Allegations of politicisation raise questions about curriculum development
A former Education Ministry employee has claimed that the development of the country’s new school curriculum was heavily politicised, leading to extensive rewrites and sidelining subject-matter experts. The testimony, presented to Parliament’s Education Committee, paints a picture of a process driven more by political considerations than by educational expertise.
The core allegation
Claire Coleman, who previously worked in the Education Ministry, told lawmakers that the newest curriculum underwent multiple revisions as political priorities shifted. She said decisions that should have rested on academic research and professional standards instead reflected the changing political mood, compromising the integrity of the subject content.
The impact on teachers and students
Supporters of the claim argue that sidelining subject experts can undermine the quality and relevance of the curriculum. When teachers are tasked with delivering material that does not align with current research or classroom realities, it can increase instructional challenges and reduce student engagement. Critics also warn that politicised curricula may narrow the scope of learning, limiting access to diverse perspectives and critical thinking opportunities.
What the process looked like, according to the testimony
According to Coleman, the rewrite cycle accelerated at key points, with changes implemented without sufficient time for expert review. She suggested there were concerns about transparency and consultation with teachers, school leaders, and subject associations. The testimony did not necessarily accuse specific individuals of wrongdoing, but it did call for a more independent and evidence-based approach to curriculum design.
Response from officials and the ministry
Subsequent statements from Education Ministry spokespeople have emphasized adherence to official guidelines and the need for a curriculum that meets national standards and learning outcomes. They stressed ongoing review processes and opportunities for stakeholder feedback, while refraining from commenting on individual allegations.
Why this matters for policy and public trust
Curriculum development sits at the heart of national education policy. A process perceived as politicised can erode trust among educators, parents, and students. Advocates for reform warn that political interference risks producing a curriculum that is less rigorous, less inclusive, and less adaptable to evolving classroom needs. Proponents of greater transparency argue that independent oversight and professional input should anchor major educational reforms.
What happens next
Parliamentary committees reviewing the evidence may call additional witnesses and request documentation to clarify the extent of expert involvement and the rationale for major revisions. Independent educators’ associations are likely to press for reforms in how curricula are developed, tested, and implemented, with an emphasis on ensuring technical accuracy and pedagogical relevance.
Implications for the broader education agenda
Beyond the immediate controversy, the case highlights ongoing debates about how to balance political accountability with professional expertise in national education systems. The goal remains to deliver a curriculum that not only aligns with policy objectives but also supports high-quality teaching and meaningful learning for every student.
