Teachers’Views Regarding the Adoption of the New Curriculum in Zimbabwe: Fostering Quality in Education and/or National Developmental Needs
Journal Title: Scholars Journal of Arts, Humanities and Social Sciences - Year 2017, Vol 5, Issue 5
Abstract
Abstract: 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 of Primary and Secondary Education to replace the traditional curriculum. However, they were concerned that they were generally ill-prepared to implement the New Curriculum, mainly because of the many challenges they faced including limited understanding of the New Curriculum as they felt that they were not well oriented by the relevant Ministry before its introduction. They also cited shortage of appropriate teaching and learning resources for some new learning areas. However, the teachers indicated that it was critical for all education stakeholders to welcome the New Curriculum in acknowledgement of the fact that it was largely a result of national stakeholder consultation conducted by the relevant Ministry. Accordingly, the researchers concluded that inspite of the challenges faced by the primary and secondary school teachers in the implementation of the New Schools Curriculum, they considered its adoption in the context of both fostering quality in education and national developmental needs. Recommendations were that, there is need for continual staff development for teachers in order to help them understand the New Curriculum in depth and that there is need to increase funding of rural schools in order to promote the holistic sussessful implementation of the New Curriculum countrwide. Keywords: Teachers,Curriculum Adoption, Quality in Education, Education Stakeholders, National Developmntal Needs.
Authors and Affiliations
Douglas Gasva, Wisdom Moyo
Keywords
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