Addressing the Skills Gap: A Comparative Analysis of the 2013 and 2023 Curriculum Frameworks for Zambia

Abstract

This paper shares results of a comparative analysis of the 2013 and 2023 curriculum frameworks in Zambia, focusing on their effectiveness in addressing the prevailing skills gap that hampers economic growth. The skills gap in Zambia has been identified as a significant barrier to achieving the nation’s economic aspirations, with various sectors experiencing a shortage of qualified labor (ZAM, 2023). The analysis highlights the evolution of the curriculum frameworks over the past decade, examining the Rationale and role of philosophy in shaping education in Zambia. Key findings indicate that while the 2013 framework laid the groundwork for technical and vocational education and training (TVET), the 2023 framework introduces more robust mechanisms for stakeholder engagement, emphasizing collaboration between educational institutions and industry players (World Bank, 2022). This study also identifies critical areas where the current curriculum still falls short, particularly in fostering digital skills and addressing the misalignment between training programs and labor market needs (Aspyee, 2023). The paper concludes with recommendations for enhancing curriculum responsiveness to emerging economic trends, thereby equipping Zambian youth with relevant skills to engage meaningfully in the workforce and contribute to sustainable economic development.

Key words: Curriculum, Framework, Philosophy, Skills and Education.

DOI: 10.7176/JEP/16-5-02

Publication date: May 30^th 2025