Resourcing The Implementation Of Zimbabwe’s New Updated Curriculum: Analysis Of Rural Primary Schools Experiences In Murewa Nheweyembwa Cluster In Murewa District.

ABSTRACT

The main purpose of this study was to analyse rural primary schools experiences in

resourcing the implementation of the Zimbabwe 2017 updated primary school curriculum in

Nheweyembwa Cluster in Murewa North district in Mashonaland East province. The

objectives of this study were: To determine factors that are affecting the implementation of

the updated primary school curriculum in rural primary schools; to establish the extent to

which school mobilisation strategies are addressing resource inadequacy in schools; to

determine resource mobilisation efforts for the implementation of the new curriculum; and

explore schools mobilisation efforts for the implementation of the updated curriculum. In

navigating this study, the researcher adopted the system model as the theoretical framework

because of the fact that resources needed for curriculum implementation are inputs,

management functions are processes and learner achievements and competences achieved are

outputs of the system. The study targeted 7 primary schools in Nheweyembwa Cluster in

Murewa District. The study was underpinned by the interpretive paradigm based on

participants’ experiences. In navigating this study, a mixed method approach and a case study

design were employed. The questionnaires were administered to all Heads of primary schools

in the Cluster and forty-one (41) teachers who were currently teaching from ECD level up to

Grade 5 level. Piloting of the questionnaires was conducted before the actual data collection

to determine the validity and reliability of the research instruments. Research permit was

obtained from the Ministry of Primary and Secondary Education Mashonaland East

Provincial office and Murewa District offices. The data collected were processed and

analysed using descriptive statistics. Major findings of the study are that most school have a

critical shortage of material resources; teachers lack skills needed in the implementation of

the Competence Based Curriculum The study recommends that school should be adequately

be supported with material resources as well as human resources for effective implementation

of the Competence Based Curriculum. Government to fund professional development of

teachers so as to promote professional competence by offering training support services to

teachers and school heads on resource mobilisation strategies and to ensure equitable

distribution of resources to schools for curriculum implementation; further research be

carried out in urban primary schools to identify challenges and opportunities that have so far

been experienced in the implementation of the Competence Based Curriculum.