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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.
2017 •
DOI: 10.21276/sjahss.2017.5.9.9 Abstract: This study investigated how the successful implementation of the New Curriculum in Zimbabwe’s Primary and Secondary Schools can be attained. The Convergent parallel design underpinned this study. Observation triangulated data was gained from Questionnaires and Interviews. The population comprised Teachers teaching in the Hwange Cluster, School heads, and District Schools Inspector. Purposive sampling was used to select sixty-two (n=62)teachers, five (n=5) School heads and one Schools Inspector. Findings indicated that significant curriculum changes have occurred in the Zimbabwean Primary and Secondary School sector, the New Schools Ccurriculum is set to make contributions towards a Sustainable SocioEconomic Transformed Zimbabwe and that the implementation of the New Curriculum is faced with several challenges which, however, can be addressed through a holistic approach by different stakeholders. Based on the findings, the study concluded tha...
European Journal of Education Studies
The Readiness of Primary Schools to Implement the New Curriculum in Zimbabwe at Ecd (A) Level: A Case Study of Bandura Urban Primary Schools2017 •
In a bid to align the Zimbabwe education and training sub-sectors to the evolving needs of the nation, the Nziramasanga Commission of Inquiry into Education and Training (CIET) put forward several recommendations. One of the recommendations was that the state should increase access to Early Childhood Development (ECD) by coming up with a formal primary school based ECD curriculum (CIET: 1992). Technocrats in the Ministry of Primary and Secondary Education (MoPSE) translated the CIET recommendations into an actionable curriculum policy. Between 2014 and 2016, the MoPSE designed a new curriculum and prepared the relevant teaching-learning inputs (Curriculum Framework for Primary and Secondary Education: 2015-2022 (CFPSE: 2015-2022). The MoPSE said, schools were ready to implement the new curriculum with effect from January 2017 (CFPSE: 2015-2022) . On the contrary, some sectors of the society doubted that schools were prepared. The Progressive Teachers’ Union of Zimbabwe (PTUZ), alleg...
European journal of social sciences
Issues Surrounding the Updated Secondary School Curriculum in Zimbabwe2019 •
In 1999, the Nziramasanga Commission of inquiry into the Zimbabwean education system was tasked to look into the issues surrounding the education system. While the commission came up with recommendations, however, political and economic challenges could not allow such transformations. Thus, this paper discusses concerns surrounding the updated school curriculum in Zimbabwe. This is based on the feeling that the education system must be characterized by dramatic technological revolution that has a strong bearing on the curriculum. Guided by the foundational curriculum theory, the paper argues that education is a tool geared to reform society and creates change for the better. Hence, authentic education in Zimbabwe addresses the whole person and does not limit professional development and curriculum design to workplace readiness. To this end, there is every need to review the status quo of secondary school curriculum in Zimbabwe in order to consolidate further the new basic education ...
Africa Education Review
Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe2019 •
The Anthropologist
Rethinking the Definition and Value of the Curriculum Concept: The Zimbabwe ExperienceInternational Journal of Academic Research in Progressive Education and Development
Exploring the Feasibility of School – Based Curriculum Development in Zimbabwe2013 •
This paper explores the feasibility and desirability of school-based curriculum development in Zimbabwe. Data was gathered from interviews with teachers, school heads and parents were used in this study. The sample constituted schools from the dominant educational contexts in Zimbabwe namely urban day and boarding schools, rural day schools, farm and resettlement schools, the differentiated contextual backgrounds of Zimbabwean schools, and different levels of educational resources that the schools have, a curriculum that is context differentiated will be more desirable than the present centrally – based one. However, such factors, as expertise in curriculum development among stakeholders and availability of resources, are bound to militate against this.
2017 •
This study sought to find out teachers‟ views regarding the adoption of the New Schools Curriculum in Zimbabwe. The study adopted the qualitative research paradigm and the case study design. It focused on rural primary and secondary school teachers in Hwange District of Matabeleland North Province in Zimbabwe. The study population comprised rural primary and secondary school teachers in the area under study and a sample of 20 (N=20) teachers (10 from the primary and 10 from the secondary school sector) was considered for the study. The sample was obtained through Purposive sampling method and Interviews were used as the research technique. Consistent with qualitative inquiries, interpretive phenomenological analysis (IPA) of the generated data was done and the data was presented in point form. The key findings were that the teachers understood the New Schools Curriculum in Zimbabwe to mean the new syallabus, learning areas and content that was introduced in schools by the Ministry o...
2023 •
The purpose of this study was to investigate the challenges that are faced by secondary schools in implementing the revised curriculum in Outapi Circuit of Omusati Region. The study used a qualitative research methodology, which employed a case study design. Semi structured interview and open-ended questionnaire were used to obtain data from the participants and respondents. The sample was made up of teachers and schools principals who were purposively sampled because of their typicality to the subject of research. The collected data was analysed using thematic analysis method. Key findings reveal that the implementation of the revised curriculum was faced by challenges related to shortages of instructional material and limited funding provisions, teachers' perceptions and attitudes towards the revised curriculum, as well as the lack of training and continuous support provisions to both teachers and school principals as they were not involved in curriculum development. The study concluded that the implementation of the revised curriculum was characterised by flaws which had negative implications on the process of teaching and learning. Stakeholders in charge of curriculum implementation should be cognisant of the challenges facing the implementation of the curriculum, and devise mechanisms to minimise the negative implications of the challenges for successful teaching and learning.
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