Examining Curriculum and Instructional Adaptation Challenges in

Ethiopian Primary Schools' Middle Education: Implication for

Critical Pedagogy
Mandado Gizachew 1 ([email protected])

*Arba Minch University, Department of Pedagogical Sciences, Arba Minch ,Ethiopia

Abstract

At the school level, differences between learners, teachers, and instructional resources require the use of
diverse instructional strategies to promote learning outcomes. In the context of multilingual and multicultural
cultures just trying to attempt nationally created curricula or applying standardized curriculum and pedagogies
cannot handle the concerns of diversities. Thus considering and searching for options which decrease the
concerns with diversity is crucial. Purpose of this paper was to investigate problems related curriculum
adaptation and pedagogies in selected primary schools of Wolaita Zone, Ethiopia. The study used qualitative
methods and procedures. Overall results showed that the areas need pedagogical contextualization and
curriculum adaptation in the case of student diversity, community socioeconomic activities, local and
international aspects, student learning styles, student disabilities, academic achievement, including the
presence of gifted and talented students, and more. Both macro-level curriculum policy developers (the
ministry of education and the Regional Education Bureau) and school-level curriculum implementers should
have a positive attitude toward curriculum and instructional contextualization and other complementary
curriculum reforms and contribute the things expected of each in order to make curriculum policies,
pedagogical theories, and instructional techniques practiced in Ethiopian middle schools. The study's
conclusions showed that contextualizing curricula and pedagogies presented both significant potential and
difficulties. Conceptualization, instructor commitments and skill shortages, and the degree of student
motivation or attitude toward contextualization curriculum and pedagogy were the main obstacles to
contextualizing instruction and curricula.

Keywords: Curriculum Adaptation; Contextualized Pedagogies; Instructional Differentiation; and

Inclusive Education

1. Introduction
The problems of diversity cannot be resolved in multilingual and multicultural communities by merely
attempting to implement nationally created curricula or by using uniform curriculum and pedagogies.
Therefore, it is crucial to consider and look for alternatives that lessen the problems related to diversity. This

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article's goal was to examine affordance and difficulties related to contextualized curricula and pedagogies in
Ethiopia's Wolaita Zone's upper primary schools.

The planned and executed methodology, whether contextualized or standardized, had an impact on
instructional systems at all educational levels. Contextualized pedagogy was the category under which critical
pedagogy was placed. As for the existence of diverse types of diversity, a number of researches recommend
contextualized pedagogy. Many academics and practitioners have renewed their call for the use of
contextualized pedagogy in a variety of contexts with marginalized students, as federal control over local
educational systems remains contentious due to its compassionate mandates and the apparent impact of
standardized pedagogical approaches on teachers' choices (Nichols et al., 2006; Orfield & Lee, 2006 and
Wyatt, 2015). This gives educators the flexibility to differentiate training or curriculum according to learning
styles and other types of variances, such as disabilities.

According to Freire (2000), Gay (2002), Gonzalez et al. (2006), Gruenewald (2003), Smith (2002), Tharp et al.
(2000), Wyatt (2009), 2015, and Yamauchi (2003), contextualized pedagogy aims to "integrate or bridge" the
relationship between academic concepts and the students' daily socio-cultural and economic affairs. As
academics continue to advocate for a fundamental change in teaching methods from "automatic" to "authentic"
pedagogical approaches, which are part of the reason why public schools lack contextualized curriculum and
instruction, contextualized pedagogies are useful (Gay, 2002; Ledward et al., 2009; Orr, 1994). The argument
for abandoning standardized teaching is based on research that indicates contextualized pedagogies improve
student learning and academic performance (Aronson & Laughter, 2016; Dalton, 2007; Demmert, 2001;
Demmert & Towner, 2003, 2006; Waxman et al., 2003).

One technique for contextualizing and adapting curricula and teaching was critical pedagogy. Its foundation is
Neo-Marxist Critical Theory, which applies Marx's socioeconomic analytical theory to the current era. The
theory examines how contemporary society creates, addresses, and sustains class connections and societal
tensions (Giroux, 2011; Bowers, 2001; Burbules & Berk, 1999). This proved that the goal of critical pedagogy
is to advance social justice and equity in education. In Ethiopia's case, the education sector reform program
included a thorough discussion of gender equity, special needs, and inclusive education, among other cross-
cutting topics (MoE, 2021). Additionally, competency-based curriculum creation procedures, learner-centered
teaching methods, and how to modify the general education curriculum for students with disabilities were
proposed in the curriculum framework of general education (MoE, 2009 & 2021) (MoE, 2012). Here, the
article's concept of critical pedagogy applies to the learning styles of both impaired and non-disabled students,
as well as to other types of diversity.

