The perception of teachers in the inclusion of societal-cultural knowledge systems in the competency based curriculum (CBC). A case study of Glenview-Mufakose District of Zimbabwe
Year: 2025
Type: article
Abstract: Before independence, the Zimbabwean school curriculum was mostly dominated by western values, knowledge and pedagogies at the expense of indigenous knowledge and values.The advent of independence brought with it a paradigm shift towards recognizing indigenous ways of knowing and transforming the curriculum.This involved using inclusive, contextual and practical content and pedagogies that reflect the needs of the Zimbabwean cultural society.The Ministry of Primary and Secondary Education (MoPSE) curriculum framework (2015-2022) recognizes and affirms the role of Societal Cultural Knowledge Systems (SCKSs) in education as a way of promoting the Zimbabwean cultural identity.The competence based curriculum framework document stresses that themes as well as concept should be rooted in cultural knowledge.As such, teachers as important stakeholders are obliged to incorporate societal-cultural knowledge in the teaching and learning process.This qualitative study which is framed within the interpretivist philosophical view draws on a case study design to explore primary teachers' perceptions on the incorporation of Societal Cultural Knowledge Systems in the Zimbabwean school curriculum in the context of the Competence Based Curriculum (CBC).The sample comprised of 90 purposively selected teachers from 12 schools consisting of 5 secondary and 7 primary schools in Glenview-Mufakose district in Harare province.Some in-depth Interviews and Focused Group discussions (FDGs) were used to generate data.The data gathering procedures allowed the researcher to yield qualitative data which was presented through summaries of the participants' opinions.The major findings of the research concluded that the participants shared a conceptual understanding of cultural knowledge and advocated for a more inclusive appropriation and incorporation of indigenous languages, agriculture, and herbal medicine as well as technological scientific indigenous knowledge items in the CBC.An inclusive education approach was also proposed as well as knowledge relevance which serve the current needs of indigenous cultures and society in general.The study made recommendations to the major stakeholders in the incorporation of societal cultural knowledge systems.Among them are school heads, teachers, policy makers and the teacher education system.
Institution: Zimbabwe Open University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4407567206