The Ministry of General Education (Zambia) introduced subject specialisation at primary school. However, researchers have not yet sufficiently interrogated the concepts and modalities of subject specialisation at the primary school level to build a basis for an informed position and implementation. The paper aimed to review the literature and international practice relevant to subject specialisation at the primary school level. Interpretive techniques were applied while conducting secondary data analyses. The review established that there were different models of specialisation in education. There were also mixed experiences of subject specialisation in teaching and learning at primary school levels from the countries accessed. Nonetheless, intentional narrowed practice tended to contribute to the competent delivery of service in education. The paper, thus, welcomed differentiated types of specialisation based on school circumstances, learner grade level, staff numbers and teaching and learning facilities. Therefore, the authors proposed a study to explore the assertions and proposals.

The Ministry of Education, Science, Vocational Training and Early Education (MESVTEE) revised the school curriculum as well as the teacher education curriculum in 2013. The revised curriculum for Colleges of Education preparing teachers for Junior Secondary School was rolled out in 2016. The fundamental change was the shift from Objective Based Education to Outcomes-Based Education (OBE). The focus of the study was the Outcomes-Based Mathematics Teacher Education Syllabus (OBMTES). This study sought to assess the implementation of the OBMTES in colleges of education in southern province of Zambia. The study employed a qualitative approach and used a case study design to address the purpose of the study. The target population for the study was 24 lecturers and 120 trainee teachers from which a sample of four lecturers and 40 trainee teachers were selected purposively. Lesson observations, semi-structured interviews and document analysis were used to establish lecturers' practices while Focus Group Discussions (FGDs) (with trainee teachers) were used to establish the trainee teachers' views on lecturers' practices. All data collected was analysed qualitatively by generating themes. The findings indicated that there was lack of alignment between policy and practicelecturers' practices were at abeyance with OBE premises and principles. The lecturers' interactions with students was largely characterised by teacher-centred approaches and the assessments given were not focused on learning. The study recommended that sufficient time and resources should be dedicated towards building capacity among educators regarding the Outcomes Based Education curriculum change.