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Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College

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dc.contributor.advisor Quan-Baffour, Kofi Poku
dc.contributor.advisor Dzvimbo, Kuzvinetsa Peter Kashora, Phoebe 2015-11-09T10:33:42Z 2015-11-09T10:33:42Z 2015-01
dc.identifier.citation Kashora, Phoebe (2015) Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College, University of South Africa, Pretoria, <> en
dc.description.abstract The major goal of the Bachelor of Adult Education degree is to equip officers with the prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to different categories of learners as well as to equip them with skills to conduct research in the field of adult education practice. The present study undertakes to investigate the reasons for lack of patronage for the adult education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult education degree programme in terms of its effectiveness, relevance, value and its ability to enhance the quality of life. An adult education degree programme should reflect the sociocultural realities and experiences of adult learners. Participatory approaches should inform the development and implementation of curriculum. The aim of the study is to inform decisionmaking aimed at programme improvement. Effectiveness entails adequacy and appropriateness of teaching methods and support services. Relevance is ensured by considering the policy framework, curriculum provision, learners‟ needs and non–participation in the programme. Value constitutes the ability to improve the economic, professional, social and political aspects of life. Using the qualitative case study design, seven students and two administrators were selected using purposeful sampling, which is informed by the non-probability theory of sampling, to participate in individual and focus group interviews, which were subsequently conducted and generated data for analysis. Available relevant documents were analysed. The major finding revealed that a lack of recognition of the adult education programme by superiors at ZSC was the major obstacle to participation. Lack of recognition was found to be attributable to the absence of any national lifelong learning policy, ZSC policy framework, institutional structural conditions, and non–participatory curriculum development process and also to other associated barriers. The non-existence of the national and local policies on adult education was found to be negatively affecting not only participation but also the quality of the content provision because a lifelong learning policy framework is supposed to be informing design and practice. Recommendations focus on revision of the policy framework and the way the policies are implemented at national and local levels. A review of the implementation of policy is imperative if the restrictions responsible for the invisibility of adult education in the country and adult education programmes at ZCS are to be removed. en
dc.format.extent 1 online resource (xvii, 246 leaves) : illustrations (chiefly color) en
dc.language.iso en en
dc.subject Curriculum evaluation en
dc.subject Adult education en
dc.subject Defence forces education en
dc.subject Lifelong learning policy en
dc.subject Higher education en
dc.subject Andragogy en
dc.subject Critical pedagogy en
dc.subject Qualitative methods en
dc.subject NVivo en
dc.subject.ddc 378.199096891
dc.subject.lcsh Curriculum planning -- Zimbabwe -- Harare -- Evaluation -- Case studies en
dc.subject.lcsh Education, Higher -- Curricula -- Zimbabwe -- Harare -- Evaluation -- Case studies en
dc.subject.lcsh Adult education -- Study and teaching (Higher) -- Zimbabwe -- Harare -- Evaluation -- Case studies en
dc.subject.lcsh Adult education teachers -- Training of -- Zimbabwe -- Harare -- Evaluation -- Case studies en
dc.subject.lcsh Zimbabwe Staff College -- Curricula -- Evaluation en
dc.title Evaluation of curriculum design and delivery : a case for Zimbabwe Staff College en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en D. Ed. (Curriculum Studies)

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