Sociocultural viewpoints, studies, and methods that recognize (and use) students' lives as the basis for learning
are the cornerstones of theoretically critical pedagogy. According to these pedagogies, people engage with
others in meaningful ways within their placed lived experiences through the social and contextual process of
learning. Sociocultural theories that value curriculum and instruction development in relation to students'
various and individual lifestyles are the source of this effort (Cawdery, 2018: 167).

Critical pedagogy helps students see their place in power dynamics, draws attention to social injustices in
society and education, and then turns that awareness into action. Examining class relations and societal
tensions at three levels—historical, present, and future—is necessary for this to be realized (Smyth, 2011).
Three essential components comprise critical consciousness: (1) a thorough analysis of current power
dynamics and structures; (2) a sense of agency to seek and implement change in unfair systems; and (3)
vigorous action in pursuing emancipation from these oppressive systems and structures, both individually and
collectively (King & Casanova, 2021).

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This study was motivated by discontent with standardized teaching methods. Similar to how curriculum and
materials created at the national or central level have their own advantages and disadvantages; pedagogy also
subtly and overtly impairs students' academic performance and competency. Different types of diversity can be
seen in Ethiopian schools. Learning style, language, religion, gender, socioeconomic activity, social class,
place of residence (rural or urban), and various types of impairment are some of the main factors that
contribute to the diversity of pupils. These must look for responsive and pertinent instruction in a variety of
ways.

The ideological underpinnings of standardized pedagogies include a shared, Western knowledge base and a
meritocratic, market-driven resource distribution system that is reached by offering "equal" and "quality"
inputs. As the cornerstone of enlightened thinking, they also emphasize the creation of an American identity
and a "good" citizen, with hints of Western values of progress and personal responsibility (Cawdery, 2018).
Neoliberal ideological orientations are the source of standardized pedagogies, which are designed to raise the
academic achievement of pupils who are deemed to be performing below expectations. In order to achieve
certain objectives of capital development, individual economic liberty, and competition, Western rationality
tries to regulate input factors.

According to studies conducted in other nations, federal education policy regulates school curriculum and
instruction using techno-rational ideas of uniformity and quality control (Bartolome, 1994, 2004; Kincheloe,
2004). The focus is on the limited operating principles that are derived from theoretical formulations of
equality and homogeneity. The concept of uniform application for uniform results holds that students can be
given standardized, logical inputs to produce standardized outputs that are quality-controlled (Cawdery, 2018).
These teaching and pedagogical techniques ignore the range of values found in schools that serve marginalized
and varied kids, as well as the intricacies of economic, community, cultural, and personal identity and
surroundings (Apple & Weis, 1983, Goodlad, 1984). The main tactic for preparing for high-stakes exams is
memorization, which is comparable to Freire's (2016) Banking Concept of teaching, which is a teacher-
centered approach to teaching.

Critical pedagogy is a powerful tool for improving students' critical thinking skills and bringing about
constructive behavioral changes in their lives. This method improves students' awareness, comprehension, and
discernment. It allows pupils to express themselves in class (Uddin, 2019). The alternative teaching method
known as critical pedagogy (CP), which aims to empower students to critically question, reflect, and act upon
oppressive, undemocratic, and inequitable institutions and social relations, has recently been introduced,
studied, and researched. Its goals include social action, educational change, and the improvement of society
(Safari and Pourhashemi, 2012). In actuality, critical pedagogy addresses the repressive and undemocratic
socioeconomic and political inequalities and disparities in society.

Contextualization can address issues of culture, sociopolitics, and location in various cultural and geographical
contexts by acknowledging the socioeconomic reality and cultural identity of the pupils who were found to be
performing below expectations (Yamauchi, 2003). According to Cawdery (2018), teaching in a school is where
the pedagogical rubber hits the road. Real concerns of geography, culture, and political economy become the
most effective teaching tool when pedagogy and context are combined in the classroom and teachers engage in
contextualization. Contextualization strategies help teachers make judgments about curriculum and
instructional design and evaluate its applicability. Among the contextualization sub-scales is critical pedagogy.

