Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education

Gasva, Douglas; Phiri, Rodney Joe

doi:10.31763/ijele.v2i2.99

Cited by 2 publications

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“…This creates a platform for students' empowerment through the acquisition of STEM knowledge, skills, and attitudes. Hence, this new curriculum encompasses some educational and instructional practices that have a strong bias towards linking secondary schools with relevant scientific and technological workplaces (Gasva and Phiri 2020). In other words, CBSC lays a proper foundation that exposes students to real life-long learning contexts through their interaction with the environment.…”

Section: Finding and Discussionmentioning

confidence: 99%

PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics

Chikuvadze

2023

Pedagogi

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This study sought to gain an understanding of the Competence-Based Science Curriculum - CBSC as an approach that enhances students’ acquisition of Science, Technology, Engineering, and Mathematics - STEM knowledge, skills, and attitudes. In this conceptual paper, structural analysis formed the methodological framework that guided the cross-examination of the purposively selected research articles and document policies. Structural content analysis was used to interrogate the generated data. From the findings and discussion, it was noted that the CBSC was seen as an approach that is learner-centred and grounded in constructivism and perennialism philosophies. Thus, it promotes students’ interaction with their environment during STEM learning. Though CBSC can be well-planned, designed, and documented, it is marred with some challenges. From this, the discussion forwarded possible solutions geared towards equipping teachers with relevant knowledge, and skills to effectively implement the new approach in learning activities. From this discussion, it can be concluded that CBSC as an approach if effectively implemented can promote the acquisition of STEM knowledge, skills, and attitudes.

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Section: Finding and Discussionmentioning

confidence: 99%

PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics

Chikuvadze

2023

Pedagogi

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“…MoPSE, 2015). This was observed by many as a radical reconstruction of an education system by basing a modern education on an ancient Afrocentric philosophy to compete on the global economic fora towards attainment of domestic and international agendas, especially Agenda 2030 regarding achieving middle-class economy for all Zimbabweans (Bondai and Kaputa, 2016;Gasva and Phiri, 2020;Odari, 2020). The bravery is witnessed in the way the country ignored the colonial discourse of labelling Black people from the Global South as inferior, bestial, and primitive, which view is not concomitant to academic prowess and development (Makuvaza, 2015;Nendauni, 2016).…”

Section: Introductionmentioning

confidence: 99%

Globalisation and ICT in Education through Unhu/Ubuntu African Philosophical Framework: A Case of the Zimbabwean Curriculum

Dhliwayo,

Jita

2023

AJIMS

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This paper reviews the philosophical foundations of Unhu/Ubuntu in the Zimbabwean education system. The Zimbabwean curriculum underwent a comprehensive paradigm shift from a Western philosophy to an ancient indigenous philosophy of Unhu/Ubuntu. The Western philosophy was discarded on the premise that it provided an extraneous education lacking authentic existence for the people. Through the lens of connectivism, the paper answers the question of how after this removal from Western ideals, the present education impacts the country’s need to be an active player in the Fourth Industrial Revolution (4IR) and global citizenship. Digital technologies are not a traditional heritage from an African epistemology. Therefore, the question remains whether the philosophy of Unhu/Ubuntu is rich enough to provide a framework for the integration of information and communication technology (ICT) and a resultant 4IR-relevant education for the country. We argue that Unhu/Ubuntu is well aligned to provide a framework for a digitalised technological education through its ethical, humanistic values. The paper concludes with a strong assertion that while both Capitalism and Unhu/Ubuntu achieve the goals of 4IR through education, one produces a competent skilled worker without the accompaniment of moral and ethical integrity which the other deliberately instils besides the skills and competences.

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Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education

Cited by 2 publications

References 0 publications

PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics

PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics

Globalisation and ICT in Education through Unhu/Ubuntu African Philosophical Framework: A Case of the Zimbabwean Curriculum

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