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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.
Journal for the Education of Gifted Young Scientists
Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views2022 •
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 C...
2020 •
The paper discusses the experiences of the authors of the research conducted in Gweru urban and peri-urban primary schools. The objective was to investigate the rationale, clarity of policy and timeliness of inclusion of the four to five year olds in the formal schools. The study was conducted in five Gweru urban and peri-urban primary schools. Five school heads, 10 parents and 20 Early Childhood Development (ECD) teachers were purposely sampled. Data were collected using interviews, observations and checklists of the appropriateness of the outdoor and indoor play equipment. Findings showed that there is indeed need to include this age group in the public schools because this makes education accessible to all. The inclusion of four to five year olds in primary schools was not timely because the learners were learning and habituating in unsatisfactory infrastructure and generally the schools were unprepared for them in terms of personnel and play equipment. Since the study justified ...
ABSTRACT The paper discusses the experiences of the authors of the research conducted in Gweru urban and peri-urban primary schools. The objective was to investigate the rationale, clarity of policy and timeliness of inclusion of the four to five year olds in the formal schools. The study was conducted in five Gweru urban and peri-urban primary schools. Five school heads, 10 parents and 20 Early Childhood Development (ECD) teachers were purposely sampled. Data were collected using interviews, observations and checklists of the appropriateness of the outdoor and indoor play equipment. Findings showed that there is indeed need to include this age group in the public schools because this makes education accessible to all. The inclusion of four to five year olds in primary schools was not timely because the learners were learning and habituating in unsatisfactory infrastructure and generally the schools were unprepared for them in terms of personnel and play equipment. Since the study justified the need for ECD in the schools, it is however, recommended that a more appropriate environment be sought. It also recommended the need to staff develop ECD teachers and supervisors so that they would become craft literate and craft competent, enough to enable them effectively interpret, implement, monitor and evaluate ECD programmes and policies. Keywords: Policies, Timeliness, Early Childhood Development (ECD), Early Childhood Development (ECD) programmes.
South African Journal of Education
The readiness of schools in Zimbabwe for the implementation of early childhood education2017 •
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...
International Journal of Education and Learning
Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education2020 •
International 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.
Africa Education Review
Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe2019 •
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 ...
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