Examining Secondary School Teaching Methods: Perspectives from the 2014 South Sudan National Curriculum Framework

Abstract

The global trend for educational reform is directed towards learner-centered pedagogy. Many Sub-Saharan countries have already resorted to this approach to teaching. South Sudan has taken this initiative by launching and implementing a competency-based curriculum from preschool through secondary level in 2018. The 2014 national curriculum framework philosophical strategy towards instruction is entrenched in a constructivist approach. The framework emphasizes learning to be extended beyond textbooks from teacher-directed lessons (teacher-centred) to learner’s active engagement. This inspired the investigators to conduct an in-depth examination of the nature of instructional practices existent in secondary schools. The study employed mixed method convergent parallel design in 15 secondary schools purposefully selected within Juba city. Questionnaires were self-administered to 225 teachers, interviews and Focus Group discussions (FGD) were designed and conducted on 4 officials in the Ministry of General Education and Instruction (MoGEI) in departments of curriculum and inspection,13 head teachers and 12 teachers of the sampled schools. Findings demonstrate the application of both teacher-centred and learner-centred methods, challenges obstructing teachers from applying the learner-centred mode of instruction, lack of feasibility studies conducted before the inception of this reform, and high awareness possessed by teachers on instructional methods to be utilized. The investigators recommended that both teachers and students should endeavour collaboratively to improve their comprehension of learner-centred practices and the government should consistently support schools, evaluate field practices to minimize the policy practice gap then grant schools the opportunity to print authorized textbooks for teaching the South Sudan syllabus