The Flexibility of Educational Curriculum and Practices in Selected Primary Schools of Middle Education in Ethiopia

Abstract

Educational policy, program and curriculum development policy of general education (K-12) have been centralized, decentralized and a combination of two depending on a country's socio-economic and cultural diversities. The main objective of this study was to explore aspects of flexibility and actual practice of curriculum at school level. Qualitative case study design was adopted by selecting one upper primary school purposively from Wolaita zone. The sources of data were in-depth interview, personal experience, informal discussion, classroom observation and qualitative document review. The findings of study have implied positive and negative sides. Firstly, to some extent educational policy, educational sector development program, curriculum framework and some textbook activities were flexible enough to consider the context in which instructional activities were happening. Secondly, the study revealed that there are limitations in the case of providing sufficient spaces for school teachers and contextualization of curriculum at school practices and they were more inclined to prescriptive curricular materials. Some of the critical causes of adaptation of curricula are the way textbooks are prepared, absence of supportive guidelines for contextualization by taking into account the purpose of education, low motivation of students and teachers and focusing on summative assessment like regional examination.

Keywords: Flexible Curricula, Curriculum Implementation, middle education; Curriculum Contextualization

DOI: 10.7176/RHSS/15-7-03

Publication date:August 31^st 2025