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Relevant bibliographies by topics / Curriculum change – Zimbabwe – Case studies

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Academic literature on the topic 'Curriculum change – Zimbabwe – Case studies'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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Journal articles on the topic "Curriculum change – Zimbabwe – Case studies"

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Taringa, Nisbert, and Clifford Mushishi. "Mainline Christianity and Gender in Zimbabwe." Fieldwork in Religion 10, no. 2 (March 29, 2016): 173–89. http://dx.doi.org/10.1558/firn.v10i2.20267.

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This research aimed to find out the actual situation on the ground regarding what mainline Christianity is actually doing in confronting or conforming to biblical and cultural norms regarding the role and position of women in their denominations. It is based on six mainline churches. This field research reveals that it may not be enough to concentrate on gender in missionary religions such as Christianity, without paying attention to the base culture: African traditional religio-culture which informs most people who are now Christians. It also illuminates how the churches are actually acting to break free of the oppressive biblical traditions and bringing about changes regarding the status of women in their churches. In some cases women are now being given more active roles in the churches, but on the other hand are still bound at home by an oppressive traditional Shona patriarchal culture and customs. Through a hybrid qualitative research design combining phenomenology and case study, what we are referring to as phenomenological case study, we argue that Christianity is a stimulus to change, an impetus to revolution, and a grounding for dignity and justice that supports and fosters gender equity efforts.

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Chimbi, Godsend T., and Loyiso C. Jita. "Willing but Unable? Teachers’ Sense-making of Curriculum-reform Policy in the Early Implementation Stage." Pedagogika 135, no. 3 (December 1, 2019): 52–70. http://dx.doi.org/10.15823/p.2019.135.3.

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This paper explores how history teachers in Zimbabwe interpret the new curriculum policy and how their understanding influenced the implementation of the new reforms. Using a qualitative multiple-case study of history teachers data were collected through document analysis, in-depth interviews and extensive non-participatory lesson observations. Results seem to challenge the traditional view that teachers are naturally resistant to change and are saboteurs who tend to undermine reform proposals. Instead teachers need to be empowered on how to implement the envisaged changes.

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Baum, Tom. "Introducing educational innovation in hospitality studies: a case study in practical curriculum change." International Journal of Hospitality Management 6, no. 2 (January 1987): 97–102. http://dx.doi.org/10.1016/0278-4319(87)90022-3.

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Bresler, Liora. "Traditions and change across the arts: Case studies of arts education." International Journal of Music Education os-27, no. 1 (May 1996): 24–35. http://dx.doi.org/10.1177/025576149602700104.

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This study describes the operational curriculum of arts education (visual arts, music, dance and drama education) in two elementary schools, using a qualitative, case-study methodology. The paper presents four orientations of arts education: (a) the Social orientation (arts as community builder); (b) the Subservient to academics orientation; (c) the Affective orientation; (d) the Discipline-based orientation. To understand the roles that the arts serve in the school, one needs to examine larger contexts including the goals and ideology of the school, and teachers’ beliefs. An examination of these roles reveals tensions between the traditional functions of the school arts and the push for curricular change in the scholarly literature and state departments of education.

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Chigavazira, Tendai, and Horácio Lucas Zandamela. "Behaviour Change in Drought Response and Management: Case Study of Mudzi District, Zimbabwe." Journal of Public Administration and Governance 11, no. 2 (June 16, 2021): 294. http://dx.doi.org/10.5296/jpag.v11i2.18574.

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This paper seeks to contribute to the droughts discourse through explaining the vulnerability of women to droughts by analysing the different livelihood strategies employed by women and their responses. The conservation of resources (COR) theory and ecological theory was applied to understand the issues of vulnerability, adaptation and coping with droughts. A qualitative approach was utilised through the application of semi-structured interviews, observation and document review tools. Although the element of behavioural change is illuminated in the behavioural theories and applied in some studies such as HIV and AIDS, this element is missing in the drought literature. In this paper, the behavioural change element that emerged is not only important but also relevant in understanding the dynamics associated with drought responses. This generates a novice understanding and explanation of the vulnerability of women to droughts and in so doing, it shapes the drought discourse beyond the traditional arena.

