There are several sights of curriculum that many involved have came across. One look at is that the program must be a prescription; it will tell educators and all engaged what to do, tips on how to do it and what buy. Another watch is that a curriculum is just a mere pitch; there is place for alterations and other provisions. In Mvuma, zimbabwe, the national curriculum originates from the Subjects Development Product (CDU), which is the Centre, where professional curricularists develop it. The curriculum is usually distributed as a package to the provinces and districts then simply lastly for the schools where it is to be implemented by educators.
This exposition seeks to distinguish some of the pros and cons of currently taking such packages as proposals and not because prescriptions in Zimbabwe. Stenhouse (1975) identifies curriculum because “¦ an attempt to connect the essential rules and top features of an educational proposal in such a form that it must be open to important scrutiny and capable of effective translation into practice.
This individual suggests that a curriculum is rather like a recipe in cookery. A subjects, like the recipe for a dish, is first dreamed as a opportunity, then the subject matter of an try things out. The menu offered publicly is in an expression a report around the experiment. Likewise, a curriculum should be grounded in practice. Costly attempt to describe the work observed in classrooms so that it is well communicated to teachers and learners. So , within limits, if a formula can be improved and different according to taste thus can a curriculum (Stenhouse 1975: 4-5).
This classification focuses more on the means of teaching and learning, the angle from which this discourse unfolds. One particular advantage of going for a curriculum deal as a proposal is that teachers are strengthened professionally causing greater academics growth. Stenhouse (1975) is of the idea that the proposal is not to be regarded as a great unqualified suggestion but rather as being a provisional specification, implying that it should not limit the freedom and creativity of both professors and students. In Mvuma, zimbabwe, such an way can be widely accepted mainly because educators can anticipate, even request negotiation and transaction, and use their very own practical situational knowledge to get implementation and for modifying the first package according to the demands and resources of their specific localities. Using this approach in Zimbabwe where we find different ethnicities with one of a kind customs, philosophy and life styles, makes the learning experience significant and relevant allowing scholars to gain a feeling of ownership with their education.
This kind of expansive exposure, which as well directly consists of the local community, is beneficial for the learner in this it equips one to certainly be a well-rounded and adaptable person in society. In addition, and associated with the above, provided the uniqueness of each institution and class room setting in Zimbabwe, the scripted programs is not always appropriate for almost all learners. A lot of students at times have difficulty interacting with areas of the curriculum that can be challenging. Taken as a pitch, it is an advantage for the educator to be able to improve teaching way, take note of the leaners’ differences and make sure that everyone crafted for. The curriculum’s accomplishment highly depend upon which methods of instruction put in place by the teachers. A curriculum as a result “¦ can be described as way of converting any educational idea to a hypothesis testable in practice. It invites essential testing rather than acceptance (Stenhouse (1975: 144).
Thus with this sense, a curriculum is not a bundle of supplies or a syllabus of surface to be covered but merely a guideline within the practice of teaching. As such, the disadvantage of the proposal approach is that this rests upon the quality of instructors. There is need for highly qualified professors who are able to improve curriculum. It will have severe effects on might happen educationally if the teacher is badly trained. Mvuma, zimbabwe is highly influenced by untrained educators to fill up the emptiness left by simply professionals deciding to job abroad. Gatawa(1990) contends that if the programs package can be taken as a proposal, there is also a high possibility that instructors will only instruct what they know, ignoring the objectives of the document altogether.
This means there is absolutely no guarantee that countrywide goals will probably be achieved since the curriculum will probably be too localized and in turn creates students with limited marketability. Invariably so , Gatawa (1990) is of the view that you will have too many curricula in one education system, so that it is virtually difficult for students to transfer from one institution to another. Eunitah et ‘s (2013) deal that in developing educational contexts just like Zimbabwe, it truly is premature to do away with centrally prescribed curricula in order to accomplish order, regularity in the dotacion of education. This implies that developing countries like Mvuma, zimbabwe need a centralised curriculum system to determine degrees of academic progress and educational creation. Financially, the proposal strategy is not viable mainly because institutions have to continually exchange curriculum material or acquire material to suit a particular teacher’s desire (Lawton, 1980).
Taking the curriculum package as a pitch does not work from this context hence the prescription strategy is consequently more suitable. In light of the above, one good thing about taking a curriculum package like a prescription is usually that the syllabus content material is decided after centrally and it is based upon the goals and philosophy of the nation (Gatawa, 1990). This implies there is order, regularity in what will be taught thus learners can simply adapt when there is need for a transfer. There is uniformity in that learners taking same topics sit for a similar examinations and one examination board like ZIMSEC, as with the Zimbabwean context, can be responsible.
Admittance requirements pertaining to universities and colleges could be centrally determined and parity can be ascertained. Lawton (1980) is also of the view that the prescriptive method to curriculum implementation satisfies the political dependence on a system of accountability. In Zimbabwe, you will find considerably more authorities educational institutions than private types so when the ‘prescription’ is definitely explicitly caught to, educators can take into account the resources committed to the education sector by the point out. More so, a prescriptive method of the program package guaruntees the Ministry of Education approves every textbooks used. Where professors are minimally trained, being the case with temporary educators in Zimbabwe, the prescriptive curriculum tells the teacher what to teach, how to teach it and the materials to include in the process.
Maravanyika (1982) is of the view that it makes criteria and expectations about what should be taught and learnt very clear to everyone. A approved curriculum consequently makes improvement and attainment measurable and comparable over a national scale. That way, underperformance is easily handled while achievement can be modeled and shared. To this end, the prescriptive slant works more effectively as it limitations deviations which may otherwise carry no relevance, come evaluation time. Nevertheless , taking a subjects package as a prescription undermines what Lawton (1980) terms a ‘¦teachers’ legitimate desire for professional autonomy¦. ‘. What this means is the prescriptive slant is too restrictive and assumes the user can be incapable of producing a good curriculum.
This scuppers teacher expansion because it will not allow for research. The educator is limited to giving the prescribed training that generally stresses content material, mainly understanding, at the price of the advancement attitudes and skills. In Zimbabwe, scholars are primarily taught to pass examinations rather than to master and develop lifelong skills (Ndawi and Maravanyika, 2011). There exists a scramble intended for certificates with little regard for the expansion and demo of successful skills.
The education system is consequently suffering rather than developing. Especially, the prescriptive approach likewise overlooks the possible variations in the availability of resources. It assumes that educational institutions have the same facilities; learners are similar and operate in the same instances (Tanner and Tanner, 1975). This is clearly not the case in Zimbabwe, rural schools are traditionally underfunded and the facilities is either temporary or dilapidated. This is the reason why most rural centered schools are likely to perform terribly compared to city schools. Subjects implementation is going to take socio-geographical student diversity into account, the substance of which entails addressing the needs of numerous learners at different organizations. In summation, the proposal approach fosters lifelong learning and independent thinking but is thorough in terms of expertise and assets. The prescriptive method is also beneficial and much more appropriate in Zimbabwe’s evaluation oriented system.