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

Hwande Esau, John Mpofu

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

Keywords


readiness, primary schools, curriculum, Zimbabwe

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.




DOI: http://dx.doi.org/10.46827/ejes.v0i0.963

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Hwande Esau, John Mpofu

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

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) 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 (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements 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 (CC BY 4.0).