Journal article Open Access
Yaro Loveline; Agba Paul Machiva
No country has achieved constant economic development without considerable investment in human capital which is achieved through education of its citizens. As a matter of fact, everything that is created today is based on the knowledge that is obtained through education with school as an aspect. One of the characteristics of the school is that it has specific subjects like History, French, English Language, Physics, chemistry and Geography. For these subjects to be used in schools, they are drawn up in the form of curriculum. The curriculum development process involves planning, implementation and evaluation. This study focuses on the implementation stage of the national syllabus that was drawn for teachers to implement. It investigate the extent to which schools differ in the implementation of the reviewed geography syllabus in secondary schools in Fako Division and finds out reasons why schools differ in implementing the reviewed syllabus in secondary schools in Fako Division. The responsibility for the quality of the educational experience in geography (as with any subject) resides mainly with school teachers (Morgan and Lambert, 2005). This is because it is they who are in a position to guide policy makers to design and create appropriate curriculum and pedagogic experiences (content selection, materials production and choice of learning activity). It is they who use the subject resource to create productive teacher-learner relationships. It is desirable that teachers’ professional responsibilities in this regard are underpinned with a clear sense of purpose. This enables specialist geography teachers to undertake their task carefully. Teachers need a sophisticated concept of geography and what it means to learn with geography. It is probably this sense of purpose that transforms a series of lessons to an enriching curriculum experience.