KISII UNIVERSITY

SCHOOL OF EDUCATION AND HUMAN RESOURCE DEVELOPMENT

DEPARTMENT OF CURRICULUM INSTRUCTION AND MEDIA

EDCI 211: PRINCIPLES AND THEORY OF CURRICULUM DEVELOPMENT

Y2S1

LECTURE HOURS: 30 CF: 2.0 Pre-requisite: None

PURPOSE OF COURSE:

To enable learners, develop knowledge, skills and attitudes on principles and theory of curriculum
development necessary to select, plan, design, develop, construct, innovate, implement and
evaluate curriculum.

Expected Outcomes (ELOs)

By the end of semester, the learner should be able to:
1. Explain the conceptions of curriculum
2. Develop and promote an awareness of the aims and goals of education in society
3. Demonstrate their awareness and capacity to analyse and construct educational courses
that fulfil the needs of learners and society.
4. Discuss foundations of curriculum development
5. Develop skills and capabilities for the continuous assessment, modification, and
development of appropriate curriculum and syllabus materials to meet changing times and
demands.
6. Apply models of curriculum development and evaluation on dynamics of curriculum
change and strategies
7. Cultivate the professionalism, motivation, and insights necessary for curricular leadership.

Course Content:
The course will focus on the broad definition of curriculum, the concept of education, functions
and aims; components of curriculum and factors influencing curriculum. Foundations of
curriculum. Basic principles of Curriculum construction, design, planning, implementation and
innovations; models of curriculum development and curriculum evaluation. Dynamics of
curriculum change and strategies. Teacher Education Curriculum

1
Course Outline (Weekly Course Description)
WEEK/Major Topic Sub-Topics Methodology
1.  The concept of education -Discussion/
Introduction:  Functions and aims of Education presentation
The Concepts,  Education and schooling
Nature Purpose of  Unpacking the concept of curriculum -Research work
Curriculum and  Elements/dimensions of curriculum
education  Factors influencing curriculum -Interactive E-
 Components of curriculum as a programme of learning
instruction -Project work

2&3 Implications of each of the following for curriculum Discussion/

Foundations of planning: presentation
Curriculum  Historical
 Philosophical -Research work
 Psychological
 Sociological -Interactive E-
 Technological learning

-Project work

4&5  Curriculum planning vs Curriculum Design Discussion/

CURRICULUM  Principles of curriculum design: presentation
PLANNING &  Scope
DESIGN  Sequence -Research work
 Continuity -Interactive E-
 integration and Articulation learning
 Flexibility and Balance)
 Patterns of curriculum design -Project work
 Subject-centered designs
 Traditional subject Design
 Broad fields/fused design
 The core curriculum
 Learner-centered designs
 Activity designs
 The social and life designs
 Problem-centred design

6&7  The Tyler Model (1949) Discussion/

CURRICULUM  Criticisms of Tyler model presentation
MODELS & TYPES  The Taba Model (1962)
 Criticisms of the Taba Model -Research work
 The Hunkin’s Decision-Making Model
-Interactive E-
 Criticism of Hunkin’s Model learning
 Other prominent/relevant/models and types in use
-Project work

8 i. Situational analysis/Needs assessment Discussion/

PRINCIPLES AND ii. Strategic planning presentation
PROCEDURES IN iii. Formulation of Objectives
CURRICULUM iv. Setting up the curriculum project -Research work
DEVELOPMENT v. Program building
2
 vi. Piloting the new program in selected schools -Interactive E-
vii. Improving the new programme learning
viii. Implementation of the new programme in
Schools -Project work
ix. Evaluation
x. Curriculum Maintenance
9  An overview of the functions of Kenya Institute of Discussion/
CURRICULUM Curriculum Development (KICD) presentation
DEVELOPMENT  Related Agencies in curriculum development
IN KENYA  The KICD curriculum development process -Research work

-Interactive E-
learning

-Project work

10&11  Meaning of Curriculum Change Discussion/

CURRICULUM  Causes of Curriculum change presentation
CHANGE &  Curriculum change process
STRATEGIES  Strategies and models of Curriculum change -Research work
 Agencies of Curriculum change
 Implications of Curriculum change -Interactive E-
 Curriculum Evaluation learning

-Project work

12  Meaning and scope of Teacher Education Discussion/

TEACHER  Variants of Teacher Education programmes presentation
EDUCATION  Issues in Teacher Education and Teaching
Profession -Research work

