at Four Universities in Zambia. Special Issue of Southern African Universities Learning and Teaching Forum (SAULT) in Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL), 1(1), 202-222, 2020.
[8]	Sturmey, P. & Erica, D. Structural and functional approaches to psychopathology and case formulation1 in Functional Analysis in Clinical Treatment (Second Edition), 2020.
[9]	Heydebrand, W.V. International Encyclopedia of the Social & Behavioral Sciences, 2001.
[10]	Smith, R.G. Structuralism/Structuralist Geography, International Encyclopedia of Human Geography, 2009.
[11]	Mauro, W. & De Almeida, B. Structuralism. In International Encyclopedia of the Social & Behavioral Sciences (Second Edition), 2015.
[12]	Chadha, D. and Nicholls, G. Teaching transferable skills to undergraduate engineering students: Recognising the value of embedded and bolt-on approaches. International Journal of Engineering Education, 22 (1), 116–122, 2006.
[13]	Department for Education and Employment. Labour market skills and trends, 1997/98. London: The Stationery Office, 1997.
[14]	Broad, H.J. Doing it for themselves: A network analysis of vocational teachers’ development of their occupationally specific expertise, 2013.
[15]	Qassim, N.M. My definition of Curriculum, 2021. Available from: https://www.researchgate.net/publication/351736105_My_definition_of_Curriculum
[16]	Ornstein, A.C. and Hunkins, F.P. Curriculum: Foundations, Principles and Issues. London: Pearson Education Limited, 2018.
[17]	Mulenga, M.I. Conceptualization and definition of a curriculum, Journal of Lexicography and Terminology, 2(2), 1-23, 2018.
[18]	Mulenga, M.I. Rethinking Quality Assurance in Curriculum Development and Implementation for Higher Education in Africa. East African Journal of Education and Social Sciences.1(3), pp. 20-31, 2020.
[19]	Ngambi, S.N., Kabika, M.M., Moonga, A.L.H., Chikopela, R., Sampa, M.M. & Mpolomoka, D.L. Co-Curriculum Responsiveness for Adaptability and Challenges for Teachers in Hard-To-Live Areas of Mkushi and Luano Districts, Zambia. Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL), 1(1), 71-86, 2020.
[20]	Bishop, G. Curriculum and Development. A Text Book for Students. London: Macmillan Publishers Ltd, 1985.
[21]	Carl, A.E. Empowerment through Curriculum Development: Theory into Practice. Kenwyn: Juta, 2012.
[22]	Banda, S. & Mpolomoka, D.L. Culturally relevant education and training for communities: A review. African Educational Research Journal, 6(2), 88-93, 2018.
[23]	World Economic Forum. The Future of Jobs and Skills in Africa: Preparing the Region for the Fourth Industrial Revolution. Geneva: World Economic Forum, 2017.
[24]	Glaser, B.G. & Strauss, A.L. The discovery of grounded theory: strategies for qualitative research. New York: Aldine de Gruyter, 1967.
[25]	Banda, S., Mpolomoka, D.L., Mbono, D. & Sampa, R.L. Use of questions in qualitative research: How questions guided our study. International Journal of Development Research, 7, (12), 17878-17898, 2017.
[26]	Birks M. & Mills, J. Grounded theory: A practical guide. 2nd ed. London: SAGE, 2015.
[27]	Chun Tie, Y., Birks, M. & Francis, K. Grounded theory research: A design framework for novice researchers. SAGE open medicine, 7, 2019.
[28]	Hassan, Grounded theory – methods, examples and guide. Retrieved from Grounded Theory - Methods, Examples and Guide (researchmethod.net), 2022.