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Endicott, Michele. "Peer-Mediated Professional Learning: Case Studies of Teacher Networks Responding Collaboratively to Imposed Curriculum Change." International Journal of Knowledge, Culture, and Change Management: Annual Review 6, no. 11 (2007): 83–92. http://dx.doi.org/10.18848/1447-9524/cgp/v06i11/50309.

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Katsande, Tapiwa Emmanuel. "Vocational Education and Training in Rural Zimbabwe: Attitudes and Opinions of Students, Teachers and Education Inspectors: The Case of Murewa District." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 12–29. http://dx.doi.org/10.22610/jevr.v7i3.1412.

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The 2008 global economic crisis has seen young peopleâ€™s career and employment prospects dwindle, particularly for those based in rural areas. Governments in both industrialised and developing countries are considering vocational education reform to meet nationsâ€™ employment and economic needs. Despite renewed interest in VET, the sentiments of students and teachers remain largely unexplored. This study investigated the views and attitudes of students, teachers and education inspectors towards VET in rural Zimbabwe. The findings revealed divergent views. It emerged that most students did not necessarily have negative views of VET, but they were put off by the low status, lack of choice and the lacklustre delivery of VET. Teachers and students alike were sceptical about the role of VET in securing employment. This study will contribute to the on-going review of Zimbabweâ€™s education system and will inform school managers and policy makers on curriculum development and culture change in rural communities and schools.

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Ishii, Yuri. "The politics of curriculum change in Japan: a case study of the introduction of Seikatsuka [Life Environment Studies]." Journal of Education Policy 13, no. 1 (January 1998): 27–40. http://dx.doi.org/10.1080/0268093980130103.

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Maramura, Tafadzwa Clementine, Dovhani Reckson Thakhathi, and Happy Mathew Tirivangasi. "Women and Economic Production: Towards Sustainable Livelihoods in Zimbabwe." International Journal of Criminology and Sociology 10 (July 29, 2021): 1256–66. http://dx.doi.org/10.6000/1929-4409.2021.10.145.

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Persistent drought and economic collapse in Zimbabwe have seen most, if not all, rural women shifting from the receiving end to the giving end. Rural women have since initiated several livelihood activities to make ends meet, as they are the most vulnerable whenever they are left to look after children at home. The paper aims to examine rural livelihoods and how they contribute to economic production in Ward 5 of Bikita district. A mixed design in the form of a case study was employed in this study. Systematic random sampling was used to select 40 households, which provided data for the study out of 409 households in Ward 5. The study used questionnaires and semi-structured interviews as data collecting instruments. Several livelihood activities were noted in the ward including seasonal farming, gardening, community-based and money lending and saving schemes (fushai), informal trading, and petty trading as selling thatch grass and firewood, among others. However, climate change and drought, economic crisis, lack of capital and poor soils and poor farming methods were some of the constraints faced in rural livelihoods. The paper concludes with several recommendations for eradicating rural livelihood challenges.

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Mabry, Linda, and Laura Ettinger. "Supporting Community-Oriented Educational Change." education policy analysis archives 7 (April 13, 1999): 14. http://dx.doi.org/10.14507/epaa.v7n14.1999.

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A study of a federally funded program to develop and implement community-oriented social studies curricula and curriculum-based assessments grounds cautions for educational change initiatives. In this case, despite the project director's stated intent to support teachers' desire for instruction regarding local culture and history, top-down support for classroom-level change evidenced insensitivity. Production and implementation of the planned curricula and assessments was obstructed by teacher's lack of cultural identification with the targeted community groups, workload, competing instructional priorities, inadequate communication, and organizational politics. Professional development was sometimes beneficial but more often ineffective—either perfunctory, unnecessary, or disregarded. The findings offer insight regarding educational change and a systemic analysis.