-Interactive E-
learning

-Project work

13 & 14 FINAL EXAMINATIONS

MODE OF DELIVERY:
The following instructional methods will be used in teaching this unit:
 Interactive Lecture method
 Class discussions/presentations
 Research work
 Interactive E-learning
 Project work

INSTRUCTIONAL MATERIALS AND/OR EQUIPMENT

 Laptop/Computer/smartphones/smart tablets
 Projector
 Smart board
 LMS/Zoom
 Print and non-print resources in and out of the library

3
COURSE ASSESSMENT:
The course will be assessed as follows:
 Formative assessment: CAT I 15%
CAT II 15%
 Summative assessment: 70%
All students are cautioned against any kind of plagiarism, cheating, facilitating dishonesty and
falsifying information. This may call for severe disciplinary action.

Core Reading Materials for the Course

Anderson, B.E. (1985). Principles and Procedures of Curriculum Improvement. New York: The
Roll Press Co.
Bogonko, S. N. (1992). Reflections on Education in East Africa. Nairobi: Oxford University
Press.
Henson, F. P. (1980). Curriculum Planning. Long Grove, II: Waveland Press.
Glatthorn, A. (1987). Curriculum Leadership. Glenview, II: Scott, Freeman

Oketch, J. G. & Asiachi, J.A. (1992). Curriculum Development for Schools. Nairobi: East
African Publishing Co.
Oluoch, G. P. (1982). Essentials of Curriculum Development. Nairobi: Elimu Bookshop Ltd

Shiundu, J. O. & Omulando, S. J. (1992). Curriculum Theory and Practice in Kenya. Nairobi:
Oxford University Press.
Syomwene, A., Nyandusi, C. M., & Yungungu, (2017) A. M. Core Principles in curriculum. Utafiti
Foundation
Taba, H. (1962). Curriculum Development: Theory and practice. NY: Harcourt Brace
Tanner, D. & Tanner, L. (2007). Curriculum Development: Theory into Practice. NJ: Pearson
Tyler R. W. (1949). Basic Principles of curriculum and Instruction. Chicago: University of Chicago
Press

Online Links:
https://www.skyepack.com/post/curriculum-
development#:~:text=What%20is%20curriculum%20development%3F,building%2C%20im
plementation%2C%20and%20evaluation.

https://www.fao.org/3/ah650e/ah650e03.htm

https://www.iitms.co.in/blog/curriculum-development-models.html

https://kicd.ac.ke/

https://simplyeducate.me/2014/12/13/the-meaning-and-importance-of-curriculum-
development/

https://annamalaiuniversity.ac.in/studport/download/edu/phyedu/resources/MPEC402.pdf

Recommended Reference Materials for Further Reading:

Bishop, G. (1985). Curriculum Development: A Textbook for Students. London: Macmillan
Publishers.
Kelly, A. V. (2009). The Curriculum: Theory and Practice, (6th Ed.). London: Harper and Row
Ltd.
Kenya Institute of Education (1980). Curriculum Development Cycle. Nairobi: KIE

4
Raju, B. M. (1973). Education in Kenya: Problems and Perspectives, UNESCO Project. London:
Heinnemann
Ruth N. Otunga, Isaac I. Odero & Peter L. Barasa (2011). A Handbook for Curriculum and
Instruction: Moi University Press.
Tanner, D. (1982). Curriculum Development: Theory and Practice (3rd Ed.). Englewood
Cliffs, New Jersey: Prentice Hall.
Hunkins, F. P. (1980). Curriculum Development: Programme Improvement. Colombus; Charles
E. Mermil Publishing Co.

Note: The internet is a robust source of resources for this course. Students are encouraged to
take advantage of this by fully utilizing the online resources.

