Journal for the Education of Gifted

Young Scientists, 9(4), 377-389, Dec 2021

e-ISSN: 2149- 360X youngwisepub.com
jegys.org © 2021

Research Article

Implementing the updated early childhood development curriculum in

Zimbabwean primary schools: social validity based on practitioners’ views
Hannah Perpetua Muzembe1* Maphetla Magdeline Machaba2 and Modise Matshediso Rebecca 3
Department of Early Childhood Education, University of Pretoria, Pretoria, South Africa.

Article Info Abstract

Received: 17 October 2021
This article analysed the level of social validity on implementing the updated Early
Revised: 13 November 2021
Childhood Development (ECD) curriculum in Epworth, Mabvuku, Tafara
Accepted: 07 December 2021
(EPMAFARA) District in Harare, Zimbabwe. To address the ever-changing world
Available online: 15 Dec 2021
economy, Zimbabwe introduced an updated curriculum in all its primary schools, in
Keywords: 2017. The updated curriculum provides a framework for the knowledge that help young
Curriculum implementation people to develop a sense of independence and self-reliance. A qualitative method was
Early Childhood Development employed to explore curriculum implementation in Zimbabwean primary schools. Data
ECD A and ECD B were collected from a purposively selected sample of two District Schools Inspectors,
Innovation four School Heads/ Teachers in Charge and eight ECD teachers. The data were analysed
Practitioners’ views using the NVivo software. The researchers discovered that as well as exposing some
Social validity gaps in the implementation practice, the study revealed some advantages namely,
competence-based component, child centred methods, skills-based approaches, change
2149-360X/ © 2021 by JEGYS and nurturing of various children’s talents among others. The disadvantages
Published by Young Wise Pub. Ltd. encountered comprised lack of financial and human resources and school basic
This is an open access article under infrastructures, excessive workload for teachers, lack of Information, Communication
the CC BY-NC-ND license and Technology skills and high- teacher: pupil ratio. The qualitative research method
used was one major limitation since it was time consuming and, labour intensive. The
researchers' initial sample was further affected by COVID-19's onset in the country in
March 2020, when the World Health Organization (WHO) advised lockdown
restrictions, causing schools to close abruptly. The paper’s findings underscored the
significance of planning for change in ECD educational programs in terms of teachers’
preparedness and stakeholders’ resourcefulness. These findings imply that teachers
should be trained to become innovative and creative in curriculum implementation.
Stakeholders are recommended to support teachers and schools with prerequisite
resources.
To cite this article:
Muzembe, H.P, Machaba, M.M., & Modise, M.R. (2021). Implementing the updated early childhood
development curriculum in Zimbabwean primary schools: social validity based on practitioners’ views.
Journal for the Education of Gifted Young Scientists, 9(4), 377-389. DOI:
http://dx.doi.org/10.17478/jegys.1011035

Introduction
One of the seminal changes that occurred with the advent of a democratic government was the change in the education
system. Access to high-quality, relevant education for all Zimbabweans is seen as a fundamental right and the bedrock
of the country's cultural, social, economic, and democratic development (Zimbabwe Constitution, 2013:46; Zimbabwe
Curriculum Framework, 2015:4). Early years practices are very influential in a child’s holistic development matrix
hence the importance of Early Childhood Development (ECD) education. ECD is an important component of basic
education and the first step in achieving the Education for All (EFA) goals established at the 1990 World Conference
on EFA in Jomtien, Thailand, the 2000 World Education Forum in Dakar, Senegal, and the United Nations

1 PhD Student Department of Early Childhood Education, University of South Africa. E-mail: [email protected] ORCID: 0000-0002-3922-3717
2 Senior Lecturer Department of Early Childhood Education, University of South Africa, University of South Africa, Pretoria. South Africa E-mail:
[email protected] ORCID: 0000-0001-8419-5471
3 Senior Lecturer in the Department of Early Childhood Education, College of Education Associate Professor in Department of curriculum and instruction,
University of South Africa, Pretoria, South Africa. E–mail: [email protected] ORCID: 0000- 0002-0404-2035

