An Investigation into challenges encountered by teachers in the implementations of competence based curriculum. O’ Level. A Case Study for rural school Sanyati District

Author

Mufari, M.

Title

An Investigation into challenges encountered by teachers in the implementations of competence based curriculum. O’ Level. A Case Study for rural school Sanyati District

Abstract

This study investigated the challenges that can be faced by teachers in implementing the competency-based biology curriculum in rural schools within the Sanyati District, Zimbabwe. The competency-based education and training (CBET) approach was introduced by Zimbabwe's Ministry of Primary and Secondary Education in 2015, aiming to equip students with essential skills, knowledge, and attitudes for their future careers and daily lives. However, the implementation of this curriculum in rural areas like the Sanyati District has encountered significant obstacles.The research focused on identifying these challenges, particularly the difficulties teachers’ face in designing and executing instructional strategies under the competency-based curriculum. It would also explores the effectiveness of the curriculum in enhancing educational outcomes and proposes recommendations to improve its implementation in rural settings. Using a qualitative research design, data was collected through interviews and questionnaires administered to teachers and principals in the Sanyati District. The findings reveal that resource constraints, inadequate teacher training, and lack of stakeholder engagement can be major impediments to the successful implementation of the competency-based curriculum. The study underscored the need for targeted interventions, including enhanced teacher training, increased resource.

Date

2024

Publisher

BUSE

Keywords

Competency-Based Education and Training (CBET)

Curriculum Implementation

Rural Schools

Teacher Challenges

Sanyati District

Supervisor

Dr. R. K Makado