Implementation of the competency based curriculum in Zimbabwean primary schools: A case of a primary school in Chitungwiza

Abstract

The purpose of the study was to explore the challenges faced in the implementation of the competence-based curriculum in Chitungwiza district primary schools. One school was used to conduct the study. Purposive sampling was utilised to select 23 research respondents, namely: 14 teachers, 6 parents, and 3 administrators. The study was guided by the constructivism perspective. Case study design was exploited. The questionnaire, interview guide and focus group discussion were used to collect data. Qualitative data asked for were analysed using the thematic data analysis methodology. The study exposed that the successful implementation of the competence-based curriculum (CBC) was hindered by lack of both material and human resources. Low teacher morale was cited as a recurrent barrier to effective curriculum implementation. It was established that most teachers lacked the basal CBC implementation skills, competencies, and knowledge, as most of them were trained well before the introduction of the new curriculum. Overarching recommendations were that proper planning should be done before the implementation of any transformative curriculum programme. The central government and its partners should avail the requisite financial, material, infrastructural and human resources prior to the envisaged curriculum implementation. Teachers, on one hand, should be positively incentivised as paramount CBC actors. Their seamless morale boost should never be overemphasised if desired curricula goals are to be achieved.