377
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

Millennium Development Goals (MDGs) (Myers, 2004:3; Soud, 2009:23). This led to rethinking on ECD and its
mandatory inclusion in primary schools. The ECD updated curriculum in the country was the brainchild of Dr Lazarus
Dokora, the former Minister of Primary and Secondary Education. The blueprint was an attempt to buttress the
Nziramasanga Commission (CIET, 1999), recommendations to avail pre-primary education to all Zimbabwean
citizens irrespective of their social status.
Zimbabwe attained its independence on 18 th April 1980 and the government in 1982 started redressing the
discrepancies in early childhood education (ECE) which was predominantly for white children. The previous
curriculum was also chastised for being overly intellectual and preventing students from pursuing mechanical interests
at an early age. The need for things to change resulted in the proliferation of ECE centres, especially in rural locations,
housed under trees and staffed by inexperienced workers. Early Childhood Education and Care (ECEC) was housed
in the ministry of Community Development and Women’s Affairs which had ‘little to do with education’ (Ministry of
Community Development and Women’s Affairs, 1996). In 1988, ECE was transferred to the Zimbabwe Ministry of
Education. The transfer of ECE to that ministry did not make much headway, with the majority of the children in the
rural areas still not benefitting from the initiative. The thrust was on preparing children for school readiness but there
was not much progress noted, hence there was need to restructure the programme for it to produce the desired goals.
The Ministry of Education only offered a policy framework to oversee ECE centres run by local governments,
communities, church groups, private organizations, and individuals during this time (UNESCO, 2006). With the
passage of time, education officials and other interested parties noticed that much of the curricula in private pre-
schools was obsolete and insufficient for children of school age, and that family circumstances were not conducive to
learning (UNESCO 2006). It became incumbent for collaboration and coordination across all levels and ministries to
ensure a strong and cohesive ECE policy (UNICEF, 2009).
Grade Zero / ECE was mandated to be adopted in all primary schools with effect from 2006, after choices reached
in 2005 to guarantee that every child had a fair start (Zimbabwe Ministry of Education, 2006). As a result, it was
absorbed into the general education development policy framework and formed part of Zimbabwe's overall
development reality, which is now coherent, methodical, complete, and proactive. The Ministry of Education, Sport
and Culture released Secretary’s Circular 14 of 2004 for primary schools to attach two ECD classes (A and B) with
effect from 2005. According to the Director’s Circular Number 12 of 2005, the class of 3-4-year olds was called ECD
A and the class of 4-5-year olds was ECD B (Mushoriwa & Muzembe, 2011).
Hitherto, the bulk of Zimbabwean children, particularly those in rural areas and other low-income communities,
did not have access to the recently implemented Grade Zero/ECE program. To address this anomaly, a new two-tier
curriculum starting at ECD A to ECD B was introduced in primary schools in 2017, and no child would be accepted
into grade one without attending ECD for the two years. The current ECD updated curriculum is the blueprint
covering the period 2015-2022 premised on government policy. The Daily News (2018:1) reported that the launch of
the Zimbabwe new Curriculum Framework in Kadoma, a town in Mashonaland West Province of Zimbabwe, in June
2018, sparked heated debate with parents and teachers accusing the government of railroading the programme into
the educational system without adequate consultations (Muzembe, 2021). Despite the criticism, the updated ECD
curriculum is competence based and it promotes collaboration among learners.

Figure 1.
Understanding the Updated/Competence Based Curriculum Source: Zimbabwe Ministry of Primary and Secondary Education (2015-
2022) http://mopse.co.zw/mopse/about-ministry
378
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

Teachers are frontline service providers in education and have the responsibility for preparing the children for a
better future. This means that teachers must keep abreast with changes in ‘education’ especially in today’s digital world
where ‘internet’ has created a global village. Hence, computer skills for ECD teachers become critical in the instruction
of Science, Technology, Engineering, Art, and Mathematics (STEAM) in their practices. It also implies that the
Ministry of Education must harness ICT as enabling learning tools in schools to ensure continuous learning for
children now under the looming shadow of COVID-19.
The Research Significance
The social significance of ECD curriculum implementation is to evaluate the social validity that elucidates the child
behaviour change in achieving educational goals. There is still inadequate information on how practitioners in
economic crises and looming COVID-19 pandemic implement the ECD updated curriculum considering social and
economic variations in the country. Despite previous research on curriculum implementation conducted across the
globe, in Zimbabwe there is minimal focus on how teachers and stakeholders prepare to improve the process. It is
against this backdrop that a research becomes significant to be carried out. The study highlighted the advantages and
limitations of the updated ECD curriculum. This study informs the policy makers, stakeholders, and other citizens on
the best way to prepare and support teachers in the curriculum implementation process. In the main, it is envisaged
that this research enriches the secondary sources of education information for colleges and universities as it forms a
firm foundation where future research can be laid upon.
The Research Terms
Curriculum Implementation
The translation of an anticipated or formally created course of study into syllabuses, plans of work, and lessons to be
delivered to students is referred to as curriculum implementation (Bediako, 2019). It is also the actual interaction of
the learner with expected learning opportunities. This includes the instructional materials that will be used in the
classroom.
Early Childhood Development
The term "early childhood development" refers to the time between conception and the start of school. It is a window
of opportunity for a child's cognitive, social, emotional, and physical development that occurs because of the child's
contact with his or her surroundings (UNICEF 2018:2).
ECD A and ECD B
In Zimbabwe, ECD A refers to children aged 3 to 4 years, while ECD B refers to children aged 4-5 years. As a result
of the Nziramasanga Commission (1999) recommendation, this was effected as a regulation.
Innovation
According to Bessant (2009:6), the word ‘innovation’ comes from the Latin words in and novare, meaning “to make
something new, to change.” Innovation is therefore the application of ideas to create new ways of doing things.
Practitioners’ views
The practitioners’ views about curriculum implementation refer to the District Schools Inspectors’, school Heads’/
TICs’ and Teachers’ mindset in the manner they think and feel towards what they are supposed to do. A view is not
shaped in a vacuum, it determines our approach to life and relationships with others.
Social validity
The suggested intervention and the planned replacement behaviour’s social validity refers to whether they are socially
acceptable behaviours (Kazdin, 1977).
Literature Review
The analysis of related literature directs the research, demonstrates the evolution of knowledge, and combines and
summarises what is known as the subject area. The ever-growing world economy has brought new challenges and new
requirements in the education division (Mulena & Kabombwe 2019). The European Pillar of Social Rights was
discussed, and ECD was mentioned as an important part of it, in the most recent European Union (EU) Council
Recommendation. It builds the groundwork for lifelong learning in school (Council of the EU 2019). However, ECD
curriculum implementation is frequently hampered by a lack of core management, which translates to a lack of clear-
cut procedures in many activities, such as resource allocation.
Bertram and Pascal (2016:4) stated that different countries have implemented improvements to their early
childhood systems, with a focus on enhanced training and school preparedness. Most European Union countries have
extended access to the sector by introducing or revising their teacher education programs and curricula (OECD, 2015).
Globally, ECE access is a challenge, with inadequate provision and significant disparities among countries with varying

