FACULTY OF EDUCATION

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND PRIMARY

EDUCATION

PART A: STUDENT AND ASSIGNMENT DETAILS

STUDENT NAME: NHUVIRA OBERT

REG NUMBER : R2216127C

PROGRAMME: BACHELOR OF EDUCATION (HONOURS DEGREE IN

INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT)

LEVEL : 1.1

MODULE CODE: BED 134

MODULE TITLE: SCHOOL CURRICULUM AND INNOVATION

DUE DATE: 8 DECEMBER 2022

LECTURER NAME: MR O. MUTOVOSI

ASSIGNMENT TOPIC: With reference to the Zimbabwe competence-

based curriculum and the Education 5.0 philosophy, critically

examine factors that affect curriculum implementation.

PART B : MARKERS COMMENTS

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DATE: ……………………………………………… MARK:

The emerging of innovative learning initiatives that involve the application of new
technological tools, delivery platforms and new business models one such initiative is
competency based education. The assignment serves to critically examine factors that affect
the implementation of competence based curriculum and education 5.0 philosophy in
Zimbabwe which are technological, societal, economic, political and cultural changes. Terms
like competence based, curriculum and education 5.0 will be defined.

According to Kelly (1999), curriculum is a course of study that enables the learner to acquire
specific knowledge and skills. Ogar and Awhen view curriculum as planned experiences
offered to the learner by the school. Simply put, curriculum is a syllabus which may limit the
planning of teachers to a consideration of the content or the body of knowledge they wish to
transmit or a list of subjects to be taught. Marsh (2009) says, competence based allows
students to advance based on their ability to master a skill or competency at their pace
regardless of the environment. Therefore one can say that competency based refers to the
intended and systematic learning experiences through which students acquire and or develop
their knowledge, skills and attitudes that are components of the learner’s competencies.
Furthermore, curriculum implementation is putting into practice the officially prescribed
courses of study, syllabuses and subjects. The process involves the learner to acquire
knowledge or experience.

UNESCO, (2010) defines education as the process of facilitating learning, or the acquisition
of knowledge, skills, values, morals, beliefs, habits and personal development. Jonathan
(2019) proposed that, Education 5.0 philosophy is an approach that aims to make Zimbabwe
competitive, modern, and industrialised. This implies that, education 5.0 philosophy is the
use of new technologies provides more humanized teaching, with focus on students, social
and emotional development and solutions that improve life in the society. Also, it focuses on
the five pillars which are research, teaching, community service, innovation and
industrialisations. It is also a heritage base philosophy in the shaping future technology
through innovation and industrialisation.

To begin with, in Zimbabwe competence based curriculum and the education 5.0 philosophy
encountered many factors that affect the curriculum implementation. One of the factors that
affects is the Teacher. Whitaker (1979) asserts that the teachers view their role in curriculum
implementation as an autonomous one. Wolfson (1997) supports the above idea when he said
that, the teacher must play a more significant role in curriculum planning and development so
that they can implement and modify the curriculum for the benefit of the learners. This shows
that teachers are the pillars in implementation of the competence based curriculum. As
classroom practitioners teacher play a paramount role they must have the knowledge of what
to be done. Most teachers did not have the knowledge of teaching some subjects for example
Information and communication technology, Music and physical education hence the
implementation suffered. In addition, teacher preparedness for the curriculum plays a vital
role. There is need for teacher to know the curriculum well to strengthen instructions so that
they plan accordingly. One of the leading concerns among the teachers included a lack of
opportunities for collaboration and sharing with peers in support of the change. Most teachers
were not geared to accept the change of the curriculum especially those who were already in
the service they were used to old curriculum so they did not implement the competence based
curriculum.

Lack of adequate resources and learning materials is one of the factors that affected the
implementation of the competence based curriculum and the Education 5.0 philosophy.
Kutongomara (2018) said that non-payment of fees and levies was prevailing throughout the
year in schools. This was aggravated by the fact that legal statutes prohibit the exclusion of
learners for nonpayment of fees and schools are charged commercial rates for water and
power yet they are not profit making organisations, resulting in the disconnection of such
social services in some cases. Consequently those with computers had their internet facility
disconnected but internet helps competence based curriculum and the Education 5.0
philosophy. This affected the implementation of the competence based curriculum and the
Education 5.0 philosophy as it was hard for schools to purchase learning materials. Most
subjects in the competence based curriculum and the Education 5.0 philosophy need a lot of
resources for them to prevail and these were left behind as teachers and learners ignore them.
No meaningful teaching and learning take place without adequate learning resources
materials. Furthermore, learners could not find the much needed teaching and learning
resources needed for effective implementation of the competence based curriculum and the
Education 5.0 philosophy for example textbooks, laptops, musical instruments to mention a
few.

