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A Human Rights-Based Approach to Zanzibar’s Language-in-education Policy

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Abstract:

In 2010, Zanzibar began the implementation of a new Education and Training policy. This policy will change important aspects of curriculum in primary education. It will increase the use of English and change the language of instruction in the science and mathematics. This article will critically analyse the new curriculum, how policies are being implemented and their consequences for quality learning. This analysis will provide a basis for examining how the curricula in Zanzibar is perceived and used in school, and the ways that teachers, academics and government officers interpret and deal with the issues related to the learning process within curriculum development and rights in education.

Keywords: curriculum development and primary education; globalization; language of instruction; rights in education

Document Type: Research Article

DOI: https://doi.org/10.7459/wse/13.2.03

Publication date: 2012-01-01

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  • World Studies in Education is a bi-annual, refereed, international journal offering a global overview of significant international and comparative education research. Its focus is on educational reforms and policy affecting institutions in the global economy.
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