379
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

degrees of development (UNESCO, 2019). It was important in this study to explore advantages and limitations of the
updated ECD curriculum with emphasis on access to ICT.
According to several research, Indonesia's education system has issues with unequal access, low teacher quality,
and poor infrastructure (Octarra &Hendriati, 2017). International organizations have exerted influence in local areas
to benefit children and their families, as demonstrated in Early Childhood Development. The National Mid-Term
Development Planning 2015-2019 in Indonesia aimed to enhance people's life in rural areas, where many ECE centres
utilised recycled materials.
Considering the findings in Indonesia, it became imperative to investigate this aspect in Africa, particularly in
Zimbabwean ECD centres. Ajuoga and Keta (2021) have noted that a number of African governments have
introduced Competence Based Curriculum (CBC) in their countries. The aim of the CBC in both Rwanda and Kenya
was to equip learners with hands on skills, instead of just concentrating on the academics. The new curriculum focusses
on the success of each learner, it is child centred. The CBC is more efficient since the teacher is the facilitator of
learning and not the provider of information.
However, one of the overarching impediments in African countries is the low teacher quality due to poor quality
of training in ECD (Sooter, 2013). In Nigeria, Akinrotimi and Olowe (2016:35) observed that all instructors for ECD
were not trained. In South Africa, the Western Cape Department of Social Development (WCDSD 2010) cited some
challenges during implementation of ECD as; poor training of ECD teachers, poor infrastructure, lack of learning
and teaching resources, non-availability of standardised curriculum, institutional barriers, and less involvement of the
private sector. Ntumi (2016:56), highlighted that inadequate resources and infrastructure led to a host of other
problems, such as hot sitting. To address the issue of poorly trained teachers, the New Zealand government retrained
all teachers who had Primary School Teaching Diploma qualifications for three years in ECE (Rous 2004:20 in Modise
2017:45). In Zimbabwe, however, Dyanda and Dozva (2012) reported that ECD centres in primary schools were
staffed by competent teachers with a Diploma in ECD. It was however imperative to find out if their qualifications
enabled them to implement the updated curriculum effectively.
Although teachers were trained, Ngwenya (2019) reported factors such as human, physical, material, and financial
resources as barriers to curriculum implementation. In a later study, Madondo (2020: 13) argued that lack of resources,
infrastructure, ICT gadgets and skills, lack of support hindered successful curriculum implementation. According to
Mupondi-Masuka, Nyika, and Kangai (2017), overcrowding is closely associated to high teacher-to-pupil ratios in
Gweru urban schools, where teacher-to-pupil ratios were as high as 1:50, well beyond the government-mandated 1:20
ratio stated in Statutory Instrument 106 of 2005. Similarly, alarming levels of overcrowding with pupils ranging from
70-100 per class were noted in Kenya (Pale and Amukowa, 2020). Previously, Rose Odoyo (2015) had called for
construction of additional classrooms to avert overcrowding. Rugare (2017) also observed large classes and congested
timetables and their negative effect on teacher efficacy. In Kenya, Momanyi and Rop (2019) and Ondimu (2018) noted
gaps during preparations of books and delays in publication of books and sometimes it was not easy to get books for
a particular class. Rugare (2017) expressed similar thoughts, stating that the Ministry of Education had identified
resources to be utilized under the new ECD curriculum, but that majority of the textbooks had not yet been published,
making it impossible for teachers to follow the curriculum.
Notwithstanding what could be said about the lack of resources in developing countries, the change and innovation
in those countries’ education systems and curriculum implementation appear to be a universal practice in such
countries as well. Zimbabwe is a developing country that looks to other countries for lessons on ECD curriculum
implementation. The government's previous initiatives were mentioned. Whilst not taking away anything from
previous research whether globally, regionally, or locally, it was necessary to critically analyse the current ECD
programme and see if there are unique pros and cons influencing its implementation.
The Research Objectives and Questions
Some of the objectives which had to be achieved first were to:
evaluate the social validity of the updated ECD curriculum
determine advantages of the updated ECD curriculum
determine limitations of the updated ECD curriculum
analyse practitioners’ views on implementing the updated ECD curriculum.
The central question was:
What are the advantages and limitations of implementing the updated ECD curriculum in Zimbabwe?
The following questions guided the study:
How socially valid is the updated ECD curriculum?
380
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

What are the advantages of the updated ECD curriculum?

What are the limitations of the updated ECD curriculum?
What are the effects of practitioners’ views on implementing the updated curriculum?

