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Abstract
The purpose of this study was to investigate the distribution of ‘science for all’ and ‘science for scientists’ in the documentation of the school integrated science curriculum in Malawi. This was done with the aim of enabling university academics to find out whether or not this curriculum could prepare pupils adequately for the whole range of university science and technology programmes; an issue that has received a lot of attention in recent years. A content analysis of the rationale, general and specific objectives of both the junior and senior integrated science curriculum was carried out using the scientific literacy framework. The findings show that while the junior curriculum reflects a ‘science for scientists’ approach, the senior curriculum presents a mixed picture in as far as the two purposes are concerned. The negligible coverage of ‘science as a way of knowing’ in both curricula is a setback in achieving both purposes.