Infrastructural development was another predicament implementation of the competence

based curriculum and the Education 5.0 philosophy. The unavailability of appropriate
facilities have a great influence in the implementation of the competence based curriculum
and the Education 5.0 philosophy. Some schools had no computer laboratory yet Information
Technology was a prerequisite. Learners were being taught theory only by computer illiterate
teachers. In most school the is shortage of classroom blocks which forced hot sitting which is
also considered to be a barrier to the implementation of the competence based curriculum and
the Education 5.0 philosophy process of the targeted grades. This lessens the teaching and
learning time because the learning process sometimes will be disturbed by harsh weather
conditions such as heat waves and rainfalls. Therefore the implementation of the competence
based curriculum and the Education 5.0 philosophy was affected.

Lack of adequate and qualified human resources also affected the implementation of the
competence based curriculum and the Education 5.0 philosophy was affected. Moyo (2018) is
of the view that, the high pupil/teacher ratio in some cases made it unworkable. Some arrears
such as ICT, Agriculture, Mass Displays and Physical education needed specialist teachers
learners were being taught by illiterate teachers who used the lecture method. This shows that
teachers without knowledge becomes as a barrier for the implementation of the competence
based curriculum and the Education 5.0 philosophy.

Tshili (2017) said in the process US $9 million was availed for the Despite that, teachers
teaching and learning materials for the infant learners, grade 3s, and form 1s, 3s and 5s
nationally which made it inadequate. The targeted levels were required to purchase the
needed materials unhindered and would be accountable for the outcomes of their learners. As
most of the subjects in competence based curriculum needs hands on approach but because of
this teachers were forced to other teaching methods which yields unfavourable results and
this affected the implementation of the competence based curriculum and the Education 5.0
philosophy’

It is argued that the key to achieving the organisations goals depends on determining the
needs and wants of target markets and delivering the desired satisfactions more effectively
and efficiently than the competitors. Students are the target markets for institutions. A
curriculum that fails to meet their expectations is deserted right away. Petruzzellis and
Romanazzi (2010) say, students have become discriminating in their selection and more
demanding with the courses. Learners are a critical element in curriculum implementation the
competence based curriculum did not meet learners demands in most arrears so learners were
not able to comply in the implementation of the competence based curriculum and the
Education 5.0 philosophy. While teachers are the arbiters of the classroom practice, learners
hold the key to what is actually transmitted and adopted from the official curriculum. Given
for example some subjects were high demanding this caused learners to dodge the lessons or
did not perform required tasks.

The other contributing factor is administrative influence. An administrator who presents a

negative attitude toward the initiative may cloud the perspectives of the teacher and could
hinder the onset of implementation, Darlington and Campell (2015). Administrator’s
perceptions and concerns for the implementation of police for new teacher evaluation
practices play a pivotal role in the implementation of the curriculum. On understanding which
types of support the administrators expressed lack of time as their primary frustration. An
administrator’s influence during an innovation ties directly to trust buildings and foundations
for fostering mutual respect. Lack of buildings in most schools in Zimbabwe shows that
administrators affected the implementation of the competence based curriculum and the
Education 5.0 philosophy. A principal positive influence and support of the teacher
intellectual growth stood out as key areas in support of teacher affiance. Establishing a shared
vision, empowering staff, and building healthy relationships all allow principals to implement
the curriculum. Some did not supervise their teachers and give them necessary support and
the implementation of the competence based curriculum and the Education 5.0 philosophy
was affected.

Cultural and ideological within a society or country also influence curriculum

implementation. Some communities may resist a domineering culture or government
ideology and hence affect the implementation of the centrally planned curriculum. The
subjects offered in the competence based curriculum were affected because of some cultural
beliefs. In some cultures they thought that subjects like Music, Mass Displays to mention but
a few have no use in their communities and believed that they are western subjects because of
this beliefs the implementation of the competence based curriculum and the Education 5.0
philosophy was affected. Learners came to school with negative attitudes towards the
learning process because of cultural beliefs.

To sum up, the implementation of the competence based curriculum and the Education 5.0
philosophy was affected by many challenges which can be grouped as lack of critical mass of
qualified personnel, lack of textbooks, lack of educational infrastructure, school facilities and
adequate quality control relevant examples were given.
References

Darrington, M and Campell J, (2015) Impelementing new teacher evaluation syatems.

Principals concerns and Supervision Support. Journal of Education

Kelly, AV. (1999) The curriculum, theory and practice (4th Ed). London, Uk; Paul chapman
Publishing ltd

Kutongomara (2018b) ‘Teachers Hail Government for suspending continuous assement of

Pupils.

Marsh C.J (2009) Key concepts for understanding Curriculum. Routledge Taylor and Francis
group

Moyo, T (20180 ‘Zimbabwe Has Highest Literacy Rate in Africa Survey’ Accessed 13, 2018

Ogar, O. E and Awhen F. O., (2015) Teachers Perceived Problems of curriculum

Implementation in Tertiary Instituations in the River state of Nigeria

Petruzzellis and Romanazzi, S (2010) Educational value how students choose University
Evidence from an Italian University.

Tshili, N 2017b ‘Government avails $9 million for New Curriculum’ Accessed November 22
2018