An assessment of teacher's implementation of the outcomes-based history curriculum in Malawi secondary schools: A case of study of five secondary schools in Dowa district.

Abstract

Outcomes-based education has been practised in Malawi since 2007 for primary schools and 2015 for secondary schools. The Ministry of Education outlined ten guidelines to the educators on how to implement OBE. These include; clarity of focus, design down and deliver up, expanded opportunity, high expectations, learner-centered, inclusiveness, integration of knowledge, authentic assessment, indigenous knowledge and continuous assessments. This study therefore, assessed the experience of history teachers in the implementation of OBE curriculum in Malawi secondary schools. The study findings reveals that OBE was formally introduced using a cascading model of orientation. Subsequently, history teachers have been trying their level best to effectively implement the programme through practicing student centered approaches, use of teaching and learning resources and adoption of continuous assessment practices. However, the teachers face many challenges which are negatively affecting quality of education and performance of students. Although measures have been put in place to enhance implementation of the programme, still more teacher factors, student factors and physical resources pose serious challenges for teachers to effectively implement OBE curriculum. The study concludes that OBE is a good development which just needs some enhancements to make a huge impact in the teaching and learning of history in secondary schools. The study recommends that government should ensure quality rather than quantity when training teachers, ensure provision of necessary resources towards implementation of new innovations in history education and the deployment of teachers must be harmonious.