Selected primary school teachers’ perceptions of implementing the Competence-Based Curriculum in Zimbabwe: Heartaches and opportunities

Abstract

The study examines conversations among Zimbabwean primary school teachers about their experiences with the new Competence-Based Curriculum (CBC) (2015-22) being implemented by the Ministry of Primary and Secondary Education. The new curriculum prescription has been met with mixed feelings from primary school teachers. This small-scale qualitative study reports the views of three Harare urban primary school teacher volunteers who were interviewed. The interviews produced live stories which reflect the teachers’ level of understanding and experiences with the new curriculum. The study was informed by Hall and Loucks’ 1987 Concern Based Adoption Model. The results of the study show that it has been difficult to transform primary school teachers’ professional behaviour and alter teachers’ deep–seated traditional practices to adopt new systems and styles. One of the major findings from the teachers’ stories was that the significant aspects of motivation, resources and teacher sensitisation and preparation on the new demands of implementing the new curriculum were not seriously considered. Accordingly, the study concludes that the practical implementation of the CBC has not been fully achieved. The Ministry of Primary and Secondary Education did not psychologically and professionally prepare primary school teachers to implement the new curriculum initiative. The study therefore recommends that Curriculum Development and Technical Services (CDTS) unit should transcend being a producer of curriculum documents to engaging in professional dialogue with primary school teachers, given the magnitude of the curriculum reform. This sets the stage for successful implementation of the curriculum and its institutionalisation, especially if teacher concerns are met