Adapting Education for Sustainable Development in Zambian Secondary Schools

Abstract

 The study explored how strategies for Education for Sustainable Development (ESD) have been integrated into the revised Zambian secondary school curriculum, focusing on three selected public schools in Lusaka District. Guided by the question of how the eleven global indicators of Sustainable Development Goal 4 (SDG4) are applied at the secondary level, the study used a descriptive survey design. A total of 30 respondents participated, including officials from the District Education Board Secretariat, experts from the Curriculum Development Centre, head teachers, and teachers. Findings revealed that the curriculum promotes ESD through two main career pathways, namely the academic and vocational pathways that allow learners to pursue education that aligns with their interests and future opportunities. Additionally, the curriculum emphasizes hands-on, practical-based learning and modified pedagogical approaches to develop not just knowledge, but also skills, values, and attitudes. These changes aim to narrow the mismatch between school education and labour market demands. However, the study highlighted a need for improved infrastructure and resources. It recommended that the Ministry of General Education provide adequate materials and laboratory facilities to enhance the effectiveness of practical teaching and learning, thereby supporting the full implementation of ESD in Zambia’s secondary schools.