PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics
Curriculum issues
Keywords:
Competence-Based Science Curriculum; Science, Technology, Engineering and Mathematics; understanding; Zimbabwe
Abstract
This study sought to gain an understanding of the Competence-Based Science Curriculum - CBSC as an approach that enhances students’ acquisition of Science, Technology, Engineering, and Mathematics - STEM knowledge, skills, and attitudes. In this conceptual paper, structural analysis formed the methodological framework that guided the cross-examination of the purposively selected research articles and document policies. Structural content analysis was used to interrogate the generated data. From the findings and discussion, it was noted that the CBSC was seen as an approach that is learner-centred and grounded in constructivism and perennialism philosophies. Thus, it promotes students’ interaction with their environment during STEM learning. Though CBSC can be well-planned, designed, and documented, it is marred with some challenges. From this, the discussion forwarded possible solutions geared towards equipping teachers with relevant knowledge, and skills to effectively implement the new approach in learning activities. From this discussion, it can be concluded that CBSC as an approach if effectively implemented can promote the acquisition of STEM knowledge, skills, and attitudes.
References
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Kimaro, H.W. (2012). Field experience: Current situation of the implementation of competence-based curriculum in secondary schools. Unpublished Conference Paper.
Komba, S.C. & Mwandanji, M. (2015). Reflections on the implementation of competence-based curriculum in Tanzanian secondary schools.
Kwaira, P.A. (2017). Students applying their knowledge of material science in problem-solving: implications for competence based-learning at the University of Zimbabwe. Tuning Journal for Higher Education, 4(2), 353-387.
Lassnigg, L. (2017). Competence-based education and educational effectiveness. Competence-Based Vocational & Professional Education: Bridging the Worlds of Work & Education, 667-693.
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Majoni, C. (2017). Curriculum overload and its impact on teacher effectiveness in primary schools. European Journal of Education Studies, 3(3), 155-161.
Maodzwa-Taluvinga, M. & Cross, M. (2012). Jonathan Jansen and the curriculum debate in South Africa: An essay review of Jansen‘s writing between 1999 and 2009. Curriculum Inquiry, 42(1), 126-152.
Mersmann, F., Olsen, K.H., Wehnert, T., Boodoo Z. & Fenhann, J.V. (2014). From theory to practice: Understanding transformational change in NAMAs. UNEP: DTU Partnership.
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Mgqwashu, E. (2016). Universities can’t decolonise the curriculum without defining it first. The Conversation. https://theconversation.com/universitiescant/decolonise/the/curriculum/without/ definingit/first/63948
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Ministry of Primary and Secondary Education (2020). Assessment framework primary and secondary 2015-2022. Harare: Government Printers.
Ministry of Primary and Secondary Education (2016). New curriculum framework: 2015-2022 handbook. Harare: Government Printers
Ministry of Primary and Secondary Education (2015). Teacher professional standards. Harare: Government Printers.
Ministry of Primary and Secondary Education (2014). Curriculum framework for primary and secondary education 2015-2022. Harare: Government Printers.
Mkimbili, S.T. (2018). Learner-centred science teaching in community secondary schools in Tanzania. Dissertation, University of Oslo.
Mkpa, M.A. (2007). Curriculum development. Owerri: Totan Publishers.
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.
Mosha, H.J. (2012). Common core skills for lifelong learning and sustainable development in Africa: A case study of learning materials used to deliver knowledge and skills or competence-based curriculum in Tanzania. A paper presented at the Triennale on education and training in Africa, Ouagadougou, Burkina Faso.
Mudavanhu, Y. (2016). How do discourses and epistemologies shape teacher education in Zimbabwe? Working Paper. DOI: 10.13140/RG.2224050.91843.
Mufanechiya, A. & Mufanechiya, T. (2020). Selected primary school teachers’ perceptions of implementing the Competence-Based curriculum in Zimbabwe: Heartaches and opportunities. Journal of New Vision in Educational Research, 1(2), 407-422.
