REVISITING ZIMBABWE’S NEW CURRICULUM –ASSESSING THE FACTORS THAT ADVERSELY AFFECTED THE IMPLEMENTATION AND SUPPORT OF THE CURRICULUM INITIATIVE

The main aim of the study was to assess factors that adversely affected the implementation and support of Zimbabwe's new curriculum. The qualitative study was based on data that was collected through social network with key stakeholders who were identified through snowball sampling around the country. The study established that social network was also a critical source of curriculum decisions that could not be ignored. The non-identifying data showed that although the new curriculum could address and meet the current needs of the society it was not supported by most stakeholders. The use of the problem solver model compromised the quality of the curriculum. Lack of resources, inadequate consultation and lack of skills among teachers, college lectures, education officials and unavailability of ICT in some poorly resourced schools compromised its implementation. In addition, the psychological factors affecting how primary school children acquire knowledge were not considered. The study recommended piloting the new curriculum with well-resourced schools, training of college lectures and in-servicing of teachers before its implementation.