GOVERNMENT has launched the revised school curriculum framework which seeks to provide guidance on Zambia's preferred type of education at all levels.
The framework was developed in 2012 through a laborious consultative and participatory process and the pilot phase would run from January to April, this year in three districts of each of the 10 provinces.
Education Minister John Phiri launched the Zambia Education Curriculum Framework in Lusaka yesterday,
The framework encompasses early, primary, secondary and tertiary education together with adult literacy.
Dr Phiri said the current school curriculum was overloaded, theoretical with less emphasis on practical subjects, less contact time for learning and did not equip learners with entrepreneurship skills.
He said the curriculum was skewed towards producing graduates for the white collar job market and yet innovation and entrepreneurship skills were pre-requisites for self-employment and job creation.
Dr Phiri said over the years, there had been growing evidence that the stakeholders' outcries for curriculum reforms were genuine.
Among the notable major changes at early childhood education level would be the domination of play and pre-learning activities, while at primary education level, language instruction from grades one to four in all learning areas would be in one of the official seven local languages.
English would be used from Grade Five upwards.
At junior secondary level, Dr Phiri said learners would choose either the academic or technical pathway.
The academic pathway would encompass eight compulsory subjects, among them business studies and ICT with three optional foreign subjects.
The vocational and training pathway, on the other hand, would offer five options namely agriculture, technology, expressive arts, physical education and sports as well as home economics and hospitality.
Similarly, the senior secondary education would involve academic and technical pathways, but only two options under each pathway.
The academic pathway would consist of social sciences, business studies and natural resources, while the technical one would offer the same options as those at junior secondary level.