Muijs, D. & Reynolds, D. (2011). Effective teaching: Evidence and practice. London: Sage
Mulder, M., Weigel, T. & Kate C. (2007): The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis. Journal of Vocational Education & Training, 59(1), 67-88 http://dx.doi.org/10.1080/13636820601145630
Munikwa, S. (2016). Analysis of the current Zimbabwe’s secondary school two pathway education curriculum.
Ncube, A.C. & Tshabalala, T. (2016). An Investigation into the Challenges Faced by Secondary School Teachers in Integrating Internet into the Teaching and Learning Process in Zimbabwe: A Case Study of Harare Province. Nova Journal of Humanities and Social Sciences, 3(3).
Ngwenya, VC. (2020). Curriculum implementation challenges encountered by primary school teachers in Bulawayo Metropolitan Province, Zimbabwe. Africa Education Review, 17(2), 158-76.
Nsengimana, T., Mugabo L.R., Hiroaki, O. & Nkundabakura, P. (2020). Reflection on science competence-based curriculum implementation in Sub-Saharan African countries. International Journal of Science Education, Part B, 1-14.
Nziramasanga, C. (1999). Report of the Presidential Commission of Inquiry into Education and Training. Harare: Government Printers.
Ogar, O.E. & Awhen, F.O. (2015). Teachers’ perceived problems of curriculum implementation in tertiary institutions in the River State of Nigeria. Journal of Education & Practice, 6(19), 145–151.
Ogunniyi, M. & Rollnick, M. (2015). Pre-service science teacher education in Africa: Prospects and challenges. Journal of Science Teacher Education, 26(1), 65-79.
Oyao, S.G., Holbrook, J., Rannikmäe, M. & Pagunsan, M.M. (2015). A competence-based science learning framework illustrated through the study of natural hazards and disaster risk reduction. International Journal of Science Education, 37(14), 2237-2263.
Ozadowicz, A. (2020). Modified blended learning in engineering higher education during the COVID-19 lockdown - building automation courses case study. Education Sciences, 10(10), 292.
Ramesh, B.P. & Dibaba, W. (2017). The role of effective integration of ICT in education, especially in primary and secondary education of remote settings. International Journal of Advanced Research in Computer Science, 8(9).
Sibanda, P. (2018). Situational analysis of the early childhood development programme in rural primary schools in Zimbabwe. Scientific Journal of Pure & Applied Sciences, 7 (3),751-761.
Shizha, E. & Kariwo, M.T. (2011). Education and development in Zimbabwe: A social political and economic analysis. Rotterdam: Sense Publishers.
Tarisayi, K.S. & Manik, S. (2017). Social networks among land reform beneficiaries and their use in supporting satellite schools in Zimbabwe: A case study of a satellite school. Education as Change, 21(3), 1.
Tomlinson, P. (1995). Understanding mentoring: Reflective strategies for school-based teacher preparation. Buckingham: Open University Press.
Weber K.L. & Tschepikow, K. (2013). The role of learner-centred assessment in post-secondary organisational change. Principles, Policy and Practice, 20(2),187-204.
Wisselink, R., Biemans, H.J.A., Mulder, M. & Van den Elsen, E.R.V. (2007). Competence-Based VET as seen by Dutch Researchers. European Journal of Vocational Training, 40(1), 38-51.
Wolf, A. (1995). Competence-based assessment. London: McGraw-Hill.
Ahmadi, A.A. & Lukman, A.A. (2015). Issues and prospects of effective implementation of new secondary school curriculum in Nigeria. Journal of Education and Practice, 6(34), 29-39.
Ajayi, S.N. (2009). Evaluation of Nigeria’s educational goals. Lagos: Memphis Publishers.
Alonsabe, O.C. (2005). Curriculum implementation and enrichment. Module 2. Innotech SEMAO
Asale, S.T. (2017). Teachers’ perception and practice towards continuous assessment of mathematics classes: The case of secondary school in Wolaita Zone, Snnpr Region. Journal of Education and Practice, 8(22), 84-109.
