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Community participation in curriculum implementation in Zimbabwean primary schools

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dc.contributor.advisor Taole, M. J. Mufanechiya, Tafara 2016-04-18T12:28:48Z 2016-04-18T12:28:48Z 2015-08
dc.identifier.citation Mufanechiya, Tafara (2015) Community participation in curriculum implementation in Zimbabwean primary schools, University of South Africa, Pretoria, <> en
dc.description.abstract Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value. The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation. The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants. The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation. en
dc.format.extent 1 online resource (xviii, 225 leaves) : color illustrations en
dc.language.iso en en
dc.subject Community members en
dc.subject Community participation en
dc.subject Curriculum implementation en
dc.subject Primary school en
dc.subject Stakeholder en
dc.subject Social capital theory en
dc.subject Language of education en
dc.subject Attitudes en
dc.subject Perceptions en
dc.subject.ddc 372.19096891
dc.subject.lcsh Curriculum change -- Zimbabwe -- Chivi District en
dc.subject.lcsh Education, Elementary -- Curricula -- Zimbabwe -- Chivi District en
dc.subject.lcsh Community and school – Zimbabwe -- Chivi District en
dc.title Community participation in curriculum implementation in Zimbabwean primary schools en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en D. Ed. (Curriculum Studies)

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