000			01994cam a2200277zu 4500
001			88972791
003			FRCYB88972791
005			20251020123039.0
006			m o d
007			cr un
008			251020s2021 fr | o|||||0|0|||eng d
020			_a9789996098901
035			_aFRCYB88972791
040			_aFR-PaCSA _ben _c _erda
100	1		_aChiziwa, Wezzie
245	0	1	_aCurriculum Reform: Initial Primary School Curriculum and Assessment Reform Experiences in Malawi _c['Chiziwa, Wezzie']
264		1	_bLivingstonia Press _c2021
300			_a p.
336			_btxt _2rdacontent
337			_bc _2rdamdedia
338			_bc _2rdacarrier
650		0	_a
700	0		_aChiziwa, Wezzie
856	4	0	_2Cyberlibris _uhttps://international.scholarvox.com/netsen/book/88972791 _qtext/html _a
520			_aCountries worldwide are engaged in education reforms in trying to respond to certain issues ranging from socioeconomic to political and technological changes. Many countries around the world thus engage in various education reforms to deal with such challenges. Current curricular thoughts contend that the previous education did not prepare the learners with adequate knowledge and skills to deal with the everyday challenges and to enhance lifelong learning. In order to address the shortfalls of the previous curriculum, there has been a paradigm shift in the way education systems operate. Worldwide, countries are embracing the learner centred approach to the teaching and learning process as opposed to the traditional teacher centred approach. Another popular reform is Outcome Based Education (OBE). Malawi embraced OBE in its education system beginning with primary school followed by secondary school in 2001 and 2015 respectively. This book highlights early experiences of primary school teachers in the implementation of OBE. It brings to light the challenges and opportunities associated with the reform in the early stages of implementation.
999			_c1552848 _d1552848