Critical pedagogy has its own foundation in terms of ideology, theory, and practice. It acknowledges that social
injustice and dominant social structures shape students' lived experiences, and that understanding these
structures in relation to education can lead to opportunities for social justice and personal growth.

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Theoretically, education offers a chance to oppose hegemonic and prevailing social ideologies and systems, as
well as social inequity. Learning gives people and communities the chance to free their brains and lives from
dehumanizing, positivist, objective, and real truth systems. Practically speaking, education ought to be
connected to broader sociopolitical realities that exist in the public and student lives. Education should be
designed to help students gain a critical understanding of the social structures and injustices in their lives,
which will lead to significant prospects for emancipation. Standardized teaching methods are inadequate and
unrelated to instruction that serves underprivileged students in a variety of settings. By incorporating cultural,
sociopolitical, and ecological issues into teaching and learning, contextualized pedagogy transforms education,
promotes social justice, and humanizes the creation of knowledge.

This study set out to investigate the opportunities and difficulties associated with contextualizing curriculum
and pedagogy in a subset of upper primary schools in the southern Ethiopian region of Wolaita. The following
research questions were so formulated.

1. In Wolaita Zone's upper primary schools, which areas require the use of pedagogical contextualization
and curriculum adaptation?
2. What obstacles or problems exist for curriculum and pedagogy contextualization?
3. How inclusive are curriculum policies, pedagogical theories, and instructional techniques in Ethiopian
middle schools?

2. Literature Review
Theroetical frameworks of this study recognizes divesity of leaerners, contexts and other aspects of educational
process like humanistic, social constructivists and other post-modern theoires of learning which provide
freedom local level curriculum implementers( Zhou and Brown, 2017). Educational curriculum policy of
Ethiopia recognizes both internationalization or globalization and localization and or contextualization
instructional practices.

Other nations' experiences have shown that one of the things preventing the contextualization of curricula is
national policy. Therefore, federal accountability reforms that deprofessionalized teaching and promoted a
highly technical scripted curriculum that conscripts and controls teachers' choices are linked to the role of
policy and policymakers acting as barriers to contextualizing learning (Ball, 1995, 2003; Hargraves, 1994;
Cawdery, 2018; Kincheloe & Pinar, 1991; Tharp & Gallimore, 1988). The significance of contextualization
was examined in relation to both macro and micro goals. In light of this, McLaren (2003) attempts to divide
education and knowledge into two groups: macro-objectives and micro-objectives. In this instance, the macro-
objectives of teaching are more concerned with how the knowledge relates to the broader socio-political
reality, whereas the micro-objectives are the dissemination of knowledge, substance, and skills. According to a
study on contextualization by Korkmaz and Korkmaz (2013: 897), the majority of participants believed that
setting the scene helped them understand how to draw students' attention to the lesson; that teaching language
effectively was essential; that contextualization allowed them to create more effective lessons by utilizing
various techniques; and that learning about contextualization as a method of teaching a language inspired them
to use it in the practice school.

The development of critical thinkers who generate new knowledge, as well as people's awareness of their own
and others' oppressions and their will to take action, are the goals of critical pedagogy (Smith and Seal, 2021)
and values are education is by its very nature political; knowledge should be co-created by all participants in
the learning process and should relate to and grow from their lived experiences.

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For individuals to draw links between their individual experiences and broader social influences Korkmaz &
Korkmaz (2013) provided an explanation of contextualization techniques, which we (the researchers) adjusted.
These included using life experience features, personalizing by appealing to people's interests or hobbies, using
life experience features in everyday interactions, using audio-visual materials for personalization, using the
immediate context, using the country, region, or local culture or tradition, individualizing by catering to
various learning styles, and personalizing by asking students to share a story. The ability to contextualize
curriculum and pedagogy for students with and without impairments while embracing many forms of diversity
has been made possible by these contextualization strategies. Lastly, critical pedagogy approaches (Smith and
Seal, 2021) include stressing the value of equality and democracy in educational settings; stressing a flexible,
co-created curriculum that makes use of instructive moments, generative themes, and real materials; and
fostering symbolic resistance and hope.

