The Curriculum, Pedagogy and Assessment Division comprises four specialised Sections that collectively provide strategic leadership, technical expertise, and quality assurance in curriculum design, teaching and learning, learner assessment, and holistic education.
The Division is organised as follows:
The Curriculum, Pedagogy and Assessment Division is responsible for providing strategic leadership, policy implementation, technical guidance, and quality assurance in the development, delivery, and continuous improvement of curriculum, pedagogy, and assessment across the general education system.
Its core mandate is to ensure that the national curriculum remains relevant, coherent, competency-based, and responsive to national priorities and global developments. The Division leads the development, review, implementation, and evaluation of curriculum frameworks; promotes high-quality, learner-centred pedagogical practices; and strengthens assessment systems that accurately measure learner achievement and support continuous improvement.
The Division also plays a central role in advancing educational quality through teacher professional learning, curriculum research, monitoring and evaluation, and the integration of cross-cutting priorities, including digital literacy, values education, environmental sustainability, global citizenship, entrepreneurship, and twenty-first-century competencies.
Through these functions, the Division ensures that curriculum, teaching, learning, and assessment remain innovative, inclusive, evidence-informed, and aligned with the Ministry’s strategic priorities, enabling learners to acquire the knowledge, skills, values, and competencies required for lifelong learning and national development.
The Curriculum Development Section is responsible for the design, development, implementation, review, and continuous improvement of the national curriculum across all levels of general education. It ensures that curriculum frameworks, learning standards, and instructional resources remain relevant, coherent, inclusive, and aligned with national education priorities and international best practices.
The Section leads curriculum reform by developing competency-based programmes that foster critical thinking, creativity, innovation, problem-solving, communication, collaboration, and lifelong learning. It works collaboratively with educators, subject specialists, tertiary institutions, industry representatives, and other stakeholders to ensure that curriculum content reflects evolving societal needs, labour market expectations, and global educational trends.
The Section also monitors curriculum implementation, evaluates its effectiveness through research and evidence, and provides technical guidance to schools and educators to support high-quality curriculum delivery and continuous improvement.
Through these functions, the Curriculum Development Section ensures that the national curriculum remains future-focused, responsive, and capable of preparing learners for further education, employment, responsible citizenship, and lifelong success.
The Co-Curricular, Extra-Curricular and Education for Sustainable Development (ESD) Section is responsible for promoting the holistic development of learners by coordinating programmes and initiatives that complement and enrich the formal curriculum while fostering sustainable values, active citizenship, and personal development.
The Section develops policies, frameworks, and programmes that strengthen learner participation in co-curricular and extra-curricular activities, promoting leadership, creativity, teamwork, resilience, wellbeing, cultural appreciation, and community engagement. It also leads the integration of Education for Sustainable Development principles throughout the education system, encouraging environmental stewardship, social responsibility, global citizenship, and sustainable lifestyles.
Working collaboratively with schools, government agencies, community organisations, and development partners, the Section expands opportunities for meaningful learner engagement and monitors programme quality and impact to support continuous improvement.
Through these functions, the Section contributes to developing confident, responsible, resilient, and socially conscious learners equipped to contribute positively to sustainable national and global development.
The Pedagogical Support Section is responsible for strengthening the quality and effectiveness of teaching and learning through instructional leadership, professional support, and the promotion of evidence-informed pedagogical practices across the education system.
The Section supports educators by developing and coordinating professional learning programmes, mentoring initiatives, classroom support, and instructional resources that enhance teaching practice and learner engagement. It promotes learner-centred, inclusive, differentiated, and competency-based pedagogies that respond to diverse learner needs while encouraging innovation and reflective professional practice.
The Section also facilitates professional learning communities, collaborative networks, and knowledge-sharing platforms that promote continuous improvement, educational research, and the dissemination of effective teaching practices.
Through these functions, the Pedagogical Support Section contributes to the development of a highly competent, innovative, and reflective teaching workforce committed to delivering high-quality learning experiences and improving learner outcomes.
The Assessment Section is responsible for providing strategic leadership, coordination, and quality assurance for national assessment systems that support learner achievement, educational quality, and evidence-based decision-making.
The Section develops, implements, and continuously improves formative, summative, diagnostic, and school-based assessment frameworks that are valid, reliable, equitable, and aligned with curriculum standards and intended learning outcomes. It provides professional guidance to schools and educators on assessment design, moderation, reporting, and assessment literacy to promote consistency, integrity, and fairness across the education system.
The Section also analyses learner performance data to generate evidence that informs curriculum improvement, teaching practice, educational policy, and strategic planning. Through research, monitoring, and evaluation, it supports continuous improvement in learner achievement and system performance.
Through these functions, the Assessment Section ensures that assessment serves not only as a measure of learning but also as a powerful tool for improving teaching, supporting learner progress, and strengthening the overall quality and effectiveness of the education system.