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Year 2021, Volume: 9 Issue: 4, 377 - 389, 15.12.2021
https://doi.org/10.17478/jegys.1011035

Abstract

References

  • Ajuoga, M.A & Keta, E. (2021)Competence Based Curriculum for Kenyan Primary Schools: Implementation Challenges Among Stakeholders in Kenya. International Journal of Innovation Research and Advanced Studies (I JIRAS) Volume 8 Issue3, March 2021.
  • Akinrotimi, A.A. & Olowe, P.K. (2016). Challenges in Implementation of Early Childhood Education in Nigeria: The way Forward. Journal of Education and Practice. Vol.7 No 1,2016.
  • Arthur, E. (2017). Problems and prospects of curriculum implementation in Nigeria. Information guide in Nigeria. https//infoguidenigeria.com/problems-prospects-curriculum-implementation/

Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views

Year 2021, Volume: 9 Issue: 4, 377 - 389, 15.12.2021
https://doi.org/10.17478/jegys.1011035

Abstract

This article analysed the level of social validity on implementing the updated Early Childhood Development (ECD) curriculum in Epworth, Mabvuku, Tafara (EPMAFARA) District in Harare, Zimbabwe. To address the ever-changing world economy, Zimbabwe introduced an updated curriculum in all its primary schools, in 2017. The updated curriculum provides a framework for the knowledge that help young people to develop a sense of independence and self-reliance. A qualitative method was employed to explore curriculum implementation in Zimbabwean primary schools. Data were collected from a purposively selected sample of two District Schools Inspectors, four School Heads/ Teachers in Charge and eight ECD teachers. The data were analysed using the NVivo software. The researchers discovered that as well as exposing some gaps in the implementation practice, the study revealed some advantages namely, competence-based component, child centred methods, skills-based approaches, change and nurturing of various children’s talents among others. The disadvantages encountered comprised lack of financial and human resources and school basic infrastructures, excessive workload for teachers, lack of Information, Communication and Technology skills and high- teacher: pupil ratio. The qualitative research method used was one major limitation since it was time consuming and, labour intensive. The researchers' initial sample was further affected by COVID-19's onset in the country in March 2020, when the World Health Organization (WHO) advised lockdown limitations, causing schools to close abruptly. The paper’s findings underscored the significance of planning for change in ECD educational programs in terms of teachers’ preparedness and stakeholders’ resourcefulness. These findings imply that teachers should be trained to become innovative and creative in curriculum implementation. Stakeholders are recommended to support teachers and schools with prerequisite resources.

References

  • Ajuoga, M.A & Keta, E. (2021)Competence Based Curriculum for Kenyan Primary Schools: Implementation Challenges Among Stakeholders in Kenya. International Journal of Innovation Research and Advanced Studies (I JIRAS) Volume 8 Issue3, March 2021.
  • Akinrotimi, A.A. & Olowe, P.K. (2016). Challenges in Implementation of Early Childhood Education in Nigeria: The way Forward. Journal of Education and Practice. Vol.7 No 1,2016.
  • Arthur, E. (2017). Problems and prospects of curriculum implementation in Nigeria. Information guide in Nigeria. https//infoguidenigeria.com/problems-prospects-curriculum-implementation/
There are 3 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Curriculum Development
Authors

Hannah Perpetua Muzembe 0000-0002-3922-3717

Maphetla Machaba

Matshediso Rebecca Modise

Publication Date December 15, 2021
Published in Issue Year 2021 Volume: 9 Issue: 4

Cite

APA Muzembe, H. P., Machaba, M., & Modise, M. R. (2021). Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views. Journal for the Education of Gifted Young Scientists, 9(4), 377-389. https://doi.org/10.17478/jegys.1011035
AMA Muzembe HP, Machaba M, Modise MR. Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views. JEGYS. December 2021;9(4):377-389. doi:10.17478/jegys.1011035
Chicago Muzembe, Hannah Perpetua, Maphetla Machaba, and Matshediso Rebecca Modise. “Implementing the Updated Early Childhood Development Curriculum in Zimbabwean Primary Schools: Social Validity Based on Practitioners’ Views”. Journal for the Education of Gifted Young Scientists 9, no. 4 (December 2021): 377-89. https://doi.org/10.17478/jegys.1011035.
EndNote Muzembe HP, Machaba M, Modise MR (December 1, 2021) Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views. Journal for the Education of Gifted Young Scientists 9 4 377–389.
IEEE H. P. Muzembe, M. Machaba, and M. R. Modise, “Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views”, JEGYS, vol. 9, no. 4, pp. 377–389, 2021, doi: 10.17478/jegys.1011035.
ISNAD Muzembe, Hannah Perpetua et al. “Implementing the Updated Early Childhood Development Curriculum in Zimbabwean Primary Schools: Social Validity Based on Practitioners’ Views”. Journal for the Education of Gifted Young Scientists 9/4 (December 2021), 377-389. https://doi.org/10.17478/jegys.1011035.
JAMA Muzembe HP, Machaba M, Modise MR. Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views. JEGYS. 2021;9:377–389.
MLA Muzembe, Hannah Perpetua et al. “Implementing the Updated Early Childhood Development Curriculum in Zimbabwean Primary Schools: Social Validity Based on Practitioners’ Views”. Journal for the Education of Gifted Young Scientists, vol. 9, no. 4, 2021, pp. 377-89, doi:10.17478/jegys.1011035.
Vancouver Muzembe HP, Machaba M, Modise MR. Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views. JEGYS. 2021;9(4):377-89.
By introducing the concept of the "Gifted Young Scientist," JEGYS has initiated a new research trend at the intersection of science-field education and gifted education.