‘Future Perspectives’ in Ethiopian Secondary School Curriculum and Instruction

Abstract

Future perspective in curriculum refers to the various theories, approaches, and thoughts that educators and researchers have regarding how curricula should evolve to meet the changing needs of society, technology, and learners. The study aimed to evaluate the space accorded to 'Future Perspectives' in the Ethiopian secondary school curriculum. The study employed a document analysis method using two main themes, i.e., the manifestation of the key components of future perspectives and expected learning opportunities. The study examines the manifestations of the key components using three sub-themes: personalized learning, lifelong learning, and integrated skills. To this end, three policy documents, thirty-one scholarly journal articles, eleven textbooks, and eleven teachers’ guides are selected for analysis. Findings indicated that, although the policy documents and curriculum materials presented the components of future perspectives, the latter are rarely presented in some units of mathematics, English, and physics curricula. Furthermore, studies suggest that personalized learning, including individualized curricula, effectively meets individual student needs and improves educational outcomes if it adapts to students’ experiences and strengths. However, the curricula under study failed to customize learning for students' strengths, needs, and skills. Concerning teaching strategies, policy documents proposed a learner-centered approach, whereas the research on the issue revealed that the teacher-centered teaching approach is the predominant practice in classrooms. It was concluded that the space given to future perspectives in the Ethiopian secondary school curriculum was not entertained as desired.