Balsiger, J., Förster, R., Mader, C., Nagel, U., Sironi, H., Wilhelm, S. & Zimmermann, A.B. (2017). Transformative learning and education for sustainable development. GAIA-ecological Perspectives for Science and Society, 26(4), 357-359. htpp;//doi.org. /10.14512/gaia.26.4.15
Barrick, R.K. (2017). Competence-based education in the United States. Competence-Based Vocational & Professional Education: Bridging the Worlds of Work & Education, 255-272.
Bukaliya, R. & Mubika, A.K. (2012). Assessing the benefits and challenges of the introduction of early childhood development education to the infant grade in the Zimbabwe education system. Journal of Educational and Instructional Studies in the World, 2(4), 226-235.
Carless, D. (2007). Learning-oriented assessment: Conceptual bases and practical implications. Innovations in Education and Teaching International, 44(1), 57-66.
Chanda, P. (2022). Teacher concerns regarding the adoption of continuous assessment: The case of Kwekwe District secondary schools, Zimbabwe. Journal of Research Innovation and Implications in Education, 6(1), 400-410.
Chikuvadze, P., Zuva, J. & Pagan’a, J. (2022). Exploring the implementation of continuous assessment learner activities in marginalized Zimbabwean secondary schools: A literature perspective. Vietnam Journal of Educational Sciences, 18(4), 49-59. https://doi.org/10.15625/2615-8957/22210805
Chimbunde, P. (2023). Deconstruction of higher education curriculum in Zimbabwe: Breaking the past and imagining the future. African Identities, 1-13. https://doi.org/10.1080/14725843.2023.2207762
Crawford, B.A. (2014). From inquiry to scientific practices in the science classroom. In N. Lederman & S. Abell (Eds.). Handbook for science education. New York: Routledge.
Dokora, L.D.K. (2015). Ministerial statement: Update on the proposed curriculum framework for primary and secondary education 2015-2022. Harare: Ministry of Primary and Secondary Education.
Esau, H. & Mpofu, J. (2017). The readiness of primary schools to implement the new curriculum in Zimbabwe at ECD (A) Level: A case study of Bindura Urban primary schools. European Journal of Education Studies, 3(7), 787-798. http://dx.doi.org/10.5281/zenodo.843601
Ferreira, C. & Schulze, S. (2014). Teachers experience of the implementation of values in education in schools: Mind the gap. South African Journal of Education, 34(1), 1-13.
Fullan, M. & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. http://www.sajournalofeducation.co.za/
Gasva, D. & Phiri, R.J. (2020). Interrogating the adoption of the updated primary school curriculum in Zimbabwe: Implications for staff development and quality education. International Journal of Education and Learning, 2(2), 86-95.
Gondo, R., Mutopa, S., Mangwanda, T. & Kolawole, O.D. (2017). Poor performance in the Advanced Level Geography: A case of four high schools in Hurungwe District, Mashonaland West Province, Zimbabwe. Lonaka Journal of Learning and Teaching, 8(1), 16-34.
Gory, D., Bhatia, J. & Reddy, V.R. (2021). From content knowledge to competencies and exams to exit profiles: Education reform in Zimbabwe. In F.M. Reimers (Ed.). Implementing deeper learning and 21st century education reforms (pp. 145–169). Springer. https://doi.org/10.1007/978-3-030-57039-2_7
Gwany, D.M. (2006). Teacher education: Cognitive neuropsychological and idiosyncratic foundations in the educational psychologist. Journal of the Nigerian Council of Educational Psychologists, 2(1), 86-92.
Halasz, G. & Michel, A. (2011). Key competences in Europe: Interpretation, policy formulation and implementation. European Journal of Education Research, Development and Policy, 40(3), 289-306.
Hestness, E., Ketelhut, D.J., McGinnis, J.R. & Plane, J. (2018). Professional knowledge building within an elementary teacher professional development experience on computational thinking in science education. Journal of Technology and Teacher Education, 26(3), 411-435.