Method
The study employed the qualitative research method which captures the nuances, subjectivities, and illustrative basis
for participants’ responses. Qualitative research seeks to understand a person's perspective of the world, from his or
her own point of view (Creswell, 2014:205). The approach entails studying a phenomenon, in its natural context. It
uses descriptive data in its research reports and the investigation is holistic. Through the qualitative approach, we
interacted with DSIs, Heads of schools/TICs and ECD teachers and carried out lesson observations in the ECD
departments. The decision to conduct research directly in schools helped to ensure that frontline stakeholders in ECD
curriculum implementation could be reached. Data were collected through the qualitative approach, from the primary
schools and Ministry of Education records.
Population and Sample of Study
Population refers to any group of people who share one or more qualities that the researcher is interested in (Best and
Kahn, 2016: 13). Generally, this refers to all people, occasions or objects that can be involved in the study. Information
obtained from District Office documents showed that the population of this study was 120 ECD teachers from 30
primary schools in EPMAFARA (Epworth, Mabvuku and Tafara) District of the Harare Metropolitan Province in
Zimbabwe.
Purposive sampling, according to Oppong (2013), is a procedure in which a researcher selects participants who
have expertise or experience with the issues under consideration. Purposive sampling was employed to select the
subjects because of their accessibility and proximity to the researchers. The sample from the population consisted of
eight (8) ECD instructors, four (4) Heads or TICs from four (4) schools, and two (2) District School Inspectors. The
participants chosen in this study were knowledgeable about the phenomenon in question and were inclined to proffer
relevant facts about the topic.
Table 1.
Practitioners’ Profile
Pseudonym Gender Age Teaching Experience Qualifications
TRA1 Female 38 yrs. 10 yrs. Diploma in ECD
TRA2 Female 32 yrs. 7 yrs. Diploma in ECD
TRB1 Female 36 yrs. 7 yrs. Diploma in ECD
TRB2 Male 37 yrs. 11 yrs. Diploma in ECD
TRC1 Female 32 yrs. 3 yrs. Diploma in ECD
TRC2 Female 36 yrs. 10 yrs. Diploma in ECD
TRD1 Female 40 yrs. 10 yrs. Diploma in ECD; Diploma in Planning
TRD2 Female 32 yrs. 4yrs Diploma in ECD
Pseudonym Gender Age Teaching Experience Qualifications
TICA Female 50 yrs. 21 yrs. EC Infant
TICB Female 45 yrs. 23 yrs. Bed. ECD; EC Infant
TICC Female 58 yrs. 31 yrs. Bed. Management; CE General
D/HEAD Male 48 yrs. 20 yrs. BSc. PE; Diploma in Education
DSI1 Male 57 yrs. 25 yrs. MEd Planning Admin & Policy Studies;
Bed. Primary; CE
DSI2 Female 50 yrs. 25 yrs. MEd Special needs ;Bed .Special needs;
Diploma in Education (General)

Data Collection Tools

Data were gathered through in-depth interviews, instructional observations, and document analysis. The researchers
administered the interview instruments personally and observed ECD teachers implementing the curriculum. This
subjectivity involved in the selection and interpretation of qualitative research data made the process inductive rather
than deductive as in quantitative research. Secondary data were gathered from records at District offices and schools
thus, ECD department files and other teachers’ class documents. This accomplished the process of triangulation.

381
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

The study was based on primary data collected through the descriptive case study. It allowed for the study of
perceptions, feelings, values, views, and beliefs of the respondents. Case studies allow inferences to be made about a
large group from data drawn on smaller number of individuals from that group (Yin, 2013:325). Therefore, the method
has an advantage of breadth of scope. In a descriptive study, no attempt is made to change behaviour or conditions
(Creswell, 2014). Thus, this research design ensured that the study became more realistic in that participants were
studied in their natural settings.
The Validity and Reliability of the Study
Study credibility and trustworthiness determine the authenticity of the results and conclusions.
Validity; validity refers to how well the data acquired in the study accurately represents the study's variables. A
purposive sample of the target population was used in this investigation. As well as content validity. The researchers
utilized a panel of specialists to review the materials and assess their relevance to the research topic. The validity of
this study was verified extensively by university colleagues in the ECD department and thesis supervisors. Their
suggestions were incorporated into the software. The study's goal was to achieve high validity by reducing bias and
employing a variety of techniques.
Reliability; when an instrument can reliably and consistently measure a variable and produce the same results over
time, it is considered reliable (Creswell, 2013). Before the real research, a pilot test was conducted utilizing the interview
schedules to ensure the tool's validity and dependability. The pilot accounted for 10% of the total sample size. Random
sampling was used to conduct the pilot study in the study area. This assisted in identifying potential challenges that
respondents might face, as well as determining whether the items in the research instrument would produce the data
needed for the study.
Data Analysis and Interpretation
We employed NVivo software to analyse taped interviews and notes as suggested by Braun and Clarke (2013). We
studied the data to find out the teachers’ responses and reactions to the updated ECD curriculum implementation in
the District. We transcribed and analysed data from interviews conducted and lesson observations, as well as
documents using checklists with specific criteria to solicit views from District Schools Inspectors, ECD teachers,
school heads or TICs. The data were presented on tables, figures, and diagrams. Verbatim quotes were presented for
in-depth interview excerpts.

Results and Discussion

The results of this article were abstracted from the practitioners’ views on the value and utility of the updated ECD
curriculum. It was evident that the updated ECD curriculum has some advantages/ benefits as well as
limitations/challenges. Lastly, the practitioners’ views on curriculum implementation were discussed. The advantages
of the updated ECD curriculum are explored first and these are summarised in the word cloud.

