Issues Surrounding Teachers’ Readiness in Implementing the Competency-Based ‘O’ Level Geography Syllabus 4022 in Zimbabwe
Abstract
The qualitative study, which involved a multiple case study design, focused on the issues surrounding the readiness of teachers to implement the competency-based O-Level Geography Syllabus 4022 in the Zimbabwe secondary school system. In adopting a multiple case study design, the research sought to solicit the opinions of all Geography teachers in the Kwekwe district of Zimbabwe on their readiness to implement the competency-based O-Level Geography Syllabus 4022. A technique involving an analysis of primary documents published by MoPSE was done, and ten in-depth interviews with Geography teachers drawn from two secondary schools and two Focus Group Discussions (FDGs) from the same schools were adopted to generate data. The study established that the updated O-Level Geography Syllabus 4022 was introduced without enough consideration of the readiness of teachers for its implementation. It also emerged from the study that the breadth and depth of the issues surrounding teacher readiness to implement an updated syllabus require action to be taken from several fronts to ensure that the subject community is ready for its rapid delivery. Finally, the research paper recommends massive advocacy and sensitisation of O-Level Geography teachers who are at the helm of the user system to allow for effective delivery of the O-Level Geography Syllabus 4022 in the secondary school sector in Zimbabwe.
https://doi.org/10.26803/ijlter.21.8.3
Keywords
Full Text:
PDFReferences
Barrow, D., & Delisle, J. (2010). A qualitative evaluation of some teachers’ Concerns and levels of use of the lower secondary SEMP Science curriculum of Trinidad and Tobago. Caribbean Educational Research Journal, 2(1), 3-16.
Belin, V. L., & Gonchar, E. A. (2013). Integration of cultural competence-based approaches in education of intending geography teachers. Acmeology of Education Developmental Psychology, 12(2), 90-93.
Biesta, G. J. J. (2015). How does a competent teacher become a good teacher? London: Brunel University.
Brown, D. W. (2019). Whitehead’s Rhythm of Education. Middletown RI. https://restlessageconomist.info/wp-content/uploads/2019/02/Whiteheads-Rhythm-of-Education-1.pdf
Carlson, J. & Daehler, K. R. (2019). The Refined Consensus Model of Pedagogical Content Knowledge in Science Education: Singapore, Springer Singapore
Creswell, J. W. (2014). Research Design: Qualitative & Quantitative Approaches. London: Sage.
Conley, D. T. (2008). What Makes College Students Ready? Expecting Excellence . Educational leadership Magazine, 66: 87-88
Dube, B., & Jita, T. (2018). Rethinking health school relations for curriculum change in Zimbabwe: A relational leadership approach. Issues in Educational Research, 28(1), 901-917. https://search.informit.org/doi/abs/10.3316/ielapa.022365270326426
Georgescu, D. (2015). The Zimbabwe Review: Concept Paper. UNESCO, Beirut
Hall, G., & Hord, S. (2006). Implementing change: Patterns, principles and potholes. New York, NY: Pearson.
Hume, A., Cooper, R & Borowski, A. (Eds.) (2019). Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge for Teaching Science. Singapore, 2019; pp.77?92. https://doi.org/10.1007/978-981-13-5898-2.
Lane, R., & Bourke, T. (2019). Assessment in geography education: a systematic review. International Research in Geographical and Environmental Education, 28(1), 22-36.
Mangwaya, E., Blignaut, S., & Pillay, S.K. (2016). The readiness of schools in Zimbabwe for the implementation of early childhood education. South African Journal of Education, 36(1), 792.
McMillan, J. H., & Schumacher, S. (2001). Research in Education; Conceptual Introduction. New York: Longman.
McTighe, J., & Seif, E. (2011). Teaching for meaning and understanding: A summary of underlying theory and research. Pennsylvania Educational Leadership, 24(1), 6-14.
Mipfide, I., & Mapolisa, T. (2021). School’s Administrations Role in Improving Learner Performance at Ordinary Level Public Examinations in Zimbabwean Secondary Schools. Indiana Journal of Humanities and Social Sciences, 2(2), 11-24.
Mizambaeva, F. K., & Baimyrzaev, K. M. (2019). Conditions for the formation of professional competence of an intending geography teacher. Revista ESPACIOS, 40(09).
Moyo, L., & Hadebe, L. B. (2018). The relevance of teacher education as a trajectory in developing and sustaining inclusivity in the digital classroom. European Journal of Open Education and E-learning Studies.
Mouton, J. (2008). How to succeed in your Masters and Doctoral studies. South African Guide and Resource Book. Pretoria: Van Schaik.
Ndawi, O. P., & Maravanyika, O. E. (2011). Curriculum and its building blocks: Concepts and processes. Mambo Press.
Ozhegov, S. I. (2007). Russian dictionary: Approx. 53000 words. ?.: LLC" Publishing house ?nix": LLC" Publishing house" Word and Education"[in Russian].
Simba, S. (2021). A feminist critique of ubuntu: Implications for citizenship education in Zimbabwe
Stronge, J. H. (2018). Qualities of Effective Teachers (3rd ed.). Alexandria, VA: ASCD.
The Newsday. (2017, 9 January). http://www.newsday.co.zw
The Newsday. (2021, 9 September). http://www.newsday.co.zw
The Sunday Times. (2018, 4 March). https//www.sundaytimes.co.zw
Vakola, M. (2013). Multilevel readiness to organizational change: A conceptual approach. Journal of change management, 13(1), 96-109.
Young, M. (2012). Education, globalization and the ‘voice of knowledge’. In The knowledge economy and lifelong learning (pp. 335-347). Brill.
Zimbabwe Curriculum Framework for Primary and Secondary Education (2015-2022). Harare: Government Printers.
Zimbabwe Schools Examination Council, Ordinary Level Geography Syllabus (2015-2022). Harare: Government Printers.
Zimbabwe Ministry of Primary and Secondary Education (2021). Continuous Assessment. Training Manual. Harare
Zimbabwe Ministry of Primary and Secondary Education, (2017). Secretary of education’s report, Harare: Government Printers.
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493