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Dissertations / Theses on the topic "Curriculum change – Zimbabwe – Case studies"

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Rafea, Ahmed Mohammed. "Power, curriculum making and actor-network theory : the case of physics, technology and society curriculum in Bahrain." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ46407.pdf.

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Nicholson, Yim-wan Annie. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong : the case of F.I-III social studies /." Hong Kong : University of Hong Kong, 1988. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696302.

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Edwards, Thomas Grover. "Looking for Change in Teaching Practice in a Mathematics Curriculum Innovation Project: Three Case Studies." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1395853446.

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Leung, Kwok-wing, and 梁國榮. "Exploring curriculum leadership: a case studyof school-based curriculum development in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963092.

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Camicia, Steven Paul. "Teaching the Japanese American internment : a case study of social studies curriculum contention /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7839.

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Wilkinson, Warren George. "Investigating systemic factors affecting science learning in Curriculum 2005 : case studies of two schools." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1003470.

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The thesis illustrates the contention that an outcomes-based system with its underlying philosophy of social constructivism cannot operate effectively within a traditional school system. Restructuring of an institution is necessary to accommodate the outcomes-based system. Using the research instruments of interviews, questionnaires, journals, participant observations and collection of physical artefacts, two case studies investigating systemic factors as they influence science learning were conducted in two South African schools. The one school, St Sebastian's College, was an extremely well resourced school while the other, Mtunzini High School was a middle class school in comparatively deprived circumstances. Attempts were made to introduce an outcomes-based education course involving a group of grade 8 learners in the respective schools. Difficulties in implementation were encountered and at best only very limited success was achieved. There were two reasons for this. First, particularly in the case of St Sebastian's College, I designed a course which was over ambitious in that it was not suited to the developmental stage of the learners. Second, traditional schooling systems follow a perspective of education termed 'the structure of the disciplines' which fosters a system of rigid time tabling, compartmentalisation of subjects and emphasis upon summative assessment. In contrast, the curricula I designed involved a 'cognitive' perspective which required flexible time scheduling, integration of subjects and developmental assessment. The conflicts which arose include time constraints and resistant attitudes on the part of learners and teachers. The thesis culminates with some suggested steps to follow should a school community wish to restructure. These include a shared vision, employing organised abandonment, capacity building and commitment to a systemic perspective.

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Ip, Tak-ming, and 葉德明. "Conditions conducive to a curriculum change: teachers' perspectives on reforming moral and civic education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962981.

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Chikunda, Charles. "Exploring and expanding capabilities, sustainability and gender justice in science teacher education : case studies in Zimbabwe and South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006026.