Figure 1.
Advantages of the Updated ECD Curriculum, Source: Own compilation from NVivo software

382
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

Advantages which came out from the study are clearly indicated on the word cloud. The most prominent are
bolded namely: competence based, child centred, skills based, moving with times (i.e change), children’s talents and
others. The participants unanimously agreed that the updated curriculum brought about change which was beneficial
to the learner. A cross section of participants identified fundamental factors that brought the changes in the
curriculum. The practitioner TRD2 summarised the advantages of the updated ECD thus: The updated curriculum is very
good because it gives children life skills. They can earn a living through agriculture, drama, and theatre. They can be like Kapfupi (a
comedian in Zimbabwe) or become commercial farmers.
The updated curriculum is child centred and competence based. Overall, the participants celebrated the updated
ECD curriculum in that it was hands on and matched well the 21 st century expectations. DSI2 stated strongly, the world
has become dynamic; hence the new curriculum was adopted to ensure that the Zimbabwean education system is relevant to global norms.
The participants concurred that the curriculum was moving away from being subject oriented to skills oriented. This
was further explained by TICC: The learner can have skills identified at an early stage. Now we can identify the talents and skills in
the learners unlike what used to happen in the old curriculum which focused on the academic. The same observations were noted in
Rwanda and Kenya by Ajuoga and Keta (2021). The ECD curriculum has been broadened to accommodate varied
individual skills in children through additional disciplines such as ICT, VPA, Family and Heritage Studies, and Mass
Displays. According to TRA1: The new curriculum is now testing Music, Mass Displays, VPA so teachers will take all learning
areas seriously. This multiplicity is in line with Howard Gardner’s theory of Multiple Intelligences.
Another advantage of this curriculum is that it is skills based as intimated by DSI1: The thrust of the old curriculum was
on academic education. This new one is hands on. It is skills oriented. It aims to produce a well-rounded individual, who is fully equipped
when they leave school, even after Grade 7. However, these skills were not fully developed due to shortage of resources. He
also lamented on the unavailability of required materials as well as the need for teachers to undergo some relevant
training, to competently implement the updated ECD curriculum.
Rous (2004:20) in Modise (2017:45) noted that the New Zealand government retrained all teachers who had
Primary School Teaching Diploma qualifications for three years in ECE. In Nigeria, Akinrotimi and Olowe (2016:35)
observed that all instructors for ECD were not trained. Contrary, in Zimbabwean Primary schools all ECD teachers
hold a Diploma in ECD (Dyanda & Dozva, 2012). All what these teachers required was hands-on training in the actual
teaching of new subjects like VPA, Mass Displays, and ICT.
DSI2 characterized curriculum change or moving with the times as an advantage of the new ECD curriculum: This
updated curriculum corresponds to the twenty-first century. It looks at the child holistically. Learners learn by doing while the teacher is the
facilitator. TICB defined the new curriculum as, "moving with the times," implying that it is always changing, hands-on,
and relevant to the twenty-first century. Participants generally agreed that the updated curriculum helps children in
skills acquisition and development. It focuses on empowering learners with self-help skills and children can earn a
living through these skills. TRC2 also echoed that: Learners are exposed to contemporary world through ICT. The pressure
was on teachers who ought to become conversant with technology which is inherent in children naturally. Arthur
(2017) pointed out the importance of equipping teachers with ICT skills. Because youngsters are born in the age of
the internet, teachers must keep up with the latest trends and provide opportunities for students to showcase their
abilities.
The promotion of good health and ‘ubuntu’ was another advantage of the updated ECD curriculum. TRC2 stated
this point concisely in the following excerpt: PE is beneficial to one's health. Children's health is promoted through subjects
such as PE, Mass displays and VPA, but the teacher bemoaned on the scarcity of learning materials in these areas. It
is prudent for teachers to be creative and improvise some teaching and learning materials. In Family and Heritage
studies, for example, new sections in the curriculum emphasize Ubuntu/Hunhu and decision-making. These findings
were also coupled with some limitations discussed in the following paragraphs.

383
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

Figure 2.
Limitations of the Updated ECD Curriculum, Source: Own compilation from NVivo software
Limitations identified during curriculum implementation in EPMAFARA District include excessive workload for
learners, financial and resource constraints, ICT needs, infrastructure, and high teacher-pupil ratio. The conclusions
are supported and illustrated further by excerpts from participants, such as TICA's lament: The limitations include that
most schools were not prepared because it was a new concept. We don't have the funds to purchase textbooks. The curriculum's
implementation is hampered by a lack of resources. The next paragraphs go over the constraints in more detail.
Participants identified excessive workload for learners as one of the limitations as highlighted by TICB: The work
is too much. The subjects are too many to be done daily (8 learning areas). Children cannot grasp all the subjects in 20 minutes, the time
is short for children to grasp the content. The timetable was found to be congested and the work was too much for ECD
pupils to do in one day. Rugare (2017), who witnessed huge classes and congested timetables and how they severely
affected children' learning, also mentioned this restriction.
Another area which lent itself to analysis was the financial and material constraints. Pursuant to the issue of
limitations, DSI1 lamented: Teachers must undergo some updated sessions of training. Some schools cannot buy the required materials
and gadgets to be used in the implementation of the updated curriculum. This is due to financial constraints. Okinrotimi and Olowe
(2016:34), have noticed the issue of resource scarcity. DSI1 further revealed that the government has shifted the
burden of providing resources to the schools and parents.
In this study, the ubiquitous role of resources was felt across all the schools. Scarcity of textbooks was evident at
all schools but more so at school A. Five classes, each with an average of 65 students, shared ten textbooks, according
to TICA. Musengi (2013) described a similar situation in which teachers in several schools were forced to share a
single textbook while teaching various classes. Rugare (2017), also noted that the Ministry of education had identified
materials that are to be used in the updated ECD curriculum but most of the textbooks had not even been published
then, thus incapacitating teachers to implement the updated curriculum efficiently. In Kenya, Pale and Amukowa
(2020) also noted great scarcity of relevant books as well as teaching and learning media.
The shortage of ICT gadgets came out prominently as one of the limitations. At District level. DSI 2 had this to
say: Learning in the 21stCentury needs resources like ICT gadgets. Most of our parents cannot afford to buy the required resources for
learners. Where the provisions lack, the effectiveness of learning suffers. At school A, ECD classes to Grade 3 pupils
did not do ICT practicals, only Grades 4 to 7 do ICT practicals. There was only one ICT teacher for all the junior
classes and the school had forty classes. Therefore, Arthur (2017) suggested training of teachers in the use of
technology.
Generally, all schools under study did not have computer labs for ECD pupils as well as the required ICT gadgets.
Furthermore, the country was under extraordinary load shedding. The power outages negatively affected practical ICT
learning in all schools. Most of the schools in EPMAFARA district are in disadvantaged areas and most parents cannot
afford to pay for generators or Solar.
One proxy measure of a school’s level of development is the level of infrastructural provision. Issues of
infrastructure that are central to curriculum implementation and inadequacy or provision in pitiable state obviously
affects teacher morale. The issue of infrastructure came out in response to the question on limitations of the updated