3. Research Methods
The study site was located in the southern Ethiopia known as the Wolaita Zone, 300 kilometers from Addis
Ababa, the capital of Ethiopia. Qualitative approaches and methodologies were used in the research design and
methodology to examine the potential and difficulties related to the application of critical pedagogy in the case
curriculum and pedagogical adaptation or contextualization. There were 32 participants in all, and the study's
target audience consisted of primary school teachers from four specifically chosen schools. In-depth
interviews, open-ended questionnaires, document reviews, classroom observations, and general school
observations were the methods used to collect the data by keeping the ethics of research ( Creswell, and
Plano Clark, 2011 & ). For each developed theme, a qualitative analysis of the data was conducted.
Analysis of data was employed by triangulating findings of observations, open ended questionnaire, interview,
and document review (Creswell, 2018, Yin, 2014 and Kothari, 2004).

4, Results and Discussion

The study's findings and conclusions were based on important contextualized pedagogy notions in relation to
critical pedagogy. Accordingly, critical pedagogy focuses on social justice, equity, and minimizing oppressive
practices in the educational process. It is also associated with at least two SDGs that are directly relevant to
education: GOAL 4: Quality Education and GOAL 5: Gender Equality (UNESCO, 2015 and 2017). These
include "Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for
all, as well as achieving gender equality and empowering all women and girls." It is crucial to consider
inclusive delivery methods that go beyond standardized pedagogy in order to meet the objectives and pillars of
Ethiopia's education sector development agenda, which include equity, relevance, and educational quality.

3.1 Findings of Interview and FGD

The themes which complement the philosophy of contextualized pedagogy and discussion of corresponding
findings were presented as follows:

Developing the idea of inclusive education or training was reported by T12. Five children with impairments
were housed in a separate classroom at our school until last year. However, such a class does not exist at the
moment. We use inclusive or integrated approaches to teach everyone in the same class. Being from this
neighborhood, I am familiar with the students who have difficulties. Following identification, they started
learning in a separate classroom, but eventually, the children left.

Even though he attempted to integrate pupils into a single class, the teacher nevertheless viewed inclusivity of
instruction as a separate classroom activity. It has been suggested that segregation and inclusion are not always
understood. There is currently a paradigm shift away from segregated classrooms and toward inclusion in the

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education of individuals with disabilities. It must know how to modify the curriculum and differentiate
education.

All participating teachers reported using gender-sensitive pedagogy. Every instructor who took part in the
interviews stated that they have a program in place to help female pupils when they are not in class by
providing them with distinct instruction. Additionally, according to school records, organizations and
committees oversee the involvement and academic achievement of female students. However, during class
observation, researchers did not see any obvious differences in instruction for females.

Teaching approach (autocratic or democratic pedagogy) prior to the COVID-19 pandemic, we taught utilizing
a student-centered approach, and we have since discontinued using the cooperative learning approach (T 23).
Comparably, out of 24 classroom observations, over half of the teachers employed a teacher-centered approach
with minimal student participation, while the remaining teachers attempted to create an active learning
strategy. I (T 11) provide academic support to kids according to their levels of accomplishment (low, middle,
and high achievers). Additionally, teaching female students outside of regular class hours is required at our
school, yet the majority of them are not interested in attending tutorial classes (T 11).

It is nice, but further research is needed to determine how practical this is, as other respondents said that a
significant portion of pupils had a poor attitude toward learning during regular class time. There are a lot of
differences amongst students, and it can be challenging to account for some of these during the teaching
process. Thus, it is preferable to consider instructional differentiation during the teaching and learning process
in the classroom as opposed to segregation. Students' learning is hampered by certain things. These include the
absence of textbooks, the student-to-section ratio, the socioeconomic situation of teachers and their discontent
with their jobs, and the movement of students both domestically and overseas.

3.2 Observation of Classroom Instructional Process and School Resources

Global warming was the subject of the social studies lesson that Teacher 1 delivered to the eighth graders.
There were 36 pupils in all, 12 of whom were female. The elements that helped and hindered achievement
were explored. To a certain degree, the teacher attempted to make the subject matter easier to understand by
translating a lot of English words into Amharic and her home tongue due to the strength and interruptions she
saw. This has learning benefits and pitfalls of its own. Investigations were conducted into a few of the
constraints noted during classroom observations. These were lacks a connection between the topics’s lesson
and concerns that are observable locally; the instructional method is not interactive because some students
were working on homework for other subjects; few students participated in answering the questions more than
once; the assessment method for students' learning only included oral questions; slow learners were not given
an opportunity, and diversity-related issues were not addressed.

