The proposed harmonisation of curricular process started in 1998 with the three partners exchanging their national curricular documents for review and analysis. PHOTO|FILE: BurundiTimes

East African Community (EAC) member states are set to harmonise the education systems and the curricula of the six member states, the harmonisation of the region’s curricula is aimed at improving the quality and standardise the education system.

According to EAC the region already had a common framework of reference to facilitate comparability, compatibility, equation and mutual recognition of education or training systems and qualifications among Partner States.

 “Partner States also had a shared view on quality, criteria, standards and learning outcomes on the education sector that would spur mobility of students and labour in in the region,” said the EAC Deputy Secretary General Steven Mlote.

To facilitate the Regional Integration process and especially the free movement of human resources, the EAC Partner States have identified the harmonisation of the education curricula, standards, assessment and evaluation of education programmes as a priority issue.

The proposed harmonisation of curricular process started in 1998 with the three partners exchanging their national curricular documents for review and analysis. The process has produced country position papers on areas where the curricula of a particular country converges or diverges with the other partner states.

The EAC has therefore been mandated to undertake a regional comparative study in the Partner States with a view to harmonies the National goals and philosophies of education, curriculum content, education structures, policies and

In efforts to implement the harmonization process 4 phases are needed to be considered which includes the undertaking of a regional study to harmonise the goals and philosophies of education, curriculum content, education structures, policies and legal frameworks.

The second phase is the examining the curricula and approaches of delivering teacher, adult, vocational and technical education in the partner states with a view to identify gaps or overlaps and areas to be harmonised.

The third phase involves  development of a relevant curriculum based on the recommendations of the regional study and focus on the necessary reforms or structure review, to be initiated by the partner states in order to implement the harmonised curricula.

LEAVE A REPLY

Please enter your comment!
Please enter your name here