Using exemplars from selected countries in sub-Saharan Africa, this article
considers trends in curriculum reform and the related policy challenges. Particular
attention is paid to aspects of the curriculum that affect quality. These include aims
and objectives, moves towards outcomes-based education, new areas of concentration
in response to social changes, the balance between subject-disciplinary- and
learning-area-based approaches, the challenges of effective pedagogy, the move
towards assessment for learning, curricular interventions that affect inclusion and
equity positively, and the centrality of teachers in improving learning.