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The focus of this study was to explore and expand capabilities, sustainability and gender justice in Science, Mathematics and Technical subjects (SMTs) in teacher education curriculum practices as a process of Education for Sustainable Development in two case studies in Zimbabwe and South Africa. The study begins by discussing gender and science education discourse, locating it within Education for Sustainable Development discourse. Through this nexus, the study was able to explore gender and sustainability responsiveness of the curriculum practices of teacher educators in Science, Mathematics and Technical subjects; scrutinise underlying mechanisms that affect (promote or constrain) gender and sustainability responsive curriculum practices; and understand if and how teacher education curriculum practices consider the functionings and capabilities of females in relation to increased socio-ecological risk in a Southern African context. Influenced by a curriculum transformation commitment, an expansive learning phase was conducted to promote gender and sustainability responsive pedagogies in teacher education curriculum practices. As shown in the study, the expansive learning processes resulted in (re)conceptualising the curriculum practices (object), analysis of contradictions and developing new ways of doing work. Drawing from the sensitising concepts of dialectics, reflexivity and agency, the study worked with the three theoretical approaches of Cultural Historical Activity Theory (CHAT), feminist theory and capabilities theory. The capability and feminist lenses were used in the exploration of gender and sustainability responsiveness in science teacher education curriculum practices. CHAT, through its associated methodology of Developmental Work Research, offered the opportunity for researcher and participants in this study to come together to question and analyse curriculum practices and model new ways of doing work. Case study research was used in two case studies of teacher education curriculum practices in Science, Mathematics and Technical subjects, one in Zimbabwe and one in South Africa. Each case study is constituted with a networked activity system. The study used in-depth and focus group interviews and document analysis to explore gender and sustainability responsiveness in curriculum practices and to generate mirror data. Inductive and abductive modes of inference, and Critical Discourse Analysis were used to analyse data. This data was then used in Change Laboratory Workshops, where double stimulation and focus group discussions contributed to the expansive learning process. Findings from the exploration phase of the study revealed that most teacher educators in the two case studies had some basic levels of gender sensitivity, meaning that they had ability to perceive existing gender inequalities as it applies only to gender disaggregated data especially when it comes to enrolment and retention. However, there was no institutionalised pedagogic device in place in both case studies aimed at equipping future teachers with knowledge, skills, attitudes and values to promote aspects of capabilities (well-being achievement, wellbeing freedom, agency achievement and agency freedom) for girls in Science, Mathematics and Technical subjects. Science, Mathematics and Technical subjects teacher educators' curriculum practices were gender neutral, but in a gendered environment. This was a pedagogical tension that was visible in both case studies. On the other hand, socio-ecological issues, in cases where they were incorporated into the curriculum, were incorporated in a gender blind or gender neutral manner. Social ecological concerns such as climate change were treated as if they were not gendered both in their impact and in their mitigation and adaptation. It emerged that causal mechanisms shaping this situation were of a socio-political nature: there exist cultural differences between students and teacher educators; patriarchal ideology and hegemony; as well as other interfering binaries such as race and class. Other curriculum related constraints, though embedded in the socio-cultural-political nexus, include: rigid and content heavy curriculum, coupled with students who come into the system with inadequate content knowledge; and philosophy informing pedagogy namely scientism, with associated instrumentalist and functionalist tenets. All these led to contradictions between pedagogical practices with those expected by the Education for Sustainable Development framework. The study contributes in-depth insight into science teacher education curriculum development. By locating the study at the nexus of gender and Science, Mathematics and Technical subjects within the Education for Sustainable Development discourse, using the ontological lenses of feminist and capabilities, it was possible to interrogate aspects of quality and relevance of the science teacher education curriculum. The study also provides insight into participatory research and learning processes especially within the context of policy and curriculum development. It provides empirical evidence of mobilising reflexivity amongst both policy makers and policy implementers towards building human agency in policy translation for a curriculum transformation that is critical for responding to contemporary socio-ecological risks.
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Lo, Tang Yim-man, and 羅鄧艷文. "A study of the dissemination activities used in a centralized education system: the case of the new 1989certificate level geography curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B31955824.

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Tundzi, Kenneth Simphiwe Vuyisa. "An investigation of school gardens in the curriculum: recontextualising the biodiversity discourse in the national curriculum statement: a case of Mount Zion Junior Secondary School." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003524.

