Implementation of Cambridge Curriculum Challenge and Opportunities at Hellenic Greek International School in Addis Ababa
No Thumbnail Available
Date
2025-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa, Ethiopia
Abstract
The purpose of this study was to assess the implementation of the Cambridge Curriculum—its
challenges and opportunities—at Hellenic Greek International School, Addis Ababa, and to
determine possible solutions for the challenges faced. Data was collected using questionnaires
and interviews, and both qualitative and quantitative data analysis methods were employed. The
statistical data were processed using the Statistical Package for Social Sciences (SPSS Version)
(2025), with tools such as frequency, percentage, mean, and standard deviation used for analysis.
The findings revealed that the implementation of the Cambridge Curriculum at Hellenic Greek
International School presents notable opportunities for academic growth globally and career
readiness. However, challenges persist, including inclusivity issues, resource constraints, and
gaps in professional development. While the teaching workforce is experienced and stable,
strategies to attract younger professionals, promote gender diversity, and support advanced
qualifications are crucial for sustainability. Leadership practices demonstrate moderate
effectiveness but are hindered by gaps in clarity, monitoring, and feedback mechanisms.
Classroom overcrowding, limited access to instructional resources, outdated facilities, and
inadequate technology further hinder curriculum delivery and student engagement. To enhance
implementation, it is recommended to promote professional development through tailored training
programs, mentorship initiatives, and collaborative learning platforms. Improved resource
allocation, including investments in technology, specialized facilities, and adaptable classroom
environments, is critical. Addressing cultural and language barriers, fostering experiential
learning opportunities, and incorporating student feedback into decision-making processes can
create a more inclusive and engaging learning environment. Furthermore, leadership stability,
enhanced teacher support, and innovative scheduling strategies are essential to ensuring the
curriculum’s long-term impact on students' academic success and holistic development.
Description
Keywords
Cambridge Curriculum Implementation, Academic Growth, Career Readiness, Inclusivity Issues, Resource Constraints, Professional Development, Leadership Practices, Student Engagement