384
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

ECD curriculum implementation. The following sentence presents the verbatim utterances of TRC1: Infrastructure and
time are not adequate for learners. This results in too much paperwork. Ntumi (2016:56) agreed that resources and infrastructure
were insufficient and inadequate for learners. Lack of infrastructure led to hot sitting in all primary schools in
EPMAFARA district. Scarcity of classrooms and proper furniture obstructs effective learning.
Overcrowding which was prevalent in the district put so much physical pressure on children who struggled to pay
attention during lessons. It is cruel to make the children learn in such poor conditions. We call for construction of
additional classrooms to avert overcrowding as suggested by Rose Odoyo (2015) in Kenya. The participants in this
study all alluded to the need for more classrooms to avert overcrowding and hot sitting. Some teachers also
complained about too much paperwork and inadequate time for all the subjects on the timetable. It is our contention
that Schools Development Committees (SDCs) should prioritise building ECD blocks in all the schools under study.
The EPMAFARA district had a high teacher-to-pupil ratio of 1:50 to 1:80, which rendered instructors ineffective
because they couldn't provide each child personalized attention. Higher teacher-to-pupil ratios reduced instructors'
ability to teach.

Figure 3.
Teacher to Pupil Ratio, Source: Own compilation from NVivo software
The tree diagram summarises the teachers’ responses with regards to teacher -pupil ratio in the schools studied. In
Zimbabwean primary schools, the teacher- pupil ratio for ECD classes is above 1:50 contrary to 1:20 stipulated in
Director’s Circular No. 12 of 2005. An effort should be made to ensure that there is a more equitable distribution of
school enrolments so that classes do not become too small to be viable, or too large to be managed. Connected to
enrolments are the teachers’ pedagogical skills.
It emerged from the responses that the majority of facilitators lacked knowledge in handling the program. TRB2
summarized this as follows: Facilitators lack sufficient expertise of how to deliver the new ECD program. There is need for them to
have more workshops. No learning through play. There is need for learners to have free play. There should be creativity. Some teachers
lacked knowledge of topics, such as, Theatre in VPA. TRA2 further expressed this by saying: Also, we lack knowledge,
for example at this school we do not have a theatre, and learners have no idea of a theatre. Not much was being done in ICT due
to lack of ICT gadgets, electricity, and lack of knowledge on the part of teachers.
Repetition of topics came up as another limitation. TRA1 explained that: There is repetition of topics in different subjects.
From the teacher’s response, the general view is that the content is too much and there is a lot of repetition of topics
in different subjects as alluded to earlier on. Topics like Balances, Coordination and Movement are repeated in PE,
VPA and Mass Displays. Colours and Shapes are repeated in Mass Displays, Maths/ Science and English. Human
body parts are also repeated in many subjects.
Teachers taught the topics individually, as indicated in the subject syllabuses and on the timetable, according to an
investigation into this matter of subject integration. We believe that if the syllabuses are correctly aligned, children will
have free time on the schedule to play. The fact that teachers complained about issues being repeated shows that they
require coaching and mentoring, which is the responsibility of school administrators and TICs. It also demonstrates
the teachers' lack of imagination and inventiveness. Teachers, as a result, require extensive hands-on training to master
the strategies that can be used successfully, particularly in topic integration. There may be need to revisit the syllabi
and ensure the topics are well structured to avoid unnecessary repetition of topics, which is currently evident in the
syllabuses and scheme cum plans.
To address the issue of congested timetables and too much subject content, other teachers expressed that they
take time from ‘less important’ subjects to do the ones they deem ‘more important as put across by TRD2: Sometimes
I take time from P.E. and I use it for Languages and Maths. The content is too much; it cannot be done in 20 minutes. This contrasts
385
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

with Howard Gardner’s Multiple Intelligence theory which equally values all subjects. TRC2 thinks that time is
adequate but there is need for more time for ICT. Teacher-pupil ratio should be in line with the time allocated so that
the teacher can attend to individual children. In this study, the ratios were too high, up to 65/80 pupils per class.

Conclusion
The aim of the study was to analyse the implementation of the updated ECD curriculum in Zimbabwean primary
schools. The article first presented the purpose of education reforms highlighting the rationale of the study. The study
determined social validity by identifying the social significant outcomes of the updated ECD curriculum. It then
explored the pros and cons that arose during the implementation process defined by the practitioners’ views like the
competence-based component, child centred approaches etc. However, the implementation of the ECD updated
curriculum still has some pertinent disadvantages like, lack of support, lack of learning and teaching materials,
enormous teacher: pupil ratio, heavy workload and lack of ICT skills. The paper also exposed how the top-bottom
management by Education authorities which lacks consent and consultations can work against good intentions
envisaged in the updated curriculum. In general, the quality of ECD is still on the lower side compared to teachers’
expectations. The Ministry of Education still needs to collaborate with interested partners in improving access and
participation of children to ECD. Additionally, it is critical that quality results of the updated curriculum are also
addressed. Practitioners felt that the curriculum was socially relevant although there are strategical gaps to be rectified.

