The hidden curriculum comprises unspoken or implicit values, behaviors, procedures, and norms in an educational setting. This can be an alternative to empowering attitudes, values, ​​and non-cognitive skills, for example, politeness, honesty, hard work, cooperation, and tolerance in students during the implementation of curriculum innovations.. An alignment between the intended/official curriculum innovation implementation and the implemented curriculum innovation encourages the positive manifestation of the hidden curriculum. Negative manifestation of the hidden curriculum due to misalignment between intended/official curriculum innovation implementation and the implemented curriculum innovation makes the envisaged change through curriculum innovation implementation elusive, like a mirage that can never be caught. This paper critically discusses how the hidden curriculum may promote or hinder successful curriculum innovation implementation. Implications of the hidden curriculum to curriculum innovation implementation are also discussed.

In Zimbabwe teachers’ colleges diploma in science education student teachers go for Attachment Teaching Practice (ATP) in the second year of the three year diploma. Among others during ATP, science teacher mentors assist student teachers to develop skills in using instruction anchored on learning technology This study sought to find out the nature of science teacher mentors’ perceptions of actual and preferred school conditions involved in mentoring student teachers to effectively use learning technology A questionnaire was used to collect both qualitative and quantitative data. Results indicate that school conditions like high workload, large classes, congested timetables, lack of learning/teaching resources and nature of appraisal system, reduce effectiveness, of mentoring, hence compromising the quality of science teacher preparation. The potential of science teacher mentors could be enhanced by creating an enabling work environment, through meeting mentor needs.

Blended assessment approach (BAA) comprising closed book test (CBT) and open book test (OBT) assessment strategies is being used in the Bachelor of Education Degrees in Mathematics and Science ODeL programme offered by a University M in Zimbabwe. Adherents to BAA identify compensating for weaknesses of one strategy by another, as its major strength.  Research studies reveal that if assessment strategies are aligned to assessment objectives the gap between the intended and achieved curricula is reduced. This study was conducted to explore how BAA enhanced congruency between the BED Mathematics and Science ODeL intended and achieved curricula based on the perceptions of in– service teachers in the programme. Interviews, focus group discussions (FDGs) and document analysis were used to gather data.  Qualitative data analysis techniques were used, since they were consistent with the objectives of the study. Findings reveal that giving a compulsory OPT after the CBT ensured that learners concentrated both on areas they had challenges, as well as consolidating what they got correct in the CBT. This tended to broaden and deepen frontiers of knowledge of the in–service teachers in their respective subject areas (Mathematics, Physics, Biology and Chemistry). All the in–service teachers in the study concurred that the learner–centred nature of the BAA approach was effective in achieving curriculum objectives. They (in–service teachers) could not hide their support for the BAA by showing their preparedness to immediately implement it in teaching and learning at their schools. Further studies on the use of formative (continuous) assessment strategies like presentations, question setting, group projects and exhibitions by learners are recommended, to improve the blend of assessment strategies in the BAA.

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Communication and Information Science (CIS) can be effectively applied in a STEM environment if ICT is accessible to people including those who are visually impaired (VI). This is premised on that Information and Communication Technology (ICT) has invaded every part of society, from home, industry and social life, as the world moves rapidly into digital media.  One way of ensuring the effective inclusion of VI people in communication and Information Science is to have an education system from preschool, secondary through to tertiary which has inclusive ICT education. Apart from engendering CIS, ICT promotes/enhances student-centered learning consistent with STEM objectives. Through Zimbabwe’s education system, the visually impaired (VI) people like anybody else, need to understand and apply ICT as a tool to aid their learning, professional development, and a means of socializing. What is questionable is whether the education system of Zimbabwe from preschool, prepares VI people to be effective users of ICT as STEM objectives suggest.  In order to gain insight, curricula documents for a selected teachers’ college T and Ministry of Primary and Secondary Education curriculum documents were analyzed.  Also, data was generated through interviews and focus group discussion with VI pre-service teachers at teachers’ college T. The interviews and focus group discussions aimed to generate data through VI pre-service teachers’ reflections on their primary and secondary school days, juxtaposed with their current experience during teacher training with respect to inclusivity on use of ICT as a tool for teaching and learning, aiding personal learning and social life interactions. All the 10 VI pre-service teachers involved in the study concurred that if ICT learning and application begins as early as primary level, one is bound to develop high competence and confidence in ICT use. However, a very supportive environment, morally and materially, was seen as crucial in developing high competence and confidence levels of VI persons in using ICT for learning and in social life.