Modularisation of the University Curriculum in Zimbabwe: Perceptions of Lecturers and Students

Abstract

The study explores the attitude of lecturers and students towards modularization in Zimbabwean Universities. A qualitative case study methodology involving the administration of questionnaires to fifteen students and in-depth interviews on six lecturers from three selected universities was adopted. The overall finding from the study participants was that the new teaching regime is efficient and has numerous advantages. The absence of proper consultation with stakeholders and dissemination of information regarding the educational reform raised concerns among lecturers. As a result, mixed attitudes were observed among both lecturers and students due to this weakness in the implementation process. The study therefore, recommends that the administration should reconsider the modularization system in order to address all concerns raised by educational stakeholders for a more effective implementation of the teaching and learning reform.   Received: 6 May 2024 / Accepted: 26 June 2024 / Published: 8 July 2024