Book

Description

Curriculum shapes the intellectual, professional, and social purposes of education. It determines what knowledge is valued, how learning is organised, how competencies are developed, and how educational outcomes are assessed. Yet curriculum remains a complex and contested domain influenced by theory, policy, institutional realities, and societal change. Curriculum in Practice: Theory, Innovation, and Context for Contemporary Education in Africa offers a rigorous and accessible examination of curriculum as both a conceptual framework and a lived educational practice. The book explores foundational curriculum theories, curriculum models, design principles, knowledge-based and competency-based orientations, heritage perspectives, implementation processes, technological transformations, and quality assurance frameworks. Grounded in African educational contexts, with illustrative insights from Zimbabwe and Rwanda, the text highlights the tensions between reform priorities, institutional capacity, and epistemic coherence. Particular attention is given to curriculum coherence, emphasising the need for principled alignment among knowledge, pedagogy, assessment, and innovation. Written for curriculum scholars, teacher educators, lecturers, policymakers, graduate students, and institutional leaders, this volume presents curriculum not as a static document but as a dynamic system of ideas, structures, and practices shaping contemporary education.