THE READINESS OF PRIMARY SCHOOLS TO IMPLEMENT THE NEW CURRICULUM IN ZIMBABWE AT ECD (A) LEVEL: A CASE STUDY OF BANDURA URBAN PRIMARY SCHOOLS

Authors

  • Hwande Esau Senior Lecturer, Department of Journalism and Media Studies, Bulawayo Campus, Zimbabwe Open University, Zimbabwe
  • John Mpofu Senior Lecturer, Department of Journalism and Media Studies, Bulawayo Campus, Zimbabwe Open University, Zimbabwe

DOI:

https://doi.org/10.46827/ejes.v0i0.963

Keywords:

readiness, primary schools, curriculum, Zimbabwe

Abstract

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), alleged teachers and parents were not consulted and schools were ill prepared (News Day Zimbabwe: 09/01/17). A pre-research research established that 16 private ECD centers dotted around Bindura urban had a combined enrolment of 1200 children which was almost 50% of the ECD market share. This background motivated the researchers to find out if primary schools were prepared to implement the ECD curriculum.

 

Article visualizations:

Hit counter

DOI

References

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

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

Chikutuma et al (2013), Management and Organisation of

Early Childhood Development (ECD) Centres, ZOU, Harare.

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

Creswell J. (2012), Research Design; Qualitative and Quantitative Approaches, Sage Publications, USA.

Curriculum Framework for Primary and Secondary Education 2015 – 2022, MoPSE, Harare.

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, 1979.

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.

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 www.ijessnet.com

Mawere V. H. (2010), Learning and Development

through Play, ZOU Press, Harare.

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

Neuman (2003), Social Research Methods: Quantitative and Qualitative Approaches, Pearson Education Ltd, London.

News Day Zimbabwe 09/01/17.

Nziramasanga (1999) The Nziramasanga Commission in the Inquiry of

Education. Harare: Government Printers.

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

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

ZBC News May 14, 2017.

Downloads

Published

2017-08-15

Issue

Vol 3, No 7 (2017)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).