Overall, there is room for improvement in how educational processes are adapted in terms of planning,
teaching methodology, the use of instructional aids and media, and assessment. The instructor was more
concerned with covering the material than making connections between it and the community's everyday lives.
Teacher 2: He received arithmetic instruction in grade 8. The student body is comparable to that of social
studies. "Central angle of circle and sector" is the subject. Here, too, several of the problems mentioned in
instructor 1 are evident. The teacher's interest in the students' participation was a commendable attempt that
was shown during the teaching and learning process. He made an effort to illustrate by relying on local
instances in order to increase student attention.

The lecture method, drawing a figure that didn't seem to be what he was teaching by hand (he didn't use a
mathematical tool or locally available resources to draw the right figure on board), the lack of formative

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assessment, the use of mother tongue as a medium of instruction, instructional method approaches, and
generally modifying the entire instructional process with students and community aspects are the main
limitations.

Teacher 3 had 36 years of teaching experience and was a seasoned educator. "Indigenous tree" was the subject
of the biology lesson he took in the seventh grade. Planning was one of the classroom observation's strong
points. Using the SMASSE (strengthening mathematics and science subject education) structure, he created
daily lesson plans. By breaking out the major activities into three stages, it allows the instructor to plan what
will be done before, during, and after a class. However, I have seen its usefulness in a teacher's teaching
process. There, the instructor used instructional differentiation to create their lesson plan. The information is
fascinating on its own and has a lot to do with rural communities. By enumerating a few common indigenous
trees, the teacher talked about the advantages and benefits of Ethiopian trees.

Among the shortcomings noted include the small number of pupils taking part in the conservation, the failure
to evaluate students through group projects, and the request that some silent children reflect on their
understanding of the native trees that grow on their nearby property.

In conclusion, the teacher's observation of the classroom revealed a shortcoming in the teaching methodology.
The most often mentioned educational changes include learner-centered teaching strategies and assessments of
students' learning activities, both of which have generated controversy. Teachers struggle with educational
adaptation in a similar manner. This indicates that the lesson's objectives, instructional resources, methods of
instruction, assessment, and content are not being related to or modified to the intended level.

Reducing the disparity between male and female students, high and poor achievers, learning styles (visual,
auditory, kienistitic, and combinations), linguistic diversity (first and second languages), and other types of
diversity were the primary goals of contextualizing pedagogy or instructional strategies and curriculum
adaptation. The ultimately these improve learning outcome of students by motivating them. Instructional
differentiation will help critical pedagogy accomplish its objective.

3.3 Contextualization of Curriculum (Local and Global issues Integration)

Multilingual and multicultural societies abound in Ethiopia. Even though there are some differences in the
reality of education and the way courses are implemented, Ethiopia's education and training policy
acknowledges diversity. One tactic to reduce diversity-related problems is to take into account both local and
global challenges when creating and implementing educational materials. Teachers' perspectives on curriculum
contextualization were gathered for this study through interviews. In the section that followed, it was examined
and addressed.

In the context of localization and globalization, the conceptualization and implementation of curriculum
contextualization by four distinct subject teachers were compared. The following is a selection of the
interviewees' responses:

School disciplines have a great chance to take into account both local and global contextual variables,
according to T31 and T33 observations. They explained their opinions. The professional competence and
dedication of instructors are closely linked to the adaptation of the educational experience. According to my
understanding, it is challenging to relate, change, and adapt subjects or contents from conventional curriculum
with local context if teachers are not effective. Teachers must use their own ingenuity when contextualizing
curriculum in general and specific topics. We bring issues down to the level of society and connect current
events or aspects to everyday activities in the community or to socioeconomic and cultural values (T25).

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T28 asserts that the curriculum is flexible. I can incorporate relevant items from the community because it is
sufficiently adaptable. Child labor, child migration, and population growth, for example, are likely to be
related to local realities. Children and young men and women left our surroundings to migrate or travel to other
regions of Ethiopia and outside. This will go over the benefits and drawbacks of mobility as well as the causes
of human migration. Both local and international events have been the focus of the subject matter. The
localization and globalization of educational experiences can coexist. As an illustration, consider the
relationship between the daily interactions of subjects and the dynamics of technological influence (T28).