5
 TOPIC 8
PRINCIPLES AND PROCEDURES IN CURRICULUM DEVELOPMENT

INTRODUCTION

CURRICULUM DEVELOPMENT

- Urevbu (1990) defines curriculum development as a process that involves

devising curricular materials and trying them out, deploying manpower,
resources and time. Curriculum Development is the process of planning
learning opportunities intended to bring about certain desired changes in
students and the assessment of the extent to which these changes have taken
place (Shiundu & Omulando 1992)
- According to Oliva (2009), curriculum development is a decision-making
process. Curriculum planners must have choices on what objectives, content
and methods to be followed; and subjects to be offered in a school. He defines
curriculum development as the process for making programmatic decisions
and for revising the products of those decisions on the basis of continuous and
subject evaluation (Oliva, 2009)

STEPS IN CURRICULUM DEVELOPMENT PROCESS

The complexity of the curriculum development process demands a systematic

procedure (Omulando 1992). There are 10 steps of curriculum development
Identified by Shiundu and Omulando (1992) they include the following:
i. Situational analysis/Needs assessment
ii. Strategic Planning
iii. Formulation of Objectives
iv. Setting up the curriculum project
v. Program building
vi. Piloting the new program in selected schools
vii. Improving the new programme
viii. Implementation of the new programme in Schools
ix. Evaluation
x. Curriculum Maintenance

6
1.Situational/ Needs Assessment
- The 1st Step in curriculum development during which Curriculum planners assess
the prevailing circumstances and needs. This can be accomplished through research
to assess the societal and learner’s needs that the new programme should address.
Situational analysis in this case covers the social, cultural, economic political and
technological factors as well as the institutional dynamics influencing the
curriculum. Curriculum development must be situated within a particular context,
that’s why its called situational analysis.

-According to Carl (2012), situational analysis is an evaluation compromising the

collection and interpretation of all the information that may influence curriculum
development. The process serves as the starting point in curriculum development
and as an ongoing process to allow ongoing adjustments. Shiundu and Omulando
(1992) state that situational analysis involves finding out the context in which
curriculum development process is to take place. The process involves analysis of
learners’ needs and interests, content, physical environment teacher and community.

– Context analysis also includes needs assessment. Needs assessment is a form of

gap analysis, a system exploration of the divergence of discrepancy between the
current situation or level of services (What is) and the desired situation or level of
service (What should be) . Needs assessment entails describing the social, economic
and environmental conditions that need of a project or other activity. During this
process, curriculum planners collect and analyse data of the prevailing
circumstances and needs in order to make decisions on the new program’s
objectives, content, learning experiences and methods of evaluation.

7
2. Strategic Planning
The second step in curriculum development process is strategic planning. In
curriculum development, strategic planning involves a set of decisions’ and actions
that result in the planning and development of school programmes to achieve the
desired results. The focus of this step is decision making on the viability and
feasibility of the programme; programme timing, budget and costs. The prevailing
inflationary trends in most developing countries call for budgeting procedures in the
curriculum development process.
A budget is a statement of expected results expressed in numerical terms for a
definite of time in the future (Saleemi,2006). Budgeting involves estimating the
project costs and times. A budget is a plan on the expected activities and the
estimated cost of each. It also involves the time plan for each activity. Estimating is
the process of forecasting or approximating the time and cost of completing project
deliverables (Gray & Larson, 2003). Budgets provide clarity, direction and purpose
in the activities in an organization by laying down verifiable and measurable goals
for a specified period of time.

-According to Gray & Larson (2003), cost time and budget estimates are the lifeline
for control; they serve as the standard for comparison of actual and plan throughout
the life of the project. In curriculum development process, the programme costs
include labour, consultancy, communication costs, training costs, resources,
facilities, administrative costs, piloting, monitoring and evaluation costs. The
sources of the funds should be established as well. The funding can be government
only, or government, parents and communities, or donors and others.

3. Formulation of the Objectives

The third step involves formulation of the expected programme objectives. In any
educational activity, it is important to specify the expected outcomes because
8
education is a goal-oriented process. Tyler 1949, Taba 1962 & Omulando 1992).
The determination of goals is an important and necessary step in-order to make
maximum use of instructional time. The programme objectives provide direction on
the choice of expected content, learning experiences and methods of evaluation.
They should be drawn from the learner’s and societal needs identified during
situational analysis and should be drawn from the national aims of education in the
country. In addition, the theories of learning should inform the statement of
objectives.

4. Setting up the curriculum Project

The main questions in this step are: “What is to be taught? and How should it be
classified, arranged or sequenced for leaners understanding?” Carl (2012) supports
the setting up of the curriculum project in curriculum development process and says
its one of the most cardinal curriculum functions.

