Opinion / Columnist
Exploring the New Curriculum with Padington Chakabva
13 Nov 2016 at 13:32hrs | Views
The word curriculum is defines as 'lessons and academic content taught in an institution on a specific course or program'. How broadly we intent to explore the word curriculum will depend on the object of our focus.
The word curriculum really encompasses knowledge and skills students are expected to learn. It involves units and lessons teachers teach, assignments and projects given to students, materials and books used, tests and assessments that students are exposed to and many other aspects. In many cases teachers develop their own curricula and improve them over the years. In many African countries including Zimbabwe, some teachers adapt lessons and syllabi created by other teachers. In some cases, schools purchase prepackaged curricular from individuals or companies often in particular subject area such as Mathematics.
While acknowledging that the term curriculum is used with a wide range of meanings in educational practices, in this article, and in the articles to come, I will be using the word curriculum with a technical meaning in mind. No school or University can exist without a curriculum. The curriculum and all its implications really is an area of concern for the powers that be. No government would not be concerned about what material is taught in schools and of what impact that is to the society.
In 1998, the President, Cde R. G Mugabe set up a Commission of Inquiry into Education and Training (CIET) otherwise known as the Nziramasanga Commission. A year after, The CIET produced a comprehensive report on Education. It is vital to know that it is on the basis of the report from the commission that today we are talking about the new curriculum.
As it is, the curriculum for Primary and Secondary Education really becomes a matter of interest to various groups and to politicians of the day. More especially the major stakeholders in Education which are parents and students. Learners need to have an intrinsic value of what they are learning, they need to understand the usefulness of the content they are being taught in their life. Parents and guardians who pay for and sponsor the education of the learners also need to receive value for their money. This is one serious area of concern when we explore the new curriculum.
Chief among the issues in the New curriculum is the fact that it is effected in January next year, about two months from now. The implications are huge and this is a change which is revolutionary in nature. Its natural that resistance will be faced but its important to embrace the change and explore it. There are several other emerging issues and changes that need to be understood. The new curriculum speaks of new Learning Areas instead of traditional subjects. In the next article, I will be exploring the new Learning Areas and their implications to both the learner and the teacher.
Padington Chakabva is a seasoned Educationist, he is a High School Teacher and a writer. He can be contacted on 0785199703 for clarifications and views on the New Curriculum. Chakabva was trained to train teachers on the New Curriculum and is well vested with emerging issues and trends in the New curriculum for Primary and Secondary Education.
The word curriculum really encompasses knowledge and skills students are expected to learn. It involves units and lessons teachers teach, assignments and projects given to students, materials and books used, tests and assessments that students are exposed to and many other aspects. In many cases teachers develop their own curricula and improve them over the years. In many African countries including Zimbabwe, some teachers adapt lessons and syllabi created by other teachers. In some cases, schools purchase prepackaged curricular from individuals or companies often in particular subject area such as Mathematics.
While acknowledging that the term curriculum is used with a wide range of meanings in educational practices, in this article, and in the articles to come, I will be using the word curriculum with a technical meaning in mind. No school or University can exist without a curriculum. The curriculum and all its implications really is an area of concern for the powers that be. No government would not be concerned about what material is taught in schools and of what impact that is to the society.
As it is, the curriculum for Primary and Secondary Education really becomes a matter of interest to various groups and to politicians of the day. More especially the major stakeholders in Education which are parents and students. Learners need to have an intrinsic value of what they are learning, they need to understand the usefulness of the content they are being taught in their life. Parents and guardians who pay for and sponsor the education of the learners also need to receive value for their money. This is one serious area of concern when we explore the new curriculum.
Chief among the issues in the New curriculum is the fact that it is effected in January next year, about two months from now. The implications are huge and this is a change which is revolutionary in nature. Its natural that resistance will be faced but its important to embrace the change and explore it. There are several other emerging issues and changes that need to be understood. The new curriculum speaks of new Learning Areas instead of traditional subjects. In the next article, I will be exploring the new Learning Areas and their implications to both the learner and the teacher.
Padington Chakabva is a seasoned Educationist, he is a High School Teacher and a writer. He can be contacted on 0785199703 for clarifications and views on the New Curriculum. Chakabva was trained to train teachers on the New Curriculum and is well vested with emerging issues and trends in the New curriculum for Primary and Secondary Education.
Source - Padington Chakabva
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