Ipaye, B. (2012). Teachers’ apathy to teaching in searchlight on secondary education in Nigeria. A handbook of 21-year educational research paper from the all-Nigeria Conference of Principals of Secondary Schools, ANCOPSS. Ado-Ekiti: All Nigeria Conference of Principals of Secondary Schools.
Joughin, G. (2009). Assessment, learning and judgment in higher education: A critical review. In G. Joughin (Ed.). Assessment, learning and judgment in higher education. Springer Science and Business Media.
Kabombwe, Y.M. & Mulenga, I.M. (2019). Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia. Yesterday and Today, (22), 19-41. http://dx.doi.org/10.17159/2223-0386/2019/n22a2
Kimaro, H.W. (2012). Field experience: Current situation of the implementation of competence-based curriculum in secondary schools. Unpublished Conference Paper.
Komba, S.C. & Mwandanji, M. (2015). Reflections on the implementation of competence-based curriculum in Tanzanian secondary schools.
Kwaira, P.A. (2017). Students applying their knowledge of material science in problem-solving: implications for competence based-learning at the University of Zimbabwe. Tuning Journal for Higher Education, 4(2), 353-387.
Lassnigg, L. (2017). Competence-based education and educational effectiveness. Competence-Based Vocational & Professional Education: Bridging the Worlds of Work & Education, 667-693.
Machin, L., Hindmarch, D., Murray, S. & Richardson, T. (2015). A complete guide to the level 4 certificate in education and training.” Northwich, Critical Publishing.
Machisi, E. (2023). Secondary mathematics education in South Africa and Zimbabwe: Learning from one another. Contemporary Mathematics and Science Education, 4(1), ep23007. https://doi.org/10.30935/conmaths/12812
Majoni, C. (2017). Curriculum overload and its impact on teacher effectiveness in primary schools. European Journal of Education Studies, 3(3), 155-161.
Maodzwa-Taluvinga, M. & Cross, M. (2012). Jonathan Jansen and the curriculum debate in South Africa: An essay review of Jansen‘s writing between 1999 and 2009. Curriculum Inquiry, 42(1), 126-152.
Mersmann, F., Olsen, K.H., Wehnert, T., Boodoo Z. & Fenhann, J.V. (2014). From theory to practice: Understanding transformational change in NAMAs. UNEP: DTU Partnership.
Mertens, D.M., Sullivan, M. & Stace, H. (2013). Disability communities: Transformative research for social justice. In N.K. Denzin, & Y.S. Lincoln (Eds.), The landscape of qualitative research (4th ed.). (pp. 475-505). Los Angeles: Sage Publishers.
Mgqwashu, E. (2016). Universities can’t decolonise the curriculum without defining it first. The Conversation. https://theconversation.com/universitiescant/decolonise/the/curriculum/without/ definingit/first/63948
Milutinovic, V.N. (2013). Rethinking higher education for sustainable development in Serbia: An assessment of Copernicus charter principles in current higher education practices Slobodan. Journal of Cleaner Production, 62, 107-13.
Ministry of Primary and Secondary Education (2020). Assessment framework primary and secondary 2015-2022. Harare: Government Printers.
Ministry of Primary and Secondary Education (2016). New curriculum framework: 2015-2022 handbook. Harare: Government Printers
Ministry of Primary and Secondary Education (2015). Teacher professional standards. Harare: Government Printers.
Ministry of Primary and Secondary Education (2014). Curriculum framework for primary and secondary education 2015-2022. Harare: Government Printers.
Mkimbili, S.T. (2018). Learner-centred science teaching in community secondary schools in Tanzania. Dissertation, University of Oslo.
Mkpa, M.A. (2007). Curriculum development. Owerri: Totan Publishers.
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.
Mosha, H.J. (2012). Common core skills for lifelong learning and sustainable development in Africa: A case study of learning materials used to deliver knowledge and skills or competence-based curriculum in Tanzania. A paper presented at the Triennale on education and training in Africa, Ouagadougou, Burkina Faso.
Mudavanhu, Y. (2016). How do discourses and epistemologies shape teacher education in Zimbabwe? Working Paper. DOI: 10.13140/RG.2224050.91843.