Recommendations
Curriculum blueprints that ignore teachers’ welfare are likely to fail. The school must play its crucial role by creating
an environment that caters for teachers’ and children’s needs and interests. Schools in the district lacked proper
infrastructure and human resources, in terms of subject specialist teachers. The school and their School Development
Committees should spruce up infrastructure and support training of specialist teachers. The members of the school
administration should conduct classroom supervision to “catch up” with changes in the system. There is need to
organize fundraising programmes to generate money which can be used for seminars and purchase of learning
materials.
The environment at any school has a bearing on curriculum implementation. The school community should take
an active role in educating children and advocating the adoption of the ECD curriculum in primary schools. They
should chip in towards construction and furnishing of ECD classrooms. Schools must provide e-learning to pupils.
Communities should support schools with requisite resources.

Limitations of the Study

The COVID-19 pandemic was the largest stumbling block declared by WHO, on March 11, 2020, in Zimbabwe. Out
of the five sampled primary schools only four participated in the study due to the closure of schools. We did not have
enough time to make observations in all selected schools as desired. Time was quite limited. The research participants
were equally affected and might have been affected on clearly articulating their expectations. Another challenge was
the limited related local research material on the topic. Because only Harare primary schools were involved in the
study, the findings may not be applicable to other primary schools in Zimbabwe, but they do provide insight into the
kind of challenges that may arise in curriculum implementation throughout the country.

Acknowledgement
We would like to express our gratitude to the Almighty for providing us the strength, as well as our families and
colleagues for their support. We also like to thank the editor and reviewers for their efforts on this article.
Biodata of Author
Hannah Perpetua Muzembe is a PhD student of the University of South Africa (UNISA),
awaiting results. She was born in 1961, in Chirumanzu, in Zimbabwe. She obtained a Master’s
degree in Educational Psychology from the University of Zimbabwe (UZ) in 2003 and a
Bachelor of Education degree in Early Childhood Education from UZ in 1999. She is also a
holder of a Certificate in Education (Infants), attained in 1982. She has other certificates in
Practical Monitoring and Evaluation of HIV/ AIDS and Non –Profit projects and Executive
Certificate in Strategic HIV/ AIDS Project Management from UZ. She has also studied for
certificates in Theology and Evangelism. She has vast teaching experience, starting from 1983 as
a primary school teacher and as a Teacher in Charge of the Kindergarten Department. After teaching in the primary
school for 25 years, she taught at Mkoba Teachers College for 5 years, as a Lecturer and Lecturer in Charge of the
Infants Department and later taught at the University of Zimbabwe for 4 years before she resigned. Currently
386
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

she is Part-time lecturer at Womens’ University in Africa (WUA) in the Faculty of Social Sciences and Gender
Development Studies, in the Department of Education. Hannah P. Muzembe is interested in Research in
Curriculum instruction and practice, Educational Psychology and Early Childhood Development. Affilation:
Department of Early Childhood Education, University of Pretoria, Pretoria, South Africa. E-mail:
[email protected] ORCID: 0000-0002-3922-3717
Dr Maphetla Magdeline Machaba has taught for 24 years in the Foundation Phase and she
has been a Lecturer in the Department of Early Childhood Education at the University of
South Africa for 22 years. Her fields of interest are Mathematics in early years and Inclusive
Education. Her responsibilities are mainly tuition, research, community engagement and
academic citizenship in the field of Early Childhood Education. She holds Doctoral Degree
in Education. Affiliation: The University of South Africa. Email: [email protected].
ORCID: 000000184195471
Dr Matshediso Rebecca Modise, holds a PhD degree, born in Thabazimbi, Limpopo
Province in 1964, South Africa. She obtained her Master’s degree in 2004, Post Graduate
Diploma in 2002 and B.Ed. Honours in 2001 all in Educational Management. She has
obtained her Higher Education Diploma in Pre-Primary education obtained in 1995 and her
professional teaching qualification ‘University Diploma In Primary School in 1987. She is a
Senior Lecturer in the Department of Early Childhood Education at the University of South
Africa. Her research interests are Leadership and Management in Early Childhood
Development (ECD) and Foundation Phase (FP) which raises issues for transformative
pedagogy in the early years. She has immense experience in education which started from being an Early Childhood,
Foundation and, Intermediate phase teacher, deputy principal and Senior Education Specialist supporting ECD/FP
teachers in Language and reception year at the Department of Education - District level. Affiliation: The University
of South Africa. E-mail: [email protected] Orcid: 0000- 0002-0404-2035 Phone: (+27) 72 145 1235

