Research Article
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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/

Details

Primary Language English
Subjects Education and Educational Research
Journal Section Curriculum Development
Authors

Hannah Perpetua MUZEMBE (Primary Author)
Women's University in Africa
0000-0002-3922-3717
Zimbabwe


Maphetla MACHABA
University of South Africa
0000-0001-8419-5471
South Africa


Matshediso Rebecca MODİSE
University of South Africa
South Africa

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

Cite

Bibtex @research article { jegys1011035, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2021}, volume = {9}, pages = {377 - 389}, doi = {10.17478/jegys.1011035}, title = {Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views}, key = {cite}, author = {Muzembe, Hannah Perpetua and Machaba, Maphetla and Modise, Matshediso Rebecca} }
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 . DOI: 10.17478/jegys.1011035
MLA Muzembe, H. P. , Machaba, M. , Modise, M. R. "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 (2021 ): 377-389 <https://dergipark.org.tr/en/pub/jegys/issue/65384/1011035>
Chicago Muzembe, H. P. , Machaba, M. , Modise, M. R. "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 (2021 ): 377-389
RIS TY - JOUR T1 - Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views AU - Hannah Perpetua Muzembe , Maphetla Machaba , Matshediso Rebecca Modise Y1 - 2021 PY - 2021 N1 - doi: 10.17478/jegys.1011035 DO - 10.17478/jegys.1011035 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 377 EP - 389 VL - 9 IS - 4 SN - -2149-360X M3 - doi: 10.17478/jegys.1011035 UR - https://doi.org/10.17478/jegys.1011035 Y2 - 2021 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views %A Hannah Perpetua Muzembe , Maphetla Machaba , Matshediso Rebecca Modise %T Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views %D 2021 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 9 %N 4 %R doi: 10.17478/jegys.1011035 %U 10.17478/jegys.1011035
ISNAD Muzembe, Hannah Perpetua , Machaba, Maphetla , Modise, Matshediso Rebecca . "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
AMA Muzembe H. P. , Machaba M. , Modise M. R. Implementing the updated Early Childhood Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views. JEGYS. 2021; 9(4): 377-389.
Vancouver Muzembe H. P. , Machaba M. , Modise M. R. 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. 2021; 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", Journal for the Education of Gifted Young Scientists, vol. 9, no. 4, pp. 377-389, Dec. 2021, doi:10.17478/jegys.1011035

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