Mufanechiya, A. & Mufanechiya, T. (2020). Selected primary school teachers’ perceptions of implementing the Competence-Based curriculum in Zimbabwe: Heartaches and opportunities. Journal of New Vision in Educational Research, 1(2), 407-422.
Muijs, D. & Reynolds, D. (2011). Effective teaching: Evidence and practice. London: Sage
Mulder, M., Weigel, T. & Kate C. (2007): The concept of competence in the development of vocational education and training in selected EU member states: A critical analysis. Journal of Vocational Education & Training, 59(1), 67-88 http://dx.doi.org/10.1080/13636820601145630
Munikwa, S. (2016). Analysis of the current Zimbabwe’s secondary school two pathway education curriculum.
Ncube, A.C. & Tshabalala, T. (2016). An Investigation into the Challenges Faced by Secondary School Teachers in Integrating Internet into the Teaching and Learning Process in Zimbabwe: A Case Study of Harare Province. Nova Journal of Humanities and Social Sciences, 3(3).
Ngwenya, VC. (2020). Curriculum implementation challenges encountered by primary school teachers in Bulawayo Metropolitan Province, Zimbabwe. Africa Education Review, 17(2), 158-76.
Nsengimana, T., Mugabo L.R., Hiroaki, O. & Nkundabakura, P. (2020). Reflection on science competence-based curriculum implementation in Sub-Saharan African countries. International Journal of Science Education, Part B, 1-14.
Nziramasanga, C. (1999). Report of the Presidential Commission of Inquiry into Education and Training. Harare: Government Printers.
Ogar, O.E. & Awhen, F.O. (2015). Teachers’ perceived problems of curriculum implementation in tertiary institutions in the River State of Nigeria. Journal of Education & Practice, 6(19), 145–151.
Ogunniyi, M. & Rollnick, M. (2015). Pre-service science teacher education in Africa: Prospects and challenges. Journal of Science Teacher Education, 26(1), 65-79.
Oyao, S.G., Holbrook, J., Rannikmäe, M. & Pagunsan, M.M. (2015). A competence-based science learning framework illustrated through the study of natural hazards and disaster risk reduction. International Journal of Science Education, 37(14), 2237-2263.
Ozadowicz, A. (2020). Modified blended learning in engineering higher education during the COVID-19 lockdown - building automation courses case study. Education Sciences, 10(10), 292.
Ramesh, B.P. & Dibaba, W. (2017). The role of effective integration of ICT in education, especially in primary and secondary education of remote settings. International Journal of Advanced Research in Computer Science, 8(9).
Sibanda, P. (2018). Situational analysis of the early childhood development programme in rural primary schools in Zimbabwe. Scientific Journal of Pure & Applied Sciences, 7 (3),751-761.
Shizha, E. & Kariwo, M.T. (2011). Education and development in Zimbabwe: A social political and economic analysis. Rotterdam: Sense Publishers.
Tarisayi, K.S. & Manik, S. (2017). Social networks among land reform beneficiaries and their use in supporting satellite schools in Zimbabwe: A case study of a satellite school. Education as Change, 21(3), 1.
Tomlinson, P. (1995). Understanding mentoring: Reflective strategies for school-based teacher preparation. Buckingham: Open University Press.
Weber K.L. & Tschepikow, K. (2013). The role of learner-centred assessment in post-secondary organisational change. Principles, Policy and Practice, 20(2),187-204.
Wisselink, R., Biemans, H.J.A., Mulder, M. & Van den Elsen, E.R.V. (2007). Competence-Based VET as seen by Dutch Researchers. European Journal of Vocational Training, 40(1), 38-51.
Wolf, A. (1995). Competence-based assessment. London: McGraw-Hill.
Published
2023-11-18
How to Cite
Chikuvadze, P. (2023). PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics. Pedagogi: Jurnal Ilmu Pendidikan, 23(2). https://doi.org/https://doi.org/10.24036/pedagogi.v23i2.1600
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Article
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