An exploration of gender representation in Zimbabwe’s Updated ‘O’ level Family and Religious Studies syllabus

Abstract

Zimbabwe has developed an updated curriculum framework in order to revamp the education sector and ensure that products that come out of the education system are relevant to the 21st century needs. One of the 21st century educational goals is to address gender imbalances, so as to enhance equitable national development. This study focuses on the ‘updated ‘O’ level syllabus for Family and Religious Studies using three selected secondary schools in Masvingo urban. The new syllabus takes cognisance of gender issues that sensitise learners on gender equality and equity. The aim of this paper is to appraise the role of the new curriculum in addressing gender issues in Zimbabwe and the implementation modalities with specific reference to Family and Religious Studies ‘O’ level syllabus. The qualitative approach was employed whereby interviews and document analysis were used to collect data from school heads, teachers and gender experts on gender reforms in the new curriculum and how they have impacted on education in Zimbabwe. The findings revealed that the updated Family and Religious Studies curriculum attempted to redress gender imbalances in secondary schools. The study, however, concluded that continued gender bias in textbooks, lack of resources and lack of knowledge and technical skills on the part of the teachers affected the successful implementation of the Family and Religious Studies curriculum. The study recommends provision of gender sensitive learning materials and textbooks relevant to the new content in the Family and Religious studies and use of a more constructive approach in the teaching and learning of the subject and gender mainstreaming.