The present study proposed to analyse critically the concept of curriculum evaluation policy with a view to identifying the nature and elements of such a policy in order to make recommendations for the improvement of evaluation policy, particularly in geographical education in schools. Consequently, the study involved an exploration of the meaning of curriculum, evaluation and policy, and a study of the recommended curriculum and evaluation approaches in the recent literature and particularly in geographical education. In geographical education, the subject is only beginning to accept the humanistic approach to curriculum and the literature in evaluation is overwhelmingly dominated by student testing. The relevance of geographical education, the existence of classes in geography, and the content of published kits, texts and courses, is assumed valid for all contexts; there is little attention given to assisting teachers in context evaluations, evaluation for course planning and improved practice or implementation, and little attention to assisting in the detection of unintended and long term outcomes. There is little evidence of a participatory orientation beyond the development of courses with other geography teachers.