Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe

In recent times the entire public education sector in Zimbabwe underwent a significant deterioration in quality. In 2009 the state appointed National Education Advisory Board similarly noted with concern the increasingly worsening state of education in the primary and secondary schools in rural and...

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Main Authors: Mangwaya, Ezron, Jeko, Ishmael, Manyumwa, Canisius
Format: Article
Language:English
Published: Canadian Center of Science and Education 2016
Subjects:
Online Access:http://dx.doi.org.access.msu.ac.zw:2048/10.5539/ass.v9n1p249
http://hdl.handle.net/11408/1563
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author Mangwaya, Ezron
Jeko, Ishmael
Manyumwa, Canisius
author_facet Mangwaya, Ezron
Jeko, Ishmael
Manyumwa, Canisius
author_sort Mangwaya, Ezron
collection DSpace
description In recent times the entire public education sector in Zimbabwe underwent a significant deterioration in quality. In 2009 the state appointed National Education Advisory Board similarly noted with concern the increasingly worsening state of education in the primary and secondary schools in rural and urban areas. However, worryingly, official and scholarly attention focused on the mainstream conventional schools, ignoring a sub-category of uniquely circumstanced rural schools, located on newly resettled farming areas. To inquire about the state of education in these schools, the researchers employed a mixed methods design, sending out open-ended questionnaires to twenty school teachers and headmasters at four primary schools in the newly resettled farming areas in the Midlands Province of Zimbabwe. The questionnaire focused on the availability of print curriculum materials and the coping strategies used by teachers working in schools on newly resettled farms. The study established that schools on newly resettled farms face acute shortages of textbooks in all subjects for both pupils and teachers. Where the print curriculum materials are available, they are in most cases of very limited quantity and variety. The study also established that this shortage of print curriculum materials negatively impacts on the quality of curriculum delivery as teachers resort to teacher-centred and transmissive approaches as a way of coping with the shortage of learning resources. Following these findings, the study recommended that the educational authorities in Zimbabwe should adopt a positive discrimination model of resource distribution whereby schools in the newly resettled farming areas are given preferential consideration when it comes to resource allocation.
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spelling ir-11408-15632022-06-27T13:49:06Z Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe Mangwaya, Ezron Jeko, Ishmael Manyumwa, Canisius Newly resettled farm schools, print curriculum materials, education quality In recent times the entire public education sector in Zimbabwe underwent a significant deterioration in quality. In 2009 the state appointed National Education Advisory Board similarly noted with concern the increasingly worsening state of education in the primary and secondary schools in rural and urban areas. However, worryingly, official and scholarly attention focused on the mainstream conventional schools, ignoring a sub-category of uniquely circumstanced rural schools, located on newly resettled farming areas. To inquire about the state of education in these schools, the researchers employed a mixed methods design, sending out open-ended questionnaires to twenty school teachers and headmasters at four primary schools in the newly resettled farming areas in the Midlands Province of Zimbabwe. The questionnaire focused on the availability of print curriculum materials and the coping strategies used by teachers working in schools on newly resettled farms. The study established that schools on newly resettled farms face acute shortages of textbooks in all subjects for both pupils and teachers. Where the print curriculum materials are available, they are in most cases of very limited quantity and variety. The study also established that this shortage of print curriculum materials negatively impacts on the quality of curriculum delivery as teachers resort to teacher-centred and transmissive approaches as a way of coping with the shortage of learning resources. Following these findings, the study recommended that the educational authorities in Zimbabwe should adopt a positive discrimination model of resource distribution whereby schools in the newly resettled farming areas are given preferential consideration when it comes to resource allocation. 2016-06-13T09:45:06Z 2016-06-13T09:45:06Z 2013 Article 1911-2017 http://dx.doi.org.access.msu.ac.zw:2048/10.5539/ass.v9n1p249 http://hdl.handle.net/11408/1563 en Asian Social Science;Vol. 9, No. 1; p. open Canadian Center of Science and Education
spellingShingle Newly resettled farm schools, print curriculum materials, education quality
Mangwaya, Ezron
Jeko, Ishmael
Manyumwa, Canisius
Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
title Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
title_full Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
title_fullStr Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
title_full_unstemmed Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
title_short Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
title_sort availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in zimbabwe
topic Newly resettled farm schools, print curriculum materials, education quality
url http://dx.doi.org.access.msu.ac.zw:2048/10.5539/ass.v9n1p249
http://hdl.handle.net/11408/1563
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AT jekoishmael availabilityofprintcurriculummaterialsanditsconsequencesforthequalityofeducationinschoolslocatedonnewlyresettledfarmareasinzimbabwe
AT manyumwacanisius availabilityofprintcurriculummaterialsanditsconsequencesforthequalityofeducationinschoolslocatedonnewlyresettledfarmareasinzimbabwe