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With the dawning of a new era in South African politics in 1994 it became evident that education was going to be re-organised along with other government structures in South Africa. I begin the study by reviewing this curriculum change in South Africa that has taken place since 1995. This involved the development Curriculum 2005 (C2005) and the subsequent revision of C2005, which is now the National Curriculum Statement (NCS). This curriculum introduced an environmental focus into all the Learning Areas, which gave teachers a mandate not only to teach about environmental concepts and issues (such as biodiversity) at schools but to also address them in the communities outside the schools. This study considers biodiversity issues as biodiversity is a new focus in South African policy more broadly, and particularly in the Natural Science Learning Area. Our school has received vegetable and indigenous plant gardens from the South African National Biodiversity Institute, which provides a rich new resource for teaching about biodiversity, particularly in the Natural Sciences. My interest in the study was to investigate how schools (teachers) can use school gardens in the recontextualisation of the National Curriculum Statements focusing on the Natural Science Learning Area in Grade 7 at my school. I used Bernstein’s (1990) concepts of delocation, relocation, ideological transformation and selective appropriation and Cornbleth’s (1990) theory of curriculum contextualization to understand and interpret the recontextualisation process in the four lessons studied. In this research I was involved in the planning of the lessons with the Grade 7 Natural Science teacher. I taught one lesson as a demonstration and then observed while the teacher taught the other three lessons. I conducted this study as an action research case study. I used focus group interviews, classroom observations, document analysis and interviews as methods of data collection. The study found that the use of school gardens for teaching biodiversity can help with the recontextualisation of NCS in schools, and for the teaching of biodiversity, but that there is a need to understand and address various recontextualisation issues if this is to be done effectively. The study revealed that use of the school gardens for learning about biodiversity in the NS Learning Area is influenced by teachers’ knowledge, experience, teaching styles and available resources, as well as management issues and the complexity of the NCS discourse itself. The study also revealed that socio-cultural and structural factors (e.g. language and class size) also affect how biodiversity is taught in schools, and thus how the recontextualisation of the NCS takes place. The study concludes by making recommendations for taking this work forward in the context of our school as it addresses the gap that exists between policy and practice.

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Books on the topic "Curriculum change – Zimbabwe – Case studies"

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Priest, Raymond L. The implementation of the National Curriculum in secondary schools : three case studies of curriculum change. Uxbridge: Brunel University, 1992.

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Association for Supervision and Curriculum Development., ed. Staying centered: Curriculum leadership in a turbulent era. Alexandria, VA: Association for Supervision and Curriculum Development, 1998.

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Salinas, Santiago Araujo. Sueños, pesadillas y nuevas realidades pedagógicas: Reflexiones sobre la escuela en la costa norte del Perú. Piura, Perú: Diaconía para la Justicia y la Paz, Arzobispado de Piura y Tumbes, 2001.

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Allan, Carlson, ed. Status and response to climate change in southern Africa: Case studies in Malawi, Zambia, and Zimbabwe. Harare: World Wide Fund for Nature, 2011.

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Grey County Board of Education. Reflecting on Connections: A framework for change. [Markdale, ON]: Grey County Board of Education, 1992.

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Fullan, Michael. Support systems for implementing curriculum in school boards. [Toronto, Ont.]: Ministry of Education, 1986.

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United States. Office of Educational Research and Improvement. Office of Reform Assistance and Dissemination., ed. Study of curriculum reform. Washington, DC: U.S. Dept. of Education, Office of Educational Research and Improvement, Office of Reform Assistance and Dissemination, 1996.

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Curriculum planning: Integrating multiculturalism, constructivism and education reform. 4th ed. Long Grove, Ill: Waveland Press, 2010.

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Goodson, Ivor. Studying curriculum: Cases and methods. New York: Teachers College Press, 1994.

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Andy, Hargreaves, ed. Studying curriculum: Cases and methods. Buckingham: Open University Press, 1994.

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Book chapters on the topic "Curriculum change – Zimbabwe – Case studies"

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da Silva, Joseph. "Hotspot of Change: Case Studies in Nineteenth Century Rhode Island." In School(house) Design and Curriculum in Nineteenth Century America, 75–115. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78586-8_3.

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Bass, Ellen J., Holly A. Foster, Douglas W. Lee, Susan E. Bruce, and R. Reid Bailey. "Curriculum Infusion Through Case Studies: Engaging Undergraduate Students in Course Subject Material and Influencing Behavior Change." In Advances in Intelligent Systems and Computing, 203–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20135-7_20.

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Hatt, Lucy. "Learning Enterprise and Entrepreneurship Through Real Business Projects." In Applied Pedagogies for Higher Education, 215–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_10.

