Factors Limiting Smooth Implementation of New Curriculum in Rural Secondary Schools of Zimbabwe: Case Study of Nyanga North Area, Zimbabwe

Abstract

The purpose of this paper is to outline main hindrances facing smooth curriculum implementation in rural secondary schools of Zimbabwe, whilst identifying causes of the challenges. Solutions to address the challenges were also explored. A descriptive survey model utilising qualitative analysis method was adopted. Altogether, 59 participants drawn from three schools participated in questionnaire and personal interviews. Results showed that resource shortage, work overload and teachers lacking content knowledge hindered 2017 curriculum implementation success. These challenges were seen to result from inadequate planning, lack of stakeholder consultation, rural population lifestyle (poverty) and lack of human resource development prior to introduction of the new curriculum. However, educators reflected that successful curriculum implementation is a high possibility if proper planning is done, adequate resources are supplied to rural schools, various stakeholders are involved, and teachers are prepared to execute through training. The results imply that governments through education ministries have to consider discovered curriculum success implementation factors in this research for future curriculum changes in rural schools. New knowledge has been provided on curriculum implementation in rural setups.