Curriculum Adaptation Experience of the Southern Nations Nationalities and Peoples Regional State: The Process, Achievements and Challenges

Abstract

The study was conducted to examine the curriculum adaptation experiences for the primary level education in the Southern Nations, Nationalities and Peoples Regional State (SNNPRS) focusing on the practice/ process, achievements and challenges. A case study method was employed with a sample of 17 curriculum workers from the Regional State’s Education Bureau, Zonal and Special Woreda Departments and Offices and 2 heads and 3 panel members of the former Institute for Curriculum Development and Research (ICDR), 2 directors and 2 experts from Curriculum Development and Implementation Core Process Directorate (CDICPD) of the Federal Ministry of Education (MoE) using snowball, purposive and availability sampling techniques respectively. Interviews and document analysis were used to collect data. The interview results were qualitatively analyzed using narration on themes identified while the document analysis was used to triangulate or supplement the interview results at some points. The analysis showed that the primary school syllabi have been developed and repeatedly revised at the Federal Ministry of Education with limited participation of the SNNPRS’ representatives. The students’ textbooks’ preparation and adaptations to the regional level in the earlier years was seen as a big achievement by region until the preparations and revisions of the syllabi and textbooks for the second cycle were taken by the MoE and written by those who won the bids. The earlier regional level preparation had given the regional state chances to adapt the curriculum to concrete regional conditions and most local needs were met using local contents and learning experiences. However, lack of experience, material resources and absence of trained curriculum staff including resistance from few groups were the challenges encountered.