In order to contextualize the speech, the first respondent looked at teacher dedication and attitude as predictive
variables. The second has given the curriculum's contents additional consideration. When teachers are happy
and interested in their work, two of the respondents believe that it is practical.

T14 asserts that mathematics' nature is closely tied to the local community's everyday social and economic
activities. Thus, it can include indigenous knowledge and abilities in a number of ways. For example,
managing students' daily schedules such as school hours, lunch, transportation, helping parents, studying, and
relaxation. In mathematics, percentages, ratios, and pie charts can be used to illustrate this and other concepts.
Numerous topics in mathematics have connections to daily societal activities. I have typically attempted to
incorporate education with locally available resources and activities. However, grade 9 and up curriculum is
relevant in the context of globalization. Furthermore, international elements in mathematics can be related.
Integration of contemporary technologies will be relevant to this topic. Additionally, the topics or concepts of
general education mathematics share a lot of similarities.

The math teacher thought of it as connecting and combining the material with locally available resources and
in a similar manner with contemporary technology. The biology teacher has talked about how to contextualize
in ways that are distinct from those in mathematics.

According to T34, there are good opportunities to relate or integrate the subject matter's learning experience
with indigenous knowledge; however there are issues when it comes to integrating modern technology. There
was a lack of different technology goods and a lack of skills to use them for teaching in the rural community.
Biology, according to the answers, has a very large methodology for making instructional techniques and
content sufficiently flexible for pupils. It has to do with things that exist locally. Plants, animals, and the
management of natural resources are the direct and indirect sources of the material. All of these aid in
connecting and incorporating indigenous knowledge and locally accessible resources, however the extent may
differ. He retorted that contextualization presented difficulties.

T13 has experience instructing social studies and has noticed problems with the contextualization of
instruction. Limiting students' active engagement and limiting the amount of time allotted each week are
crucial obstacles in the contextualization instance. There are no educational radios or televisions, no chemicals
in the lab, and no trained staff to incorporate technology into the teaching process (T 13). The social studies
instructor claims that there are enough subjects to connect agricultural pursuits and experiences with
communal life. However, a large portion of the student body was from rural areas, where there were few
opportunities to use contemporary technology to enhance learning. This hinders the context of technological
integration as well.

Lastly, the interviewee (T24) gave a brief explanation of why they weren't utilizing the technology available at
their institution. As a result, teachers in our school integrate technology into the teaching process to a minimal
degree. Although we didn't utilize it, there were about eight desk top computers and a 32-inch TV with
complete audio and video equipment. Electric power was also available to create the functional technologies

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that are discussed here. This affects a significant portion of teachers who struggle to dedicate their time and
employ resources at school. In order to augment the economic component, several educators have also started
other endeavors.

FGD participants responded that teachers have been teaching the material by connecting it to everyday
activities in our community and surrounding items. When it comes to mobile applications, some kids use them
for schoolwork, while others use them to view movies and play other games. Research supports the
contextualization of curricula for children with special needs and other types of diversity that require
contextualization or adaptation of education. According to Jibrael and Ansah (2018), every component of the
curriculum can be altered to meet the needs of both individuals with special needs and groups of high ability
learners, hence facilitating each student's complete access to the curriculum.

The learning environment's content, procedure, and final product should all be thoughtfully planned to support
each student's success. Offering a wide range of choices will improve the chances of success. The curricula
must be created with the unique requirements and traits of the people learning the different subjects in mind.
The special needs individual and learners with diverse backgrounds will greatly benefit from curriculum
differentiation based on their individual features.

3.4 Preparation and Utilization of Instructional Aids/Media and Technologies

This is also frequently mentioned as a factor that affects the teaching and learning process both within and
outside of the classroom as a component and process of curriculum and pedagogy. The terms "school
pedagogic center" and "instructional resource" are widely used in elementary and secondary education and are
regarded as a component of school quality. The teaching aids and media used in this study include those
available in pedagogical centers, laboratory resources, contemporary technology items, and supportive
materials for school compounds. Thus, interviewees gave their opinions in response.

