Evaluating the readiness of Nyakasikana secondary school to implement Zimbabwe’s mandatory GIS curriculum

Author

Madzudzo, Milcent T.

Title

Evaluating the readiness of Nyakasikana secondary school to implement Zimbabwe’s mandatory GIS curriculum

Abstract

This convergent mixed-methods study evaluated the readiness of Nyakasikana Secondary School in Makonde District, Mashonaland West, to implement Zimbabwe’s mandatory Geographic Information Systems (GIS) curriculum. The objectives were to audit the availability and functionality of GIS-specific resources, assess teacher preparedness in delivering GIS content, and analyse how institutional, socio-economic, and infrastructural factors impede GIS education.
A sample of 15 Geography students, 3 Geography teachers, and 3 school administrators participated. Data were collected using GIS competency survey questionnaires, interviews, classroom observations, and a resource checklist. Only 20% of the required GIS-specific resources were functional. Over 80% of teachers reported no formal GIS training, rendering curriculum delivery largely theoretical. Findings underscore a significant policy-practice gap in rural GIS education, with systemic constraints limiting the development of practical GIS competencies. The study concludes that effective GIS implementation remains superficial without targeted support. Key recommendations are grouped into three themes: Policy and Guidelines: The Ministry of Primary and Secondary Education should develop and disseminate clear, context-sensitive implementation frameworks. Capacity Building: Teachers should be trained in both theoretical and practical GIS delivery, with emphasis on localized examples. Resource Mobilisation: Schools and external stakeholders should invest in open-source GIS tools, digital teaching materials, and community-based GIS initiatives.

Date

N/A

Publisher

BUSE

Keywords

GIS curriculum

Nyakasikana Secondary School

Readiness

Supervisor

Dr. Dziva