References
Ajuoga, M.A & Keta, E. (2021).Competence Based Curriculum for Kenyan Primary Schools: Implementation Challenges Among
Stakeholders in Kenya. International Journal of Innovation Research and Advanced Studies (I JIRAS), 8(3).
Akinrotimi, A.A. & Olowe, P.K. (2016). Challenges in Implementation of Early Childhood Education in Nigeria: The way
Forward. Journal of Education and Practice, 7(1).
Arthur, E. (2017). Problems and prospects of curriculum implementation in Nigeria. Information guide in Nigeria.
https//infoguidenigeria.com/problems-prospects-curriculum-implementation/
Bediako, S. (2019). Models and concepts of curriculum implementation, some definitions and influence of implementation. May
24, 2019 www.researchgate .net
Bertram, T. & Pascal, C. (2016). Early Childhood Policies and Systems in Eight countries. Findings from IEA’s Early Childhood
Education Study. Wellington.
Bessant, J. (2009). Innovation: Essential Managers. London, A Penguin Company.
Braun, V. & Clarke, V. (2013). Teaching Thematic Analysis: Overcoming challenges and developing strategies for effective learning. Psychologist,
26, 120-123.
Council of the European Union (2019). Council recommendation of 22 May 2019 on high quality early childhood education and
care systems (2019/C189/02).
Creswell, J. (2013). Research Design, Qualitative, Quantitative and Mixed methods approaches. London, Sage.
Creswell, J. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th Edition). (Sage, Ed.) Thousand Oaks ,
CA: Sage.
Daily News, 13 February 2018
Director’s Circular No 12 of 2005.
Dozva, M.& Dyanda, C. (2012). Early childhood development training in Zimbabwe’s tertiary institutions: A reflective analysis.
Asian Journal of Management Sciences and Education, 1 (1): 57-65.
Gardner, H. (1983). Frames of Mind. The Theory of Multiple Intelligences. New York: NY: Basic Books.
Kazdin, K.E. (1977). Assessing the clinical or applied importance of behaviour change through social validation. Behaviour
Modification, 1(4), 427-452.
Madondo, F. (2020). Perceptions on Curriculum Implementation: A case For Rural Zimbabwean Early Childhood Development
Teachers as Agents of Change. Journal of Research in Childhood Education. DOI:1080/02568543.2020.1731024
Mulenga, I.M. & Kabombwe, Y.M. (2019). Understanding a competency-based curriculum and education: The Zambian
Perspective.

387
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

Mushoriwa, T.D. & Muzembe, H.P. (2011). Attitudes of Primary School Teachers Towards Early Childhood Development in
Zimbabwe Primary Schools. EDUCARE: International Journal of Education Studies, 3(2), 117-128.
Ministry of Development and Women’s Affairs (1996). Curriculum handbook for the natural early childhood education and care
programme. Harare, Ministry of Education.
Modise, M.R. (2017) Supervision and Support at School Based Grade R classes of the Gauteng North District. University of South Africa.
Pretoria.
Mupondi- Masuka, G., Nyika, R., & Kangai, F. (2017).Environment and Resource Challenges Faced by Early Childhood
Development Centres in Gweru Urban High Density Suburbs. IRA International Journal of Education and Multidisciplinary Studies,
6(2), 142-155.
Muzembe, H.P. (2021) Curriculum Implementation in Early Childhood Development: A case of Harare Primary Schools in Zimbabwe.
Unpublished Thesis. University of South Africa.
Nziramasanga, C. (1999). Report of the Presidential Commission of Inquiry Into Education Training. Harare: Government Printers.
Ntumi, S. (2016). Challenges Pre-School Teachers Face in the Implementation of the Early Childhood Curriculum in the Cape
Coast Metropolis. Journal of Education and Practice, 7(1).
OECD (2015). Starting strong. Monitoring quality in early childhood education and care, Paris: Author
Ondimu, S.M. (2018). Teachers’ Preparedness for Implementing the Competence Based Curriculum in Private Pre-schools in
Dagoretti North Sub-county, Nairobi city county. University of Nairobi.
Pale,J.W. & Amukowa,D. (2020). Competence Based Curriculum in Primary Schools in Kenya: Opportunities and Challenges of
Implementation. Journal of Education and Practice, 11(32), 50-56
Rugare, T. (2017). Post-Independence Zimbabwean Education. Harare: ZOU.
Sooter, T. (2013). Early Childhood Education in Nigeria: Issues and Problems. Journal of Educational and Social Research Vol.3
No.5. Special Issue.
UNICEF. (2018). Early Childhood Development in the UNICEF strategic Plan 2018-2021 UNICEF. New York.
UNESCO. (2015) Education for All 2000-2015 Achievements and challenges. https://en.unesco.org>files
Yin, R.K. (2013). Validity and generalization in future case study evaluations. Evaluation, 19(3), 321-332.
Zimbabwe (2013). Constitution of the Republic of Zimbabwe. COPAC, Harare: Government Printers.
Zimbabwe. (2015). Curriculum Framework for Primary and Secondary Education 2015-2022. Harare: Ministry of Primary and Secondary
Education.

388
Mezembe, Machaba & Modise Journal for the Education of Gifted Young Scientists 9(4) (2021) 377-389

Appendix 1.
Interview Guide For Practitioners

The researchers will explain to the participants that Mrs H.P. Muzembe is a PhD student at the University of South
Africa (UNISA), Dr M.M. Machaba and Dr M.R. Modise are Senior lecturers in the Department of Early Childhood
Development at UNISA and are conducting a study on; Implementing the updated Early Childhood
Development curriculum in Zimbabwean primary schools: Social Validity Based on Practitioners’ Views.
Permission has been sought and granted by the Ministry of Primary and Secondary Education, Provincial Education
Directors, District Schools Inspectors, and Heads of schools from EPMAFARA district. Confidentiality will be
observed as we review your responses.

Q1. Which factors affect ECD curriculum implementation?

Q2. What are the advantages of the updated ECD curriculum?
Q3. What are the limitations of implementing the updated ECD curriculum?
Q4. What are your expectations in implementing the updated ECD curriculum?
Q5. What are your views on the preparedness of schools regarding this program?
Q6. What are your recommendations on ECD curriculum implementation?

389
390