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Abstract Enterprise and entrepreneurship are widely regarded as important for economic, social and political change, and higher education (HE) institutions are seen as appropriate places to develop entrepreneurial competencies. This chapter describes an experiential, real world approach to entrepreneurship education in HE known as ‘Team Academy’ and suggests a complementary conceptual grounding to the accepted curriculum using candidate entrepreneurship threshold concepts and pedagogical approaches identified from doctoral research. Four case studies taken from the two oldest and largest UK Team Academy programmes illustrate the approach and highlight the way in which an understanding of a selection of candidate entrepreneurship threshold concepts have been successfully developed in the students.

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Gothard, W. P., and E. Goodhew. "Managing Change: Two Case Studies." In Guidance and the Changing Curriculum, 128–41. Routledge, 2018. http://dx.doi.org/10.4324/9780429454509-7.

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Halsnaes, Kirsten, Anil Markandya, and Tim Taylor. "Case Studies for Zimbabwe, Botswana, Mauritius and Thailand." In Climate Change and Sustainable Development, 202–46. Routledge, 2021. http://dx.doi.org/10.4324/9781003210795-7.

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"Culture and Economic Change: The New Zealand School Curriculum: Roger Peddie." In Case Studies In Educational Change, 147–63. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-16.

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"Teachers' Early Experiences of the Implementation of the British National Curriculum: Neville Bennett and Clive Carré." In Case Studies In Educational Change, 191–205. Routledge, 2012. http://dx.doi.org/10.4324/9780203046401-18.

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Bodenlos, Emily, and Lesia Lennex. "VoiceThread and iPad Apps Supporting Biological Change Concept." In Cases on Instructional Technology in Gifted and Talented Education, 91–119. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6489-0.ch005.

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Kentucky science achievement data (KCCT, 2008-2011) for Biological Change indicated that middle grades students had little achievement compared to other concepts. The prior grade level for teaching this concept was fourth grade. A case study was designed to address the needs of three Fourth Grade classrooms. As part of No Child Left Behind (NCLB), language arts scores were supplemented with science and social studies. Objectives for the study were production of science and social studies curriculum using 3D instructional technologies for fourth grade in the following Kentucky Core Academic Standards (KCAS) Language Arts: Reading Standards for Informational Text K-5, Writing Standards K-5, Language Standards K-5, Range-Quality-and-Complexity of Student Reading; Core Content 4.1 Science Standard Biological Change; Core Content 4.1 Social Studies Standard Geography. Important findings for heterogeneous populations were made regarding the use of instructional technologies apps VoiceThread and Pangea Safari.

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Stewart, Angus W. "Integrating Sustainability within Higher Education." In Practice, Progress, and Proficiency in Sustainability, 369–82. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5856-1.ch017.

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Many universities teach programs in sustainable energy, but should they be incorporating theories and practice of sustainability across many disciplines? This chapter proposes the argument that institutes of higher education should be primary vehicles of change in our transition towards a sustainable future. It discusses that this can occur at the institutional and curriculum level. Two case studies are presented; integrating concepts of sustainability within a biomedical discipline area and assessing the impact of a College waste recycling program.

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Hunt, Lynne. "Authentic Learning at Work." In Authentic Learning Environments in Higher Education, 262–82. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch019.

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This chapter describes models of work-based learning and outlines key features of the authentic learning pedagogy that informs its application. It contextualises work-based learning in the political and economic imperatives driving curriculum change in universities in the Western world. In so doing, it refers to curriculum development based on generic skills and notes analyses of the role of universities in contemporary society, with particular reference to the relative importance of practical and theoretical training. Innovative case studies provide practical examples of the implementation of authentic learning pedagogies through work-based university programs. The key to successful implementation is assessment, which links theory and practice. The underlying message of the chapter is that what counts are not the teaching and learning tools you have, but the way that you use them. There can be nothing more real than real, and this is the strength of work-based university learning: it offers authentic or situated learning environments that reflect the way knowledge will be used in real life.

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