Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559179
Title: Curriculum policy making : a study of teachers' and policy-makers' perspectives on The Gambian Basic Education Programme
Author: Jammeh, Burama L. J.
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2012
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Abstract:
This thesis aims at a critical understanding of how the curriculum policy making process is perceived by teachers and policy-makers in The Gambia, a former British colony. The complexity of curriculum policy issues requires this study to draw on multiple theoretical underpinnings in order to gain insight into curriculum policy relating to Basic Education in The Gambia. Therefore, curriculum theories and education policy literature including the issues of globalisation and national policy are engaged to frame the data collection, analysis and findings. Data obtained from semi structured interviews are used to analyse the perceptions. The thesis examines critically the historical and contemporary approaches to curriculum policy making, identifies the key policy players and analyses their significance in the construction of the national curriculum policy. The thesis further investigates experiences and views about the policy in practice and recommends a new approach to the curriculum policy making. Two levels of the curriculum policy making process are found to be influential in The Gambia: the international (global) and the national and local levels. While the global influences are profound on the strategic education policy, the national and local effects are stronger than the global impact on the operational policy (curriculum plans). The thesis argues that policy is not simply received and implemented as given. Although incidences of compliance are noted, curriculum policy guidelines developed by the Ministry of Education are continually interpreted, sometimes misunderstood and/or resisted by the teachers. Gaps between policy and the implementation are found, resulting from the resource constraints and the practitioners’ influences and impacts. A curriculum policy reform is recommended, recognising the centrality of teachers in the curriculum process, promoting the empowerment of the teachers and building their capacity to engage in informed policy mediation and to enable them to put their own policy into practice.
Supervisor: Wellington, Jeremy J. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.559179  DOI: Not available
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