Examining Alignment between the Intended and Enacted Curricula with Respect to LGCSE Chemistry: A Case Study of Three Schools in Leribe

Abstract

A Curriculum and Assessment Policy framework (CAP) was developed and published in Lesotho in 2009, with the goal to guide the transformation of teaching and learning, as well as assessment (MoET, 2009). This policy framework was also adopted to guide the process of localization through the provision of principles which would guide the implementation of the Lesotho General Certificate of Secondary Education (LGCSE). However, literature has showed that such policies hardly get translated into the classrooms. The study examined the alignment between the intended curriculum as prescribed by CAP and the enacted curriculum, with respect to LGCSE Chemistry. This qualitative study was delimited to Grade 9 Chemistry discipline in three schools in Leribe. Data were collected from three teachers using three research instruments: lesson plan, classroom observations and interview schedules. A total of six lessons were observed and audio-recorded and teachers also interviewed. Data were analysed using both deductive thematic analysis and deductive content analysis. While Stake’s (1967) Countenance model only served as a guide in collection and analysis of data in this study, Bernsteim’s (2000) concepts of classification and framing were employed in detailed analysis of data. The study examines this alignment in five dimensions as per CAP’s prescriptions.The findings revealed an alignment, to some degree, between CAP and the syllabus, and a misalignment between CAP and teachers’ lesson plans as well as corresponding classroom instructions. The mismatch appeared to be caused by the classroom instructional approaches that are both teacher and examination driven, lack of resources and insufficient training concerning what is expected of teachers. The findings therefore suggest a need to ensure alignment between examinations and the intended curriculum, offer teachers continuous professional development workshops, and to better equip schools with the requisite resources. The study consequently advances the field of curriculum studies, through provision of useful perceptive information on how Chemistry is taught in connection with the intended curriculum.