5. Programme building
The main questions after setting up the project should be “How should we teach
what is to be taught? Tyler 1949 supports programme building in his model. This
stage, the curriculum team builds the program, writing and sequencing individual
lessons that link directly to standards and objectives. They develop sequential
lessons that are increasingly complex and build on student’s prior knowledge and
experiences. At this rage, curriculum development teams may begin to work pin
smaller groups, focusing on writing text and instructions, checking work accuracy,
finding appropriate and engaging visual elements, or sourcing materials. Effective
resources and facilities are those specific to the content and learning experiences
selected.

9
6. Piloting the new programme in selected schools
The sixth step in curriculum development process is piloting. Piloting involves
trying out the new programme in a few schools. It involves assessing and evaluating
a new programme with (a sample of) the target population that will use the
curriculum. (Hewitt,2006). The aim is to identify any weaknesses before
implementation. According to Shiundu and Omulando 1992, through piloting, the
curriculum validity is established. Piloting is a kind of formative evaluation to
determine the extent to which the programme will or will not achieve the intended
objectives. For effectiveness, the schools used in piloting should comprehensively
represent all types of schools and educational contexts. In Kenya we should cater for
national, county, extra-county, Private and public schools, single sex and mixed
schools, urban and rural schools, day and boarding schools, schools in various
geographical contexts, special schools and mainstream schools.

7. Improving the new programme

After piloting the programme, the next step is refining/improving the new
programme. Improving the new programme is a process through which the
curriculum planners make improvements or amendments in the programme. The
feedback obtained from piloting is used to improve the new programme. Further,
this feedback can be used to make decisions as to whether to adopt the programme
as it is, to adopt after revision or reject it all together. In most cases however, the
program is usually refined and adopted.

8. Implementation of the new programme in schools

After the programme has been piloted and improved, implementation follows.
Implementation involves the process of putting the new programme into use in all
the schools. It is a complex process whose success depends on attitudes of
implementers, availability of resources and facilities, competence of implementers,
10
compatibility of the new programme to the existing set-ups and administrative
support. Some key activities undertaken during curriculum implementation include:
i. Presenting the new programme in schools
ii. Availing and utilizing the resources and facilities
iii. Actual curriculum delivery
iv. Supervisors
v. Monitoring and evaluation
Implementation is a critical aspect in curriculum process and most curriculum
change efforts get flawed at this step.

9. Evaluation
Evaluation is the process of determining the extent to which the programme’s
intended objectives have been achieved. It is a significant step in curriculum
development in that it provides data on the programme merits. In the curriculum
development process we can identify two types of evaluation
i. Formative Evaluation- is carried out in every step of the curriculum
development process to determine the success of the steps.
ii. Summative Evaluation- Is carried out after the programme has been
implemented and institutionalized in schools to determine the success of
the entire programme.
NOTE: According to Oliva (1988) curriculum development is a never -ending
process because planners must always aspire for continuous improvement. Ongoing
evaluation is necessary to identify strong and weak points and to develop or
remediate them on an on-going basis.
10.Curriculum maintenance
Curriculum maintenance is a process that ensures currency, effectiveness and
integrity of the educational process. This involves the systematic routine collection

11
of information about the programme for improvement. It involves checking the
progress of the programme against the intended plan.

12
 TOPIC 9.
CURRICULUM DEVELOPMENT IN KENYA

i. An overview of the functions of Kenya Institute of Curriculum Development (KICD)

ii. Related Agencies in curriculum development
iii. The KICD curriculum development process

 An overview of the functions of Kenya Institute of Curriculum

development ( KICD)
The Kenya Institute of Curriculum development (KICD) is the main body of
curriculum development in Kenya. It was established through an act of parliament
(KICD Act number 4 of 2013). Formerly, it was known as The Kenya Institute of
Education (KIE). Its headquarters is in Nairobi. But its functions have been devolved
progressively into the counties. KICD is the curriculum development and research
Centre which develops the curriculum for all levels of Education below the
university. The following are the functions of KICD as highlighted in the Republic
of Kenya (ROK) 2013
Role of Kenya Institute of Curriculum Development
1. To advice the government on matters pertaining to curriculum development.
2. To develop, review and improve curricula and curriculum. Support materials
that meet international standards for pre-primary education, primary
education, secondary education, adult, continuing and non-formal education,
teacher education, special needs education, technical and vocational
education.
3. To conduct research and prepare teaching and evaluation materials to support
syllabi, for instance preparation and approval of course books, teachers,
guides, mass media programmes and materials.
4. Initiate and conduct research to inform curriculum policies, review and
development.
13
 5. Organizing and conducting professional development programmes for
teachers, teacher trainers, Education Standards and Quality Assurance
Council (ESQAC) and other officers involved in education training on
curriculum programmes and materials.
6. To develop, disseminate and transmit programmes and curriculum support
materials through mass media, electronic learning, distance learning and any
other modes of delivering education and training programmes and materials.
7. To promote appropriate utilization of technology to enhance innovation and
achievement of knowledge-based economy.
8. To offer consultancy services in tertiary education and training.
9. To conduct curriculum evaluation
NOTE: The institute is headed by a director who is the chief Executive Officer
(CEO) appointed by the Governing council through a competitive, fair and open
process. The oversight role is the Governing Council through a competitive, fair and
open process. The oversight role is played by the KICD Council, which has the
responsibility of providing the necessary leadership to the institute in accordance
with the relevant legal provisions.
The KICD works closely with other significant players in curriculum development
and implementation. Some of these collaborating bodies include:

