Development of Social Studies Learners’ Textbooks for Secondary Schools in Zambia

Abstract

Learner’s text books are one of the most important teaching and learning resources in most schools in developing countries, Zambia inclusive. This study was triggered as a result of concerns by various stakeholders and scholars regarding the quality of Social Studies learners’ textbooks for the junior secondary school which were developed following the 2013 revised Zambian school curriculum. The embedded research design of the mixed methods research approach was employed for this study. Using interview guides and questionnaires for data collection, information was collected from book publishers and 91 teachers of social studies. The findings of this study revealed that privatization of textbook development resulted in the development of poor quality textbooks. Furthermore, failure to adhere to a specific national textbook policy to guide the development of learners’ textbooks also contributed to the development of poor textbooks. It was further revealed that there was lack of coordination between the Curriculum Development Center and textbook publishing companies. Additionally, findings pointed to the fact that secondary school teachers of Social Studies were not fully involved in developing learners’ textbooks and political interference in textbook development was found to have also contributed to poor quality textbook development. Researchers in this study recommended that the Ministry of General Education (MoGE) through the Curriculum Development Centre should thoroughly revise the textbooks in question, broaden the scope of teacher involvement and stop the privatization of textbook development in Zambia.

Keywords: Textbook development, Quality, Social Studies

DOI: 10.7176/JEP/10-6-14