Understanding the barriers to successful curriculum transformation in teacher education in Zimbabwe

Abstract

In 2023, Zimbabwe initiated a comprehensive curriculum transformation programme termed Education 5.0 in teacher education to align with the nation’s social and economic goals. This qualitative study, which uses a case study approach, explores the policy gaps and challenges encountered by lecturers and heads of departments in implementing the transformed curriculum. The case study approach involved conducting interviews with key stakeholders to gather insights into their experiences. The findings reveal the various challenges encountered during the transformation programme and these include inadequate policy frameworks, lack of financial and material resources, insufficient technical and pedagogical support, and resistance to the rapid pace of reform. The study also noted the existence of a strong desire to address community needs and improve the relevance of teacher education thereby providing opportunities for success. The study concludes that the Zimbabwean experience highlights the need for an inclusive and carefully planned approach to curriculum transformation. Recommendations gathered from the study include the provision of in-service training for lecturers for them to appreciate the need for transformation, enhancing funding for staff development, and supporting teacher development institutions. Ultimately, the study offers critical lessons for policymakers and education practitioners involved in curriculum reform across Africa.