14
  RELATED AGENCIES IN CURRICULUM DEVELOPMENT

1. Role of the Kenya National Examinations Council KNEC in Curriculum

Development

The KNEC was created through an act of parliament in 1980 (Cap 225A of the laws
of Kenya) Which was later revised in 2012 (KNEC ACT No. 29). The KNEC Act
forms the legal basis for the conduct and administration of public examinations in
the country. The council play an advisory role through systematic appraisal of
learning process through the implementation of appropriate measurement tools. It
also strengthens the curriculum implementation process by generating data on
student’s performance which is readily utilized by curriculum developers in the
curriculum appraisal.

The functions of the council mainly cover the broad system of summative evaluation
within the formal education and training system in Kenya. The specific activities of
the council within the framework are:

i. To conduct academic, technical and professional examinations in Kenya.

Currently the council conducts and administers the following
examinations: The Kenya Certificate of Primary Education (KCPE), The
Kenya Certificate of Secondary Education (KCSE), Tertiary/Technical
examinations, Business examinations, Teacher examinations for Teachers
Training Colleges in Kenya.
ii. To award Diplomas and certificates to successful candidates in these
examinations.
iii. Together with the Educational Standards and Quality Assurance Council
(ESQAC) and the KICD, KNEC coordinates curriculum development and
National Assessment of learning activities.
iv. To make rules regulating the conduct of examinations, structure and
organization.
15
 v. To advise examination invited from outside Kenya on how to adapt their
examinations to fit the requirements in Kenya.
2. Role of Educational Standards and Quality Assurance Council (ESQA)
in curriculum Development.

Educational standards Quality Assurance Council (ESQC) (Formerly the directorate

of Quality Assurance and Standards) derives its mandate from the basic Education
Act, No 14 of the 2013. The overall objectives of this council is to promote high
academic standards through maintenance and continuous enhancement of quality
academic research, consultancy and out reach programmes. It is responsible for the
control of the quality of education at all levels of education system, which ensures
through the inspection of schools, guidance and advice to all schools in the country.

The control of quality of education in the country is done by the ESQAC through:

i. Visits to schools with the purpose of checking the facilities, equipment,

administration and the actual teaching by individual members of staff.
ii. Giving advice to both the school Principals and staff on such matters
necessary to improve the quality of instructions in schools.
iii. In regard to curriculum, the ESQAC, is responsible for the approval of
syllabuses as well as instructional materials before they are used in
schools.
iv. The ESQAC coordinates the administration of external school
examinations throughout the country.
v. The director is the chairman of the course panels of the KICD and the
professional committee of the KNEC.
vi. The directorate monitors and recommends internal support services to
students and staff in-order to enhance academic research quality.

16
 3. Role of Teachers Service Commission (TSC) in Curriculum Development.

Under the Teachers Service Commission Act No. 20 of 2012, and The Kenya
Constitution (2010), Chapter 13, section 237, the Teachers Service Commission
is Mandated to perform the following functions:

i. Registers trained teachers for effective curriculum implementation.

ii. Recruit and employ registered teachers in public schools and Institutions.
iii. Assign teachers employed by the commission for service in the public
schools and institutions.
iv. Promote and transfer teachers and ensure equitable distribution of teachers
to schools for effective curriculum implementation.
v. Exercise displinary control over teachers, by developing and maintaining
a code of regulations to guide the behavior of teachers.
vi. Terminate the employment of teachers.
vii. Review the standards of education and training of persons entering the
teaching service.
viii. Review the demand for and supply of teachers to enhance curriculum
implementation in public schools and institutions.
ix. To vet the registration and remuneration of teachers.
x. Advise the National government on matters relating to the teaching
profession.

