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

Hannah Perpetua Muzembe Maphetla Machaba Matshediso Rebecca Modise

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.

Keywords

Curriculum implementation, Early Childhood Development, Innovation, Practitioners’ views, Social validity

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/