According to T15, our school's teachers create and use educational materials based on locally accessible
resources. Teachers and students create teaching aids in the school's pedagogical center. Furthermore, in the
case of English as a foreign language, modern technology such as television, radio, and other audio and visual
products are needed. Some of these technological restrictions have an impact on pupils' academic performance
when it comes to speaking and listening. The teacher was informed that they had created educational materials
based on available local resources. He revealed that although the nature of the subject matter forces them to
use contemporary technologies, their absence has a detrimental impact on the teaching process.

The second respondent similarly discussed how resource preparation and usage are influenced by education
policy. According to T25, there are enough reference books in the library and vintage materials at the
pedagogic center. There is an issue with the pedagogic center's modernization. Delays in implementing new
educational policies or educational roadmaps were one of the elements influencing the modernization of
resources. Students blamed key school facilities and the way resources are now applied or serviced in the FGD.
According to them:

Most of the time the library is closed; the laboratory is not functional; and there is no system
established to borrow a book from the library and return back. One of the amazing things in our
school is about laboratory practice, we heard that there was practically produced soap in it four years
ago but we have not seen any experimental activity at laboratory level (focus group discussion of
students).

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3.5 Observation of Instructional Facilities, Resource and Materials
During the observation session, there was informal discussion about the materials available and how teachers
use them. By itself, the availability of a variety of educational resources helps close the disparities in students'
learning styles at the school level.

1. School pedagogical center: a pedagogical center with distinct rooms and enough educational materials
created by teachers and students. The coordinator of the pedagogic center stated that there were restrictions on
the use of the current resources and the production of new materials. The majority of the center's educational
resources were dust-covered. The instructional resources taken from the pedagogic center this year have a poor
record in four schools study conducted.

2. Laboratory: A large room was set up for the experimental classes of the science courses (physics, chemistry,
and biology). The laboratory manuals in the room were created seven years ago; no new or updated documents
were present. One science teacher claims that experimental activities have been discontinued after a few years.
The researcher assumed that the fact that there was space but no functionality was a sign of two things. First
and foremost, instructors' professional expertise and proficiency in laboratory sessions are crucial since it
would be challenging to get the lab running smoothly if they lack the ability to integrate theoretical and
practical components. Second, one of the most important elements was the instructional supervision provided
by the principal and supervisors of the school. All teachers will attempt to bridge the skill and knowledge gap
by learning from one another when school administrators supervise, support, and encourage them to participate
in the laboratory.

3. Library: There are enough reference books and a few chosen textbooks in it. During school hours, the school
librarian was allowing pupils to read at the library without any disruptions. The service delivery hours and
procedures of a book to borrow and lend over the weekend are criticized by some high-achieving pupils who
lack reference materials at home. A policy about pupils sharing reading materials for weekend or after-school
compound reading books was not established by the school.

4. There were computers, televisions, and radios at the school, but none of them were operational. Eight
computers and a 32-inch television with all the necessary equipment, supplied by an NGO, were present in the
school, according to one of the teachers. However, none of these have been able to improve instructors'
technological proficiency or assist academic subjects.
In summary, this school's primary challenge was figuring out how to better implement the curriculum using the
resources already in place. The school should encourage instructors and exchange experiences from other
schools that have achieved success in laboratory activities in order to improve the practice of experimental
activities. In the case of other resource utilization and preparation monitoring and evaluating advantages and
disadvantages is very important to improve the process.

3.6 Instructional Differentiation

According to the interview and FGD study, the majority of teachers and school principals more than 80%, or
about 29 out of 32 respondents thought of instructional differentiation as simply special needs education. In the
case of curriculum and pedagogical contextualization, it is highly broad and crucial to address or minimize the
problems associated with various forms of diversity. However, the study's conclusions suggested that school
stakeholders had a limited understanding of the study's main concepts, such as curricular contextualization and
instructional differentiation. To the practice of curriculum and pedagogical adaptation, comprehensive or
multifaceted perspectives on teaching will be suggested.

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The significance of differentiated instruction presented regions of differentiation. As a result, teachers can
modify at least four aspects of the classroom according to the learning profile, interest, or readiness of the
students; learning environment: how the classroom functions and feels; products: final projects that require the
student to practice, apply, and extend what they have learned in a unit; process: activities the student
participates in to understand or master the content; and content: what the student needs to learn or how the
student will access the information (Jibrael and Ansah , 2018) and Tomlinson, 1999). Content, process,
product, and learning environment are the four components that make up any learning activity in a curriculum
effective and efficient.

