Hwande Esau, John Mpofu


World over, a national curriculum that is contextually relevant to the evolving needs of a nation is highly regarded as one of the essential drivers of a country’s socio-economic development. Every nation therefore strives to ensure that its educational curriculum is in tandem with its developmental needs. The goal behind the commissioning of the Nziramasanga Presidential Commission of Inquiry into Education and Training (CIET) in 1998 was to come up with an educational curriculum that is relevant to the socio-economic challenges obtaining in Zimbabwe. The CIET Report of 1999 recommended a shift from a predominately theoretical curriculum to a hands-on curriculum that emphasizes the development of vocational technical skills. The CIET Report of 1999 got political approval and adoption 13 years later at a ZANU PF party conference in Chinhoyi (The Standard, 13/12/2013). The period 2014 to 2016 saw bureaucrats in the Ministry of Primary and Secondary Education (MoPSE) translating the CIET Report: 1999 into policy by designing the new curriculum and preparing the relevant teaching-learning inputs (Curriculum Framework for Primary and Secondary Education:2015-2022 / CFPSE, 2015-2022). According to the MoPSE, all the relevant preparations were done and schools were in a position to implement the new curriculum with effect from January 2017. On the contrary, some sectors of the Zimbabwean society like, the Progressive Teachers’ Union of Zimbabwe (PTUZ) were insinuating that schools were ill prepared for the implementation (News Day Zimbabwe: 09/01/17). The Dadaya High School (SDC) challenged the introduction of the new curriculum in the High Court alleging parents were not consulted and schools were not prepared (The Herald: 15/02/17). This background and the managerial principle that curriculum implementation should be closely monitored to ensure it remains on course (Ahmadi and Lukman, 2015) gave birth to this study.


Article visualizations:

Hit counter



primary schools, curriculum, Zimbabwe


Nziramasanga Commission of inquiry Into Education and Training (CIET) 1999 Government Printers , Harare

Adebanjo H and Charles-Owaba, L. (2008). National standards and quality control in Nigerian Education. The state of education in Nigeria. UNESCO, Abuja.

Ahmad and Lukman (2015) Issues and Prospects of Effective Implementation of New Secondary School Curriculum in Nigeria Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.6, No.34, 2015

Babalola, V. O. (2004). in Noah A.O.K. Shonibare D.O. Ojo A.A and Olajuwon, T. (eds) cResource Materials in the Implementation of Curriculum in 21st Century

Chikoto V and Mhloyi Godwell (1995), Introduction To Educational Research Methods, Centre for Distance Edu, Harare.

Chikumbi, N. and Makamure, T. (2005) Training teachers for quality education in Europe European Journal of Teacher Education. 25(1): p. 11-17.

Chivore B. R. (1994), Handbook on School Administration, UNESCO, Harare.

Creswell J. (1994), Research Design; Qualitative and Quantitative Approaches, Sage Publications, USA.

Dewey, J. On Education, University of Chicago Press, Chicago.

Dewey, J. (1979). Experience and Education, University of Chicago Press, Chicago.

Freire Paulo, (1972), Pedagogy of the Oppressed, Continuum, University of Texas.

Gwarinda T. (2002), Socialism and Education: An Introduction, The College Press, Harare.

Hawes, H. (1979) Curriculum and Reality in African Primary Schools. Langman Group Ltd. London, Z979.

Ivowi, U. M. O. (2004).Curriculum implementation: Implication for school administration in Noah, A.O.K., Shonibare, D. O., Ojo, A.A. and Olujuwon, T. (Eds)s curriculum implementation and professionalizing teaching in Nigeria. Lagos: Central Educational Services.

Kelly, A. V. (2008). The Curriculum Theory and practice 4th edition. London: Paul Chapman.

Makunja Grace, Challenges Facing Teachers in Implementing Competence-Based Curriculum in Tanzania: The Case of Community Secondary Schools in Morogoro Municipality, International Journal of Education and Social Science Vol. 3 No. 5; May 2016

Mkpa, M. A. (2005). Challenges of implementing the school curriculum in Nigeria, journal of curriculum studies 12(1), 9-17.

Nwagu, O. (2004). Suggested Organization for African School. Ibadan: Longman.

Olokor, N. (2006). Supervision and School Administration, in dynamics of educational administration and management. Awka: Meks Publishing Company.

Onyeachu, E. (2008). Teachers Characteristics and School Curriculum Implementation in Nigeria Secondary Schools: A Theoretical Review in Journal of the Nigerian Academy of Education. Nigeria jonahed (1), 118-120

Rousseau J. (1974), Emile, Dent, UK.

Shumbayaonda and Maringe (2000), Guide to School Experiences, ZOU, Harare.


Copyright (c) 2018 Hwande Esau, John Mpofu

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

The research works published in this journal are free to be accessed. They can be shared (copied and redistributed in any medium or format) and\or adapted (remixed, transformed, and built upon the material for any purpose, commercially and\or not commercially) under the following terms: attribution (appropriate credit must be given indicating original authors, research work name and publication name mentioning if changes were made) and without adding additional restrictions (without restricting others from doing anything the actual license permits). Authors retain the full copyright of their published research works and cannot revoke these freedoms as long as the license terms are followed.

Copyright © 2016 - 2023. European Journal Of Social Sciences Studies (ISSN 2501-8590) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library. All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All the research works published on this journal are meeting the Open Access Publishing requirements and standards formulated by Budapest Open Access Initiative (2002), the Bethesda Statement on Open Access Publishing (2003) and  Berlin Declaration on Open Access to Knowledge in the Sciences and Humanities (2003) and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License. Copyrights of the published research works are retained by authors.


Hit counter