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