In today's diverse classrooms, the "teaching to the middle" strategy is no longer suitable. Rather, creating a
lesson plan that is differentiated will help reach every student in the classroom. By concentrating on the three
main components of discrepancy content, process, and product teachers can better plan each lesson's steps by
keeping in mind what students should learn, how they should learn it, and how to assess their learning using
varying degrees of difficulty for each student category. When used in accordance with the lesson's objectives,
the students' comprehension level, and their interests, a variety of differentiated tasks and activities which are
offered by numerous scholars also play a significant part in the planning process of a differentiated lesson as
well as in the actual teaching process. It is recommended that more attention be paid to this strategy since,
despite the abundance of research on differentiation; it is still insufficient and is even regarded as an
unexplored topic by local academics and educators (Bajrami, 2013).

Since diversity is evident in many classrooms and is often ignored due to a lack of knowledge about how to
handle it, it is even more vital to become familiar with DI and spread its message in the classroom. Ignorance
of differentiation is not an excuse for not using it; students' varied needs are obvious and should be addressed;
therefore, the only option is to adjust the textbooks, change the curricula, and establish an environment that
will optimize students' academic performance and future readiness.

4. Conclusions
Several potential to use contextualized curriculum and pedagogy were found in Wolaita Zone's upper primary
schools, where a significant portion of the student body and teachers share similarities in terms of first
language and ethnic group. Cultural shock is lessened as a result. Second, teachers were eager to help students
by learning about their backgrounds. The attempt to apply the fidelity perspective of curriculum
implementation, a lack of expertise in instructional differentiation, the conceptualization of inclusive
education, and low levels of teacher and student motivation were the obstacles or factors impeding the
contextualization of curriculum and pedagogy in upper primary schools in the Wolaita Zone of Ethiopia.
Lastly, rather than emphasizing critical pedagogy, the critical challenge was centered on standardized
pedagogy. Dialogical approaches, relating what is being taught to real-world circumstances, including students
in activities outside of the book, hands-on study, and problem-solving techniques are a few examples of critical
pedagogy activities (Uddin, 2019). All of these contribute to the development of 21st century talents, including
critical thinking, creativity, problem solving, communication, teamwork, and other soft and contemporary
technology skills.

The goal of the study was to investigate practice and limitations related to curriculum and pedagogy
contextualization. The study's focal areas were the limitations of standardized pedagogies and scripted
curriculum. Some effective techniques were implemented at the school level to address deficiencies in
standardized pedagogies. Conversely, there were barriers to implementing changes such as instructional
differentiation, inclusive education, and the use of instructional technologies to effectively contextualize the
curriculum. The reasons were unclear conceptualization and restrictions on supervisors' and teachers'

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professional growth. According to research, principals and teachers should get professional development in
critical pedagogy, instructional differentiation, and the significance and relevance of curriculum
contextualization.

Two main recommendations will be made in light of the study's findings and discussions in order to increase
the relevance and inclusivity of the curriculum and pedagogical approaches that affect students' learning
outcomes. Additionally, these will support postmodern pedagogical philosophies such as context-focused
pedagogy, place-based pedagogy, and critical pedagogy.

The national curriculum should give school-level curriculum implementers plenty of latitude and justifications
to contextualize curricula and instructional materials that take into account different types of diversity in
accordance with the educational goal. The Ministry of Education and the Regional Education Bureau shall
offer professional development to school teachers and instructional/educational supervisors in order to address
issues pertaining to curriculum contextualization and pedagogical adaptation of the classroom teaching and
learning process. Teachers' professional development topics include: students with different types of
disabilities and curriculum delivery strategies; academic performance and curriculum and instructional
process; learning styles and curriculum development; students with socioeconomic activities in the community
and school curriculum; approaches to different subjects instructional adaptation in the case of rural versus
urban development; and more.

Curriculum implementers at the school level should examine ways to encourage students in order to improve
their attitude and commitment to curriculum contextualization and pedagogical adaptation. Teachers should
have a positive outlook on how to use classroom instructional differentiation and adaptation as well as
curricular contextualization principles to advance students' knowledge, attitude, skills, and values. To increase
the relevance of curriculum adaptation, all of these call for both local and global perspectives on curricular and
pedagogical approaches by considering their effects on educational activities.

Disclosure statement
The authors report there are no competing interests to declare.

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