1. Role of Trade Unions in Curriculum Development.

The Kenya National Union of Teachers (KNUT) and Kenya Union of post Primary
Education Teachers (KUPPET) are trade unions whose main concern is the
improvement of terms of service for teachers in the country. The KNUT is a trade
union registered under Trade Unions Act cap 233 of the Laws of Kenya. Its Mandate
is both as a trade union and a professional organization to serve all Kenyan teachers
17
who wish to join the union. The functions of KNUT include the following
(www.knut.or.ke)

i. To bring together and unite teachers of all grades and qualifications in

Kenya and providing a forum for cooperation.
ii. To fight for improved terms and conditions of service for teachers and
protecting teacher’s interests.
iii. Promoting programmes aimed at improving teacher’s welfare or socio-
economic status.
iv. To offer assistance to individual members in professional as well as legal
matters.
v. To settle disputes between members of the union or between its members
and their employers through collective constitutional means.
vi. To offer assistance to individual members in professional way as well as
legal matters.
vii. To cooperate with other societies, bodies, unions or organizations within
or outside Kenya with similar objectives,
viii. To promote maters leading to the improvement of education and the
establishment of a common system of education.

2. Role of Kenya Institute of Special Education (KISE) in Curriculum Development

This institute is mandated to train teachers and other stakeholders in Special

Needs Education (SNE) (www.kise.ac.ke) its core functions include:

i. Conducting teacher training courses at diploma and certificate level for

teachers involved in the provision of education for children with special
needs.
ii. Functioning as a resource center for the production, collection and
dissemination of information on SNE to the general public.
18
 iii. Producing and selling learning materials and assistive devices for use by
persons with special needs, for instance; white canes (for visually
impaired) ear moulds (for hearing impaired) at subsidized prices.
iv. Providing in-service courses for practicing teachers on SNE.
v. Running model training for the integration and inclusion of children with
special needs into the regular schools.
vi. Conducting research in SNE, maintains, repairs, designs, produces and
assembles special materials and equipment for persons with special needs.
vii. To comply with the new constitution, KISE plans to improve
communication for people with special needs through production of braille
and sign language reading and writing material.

3. Role of Religious Organizations in Curriculum Development.

The Kenya constitution and the Education Act (1968) provides for free freedom of
worship and participation of religious organizations in education activities. Many
schools are sponsored by religious organizations, which also participate in physical
development of the schools and administration (Barasa & Misati, 2012). The main
aim is to protect the faith and religious welfare of the students in the schools and in
so doing, they engage in various roles.

i. Development of the Religious Education syllabus. This occurs through

representation in the KICD Governing Council, the Academic board,
course panels and religious subject panels.
ii. Administration of programs of pastoral Instructions (PP1S) in Primary
school levels for learners in various religious groups. The programs aim at
making more committed members of their respective faiths.
iii. Establishment of in-service teacher Education programs for religious
Education teachers to keep them a breast with the emerging issues.

19
Facilitating infrastructural development in schools such as building of classes and
provision of support materials.

iv. Religious organizations also partner with the government in teacher

training in various private colleges and universities they manage.

The KICD curriculum development process

i. Needs assessment: Data collection, Report writing,
dissemination of the report.
ii. Policy formulation: Review of National Goals of Education and
level objectives.
iii. Curriculum design: Subject general objectives, topical content,
scope and sequence charts and curriculum designs.
iv. (A)Syllabus development and approval: Writing and approval,
subject panelists, course panel, Academic board, Printing and
production of syllabuses, Distribution of syllabuses
(B) Development of curriculum Support Materials: Production
of course books and teacher’s guide books, Production of Non-
Print materials, development of handbooks and Manuals
v. Preparation of curriculum Implementors: Orientation of
teachers, education officers, and other stakeholders.
vi. Pretesting/piloting Phase in: Selection of pilot schools,
development of Instructional materials, piloting, monitoring the
piloting, revision of syllabus and vetting of curriculum support
materials

20
vii. National Implementation: Teacher orientation, distribution of
syllabuses for implementation.
viii. Monitoring and Evaluation; Monitoring, summative evaluation and
syllabus revision.

21