Impact of Political Decisions on Zambia’s Secondary School Curriculum.

This article examines the impact of political decisions on Zambia’s secondary school curriculum. This study aimed to investigate the influence of political regimes in shaping curriculum content, structure, and delivery. To achieve this, the study adopted a descriptive survey approach and gathered data from a sample of 453 respondents, comprising senior officials from Zambia’s Ministry of Education, curriculum specialists, and other stakeholders in the education sector. A mixed-methods approach was utilized, integrating both qualitative and quantitative techniques. Data were collected through various tools, including questionnaires, interviews, focus group discussions, and document analysis, providing a comprehensive view of political influence on educational practices. The study reveals that political actors have historically leveraged education to promote nationalistic and ideological agendas, often prioritizing these over the quality and adaptability of educational content to contemporary learning needs. This political interference has frequently hindered the development of a curriculum that fosters critical thinking, problem-solving, and vocational skills among students. Consequently, the researchers advocate for a depoliticized approach to curriculum development, emphasizing the need to prioritize educational strategies that equip students with skills essential for personal development and national progress. The study underscores the importance of focusing on educational quality and inclusivity to support the holistic development of students, ultimately enhancing their readiness for higher education and the job market.

Keywords: Political Influence, Curriculum Structure, Secondary Education, Educational Policy, National
Identity