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Presentation Curriculum Studies

The document discusses competency-based curriculum (CBE) and whether it provides a solution to problems with postcolonial curriculum or is just a temporary trend. CBE aims to develop skills for life and work, but has limitations like resources and training needs. Recommendations include training teachers and aligning teacher education to ensure CBE is sustainable and not just a short-lived idea.

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32 views14 pages

Presentation Curriculum Studies

The document discusses competency-based curriculum (CBE) and whether it provides a solution to problems with postcolonial curriculum or is just a temporary trend. CBE aims to develop skills for life and work, but has limitations like resources and training needs. Recommendations include training teachers and aligning teacher education to ensure CBE is sustainable and not just a short-lived idea.

Uploaded by

mugadza.joseph86
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Competency-based

Curriculum (CBE)
• What is competency education?
• Does it provide solutions to the emerging and enduring issues in education?
• Does it have limitations? If so, how can curriculum implementers pave their
way through those limitations ?
• How can it be sustained?
Question and its interpretation
• Competency-based Curriculum in the 21st century: A panacea to a
postcolonial curriculum problem or a mere faddism of our times? Discuss
• Interpretation: Is CBE a solution to the problem imposed by the post
colonial curriculum or it is just a frenzy, or short lived narrative?
• The real question is whether this wave and excitement about following CBE
is really going to solve post colonial curriculum issues or it will disappear
before it even leaves the ground.
• If CBE is considered a panacea(solution), it means there are problems with
the postcolonial curriculum. If there are problems, what are they?
• If CBE provides solutions, is it sustainable ,and are there plans to make it
self-sustainable? If not, then it becomes a faddism.
Definition of terms: Curriculum
• Bernstein (2000) in Batram (2012) says that curriculum is how
society selects, classifies and distributes knowledge to represent
those who have power and control of the society.
• Key from this definition is that those in power decide the
curriculum that they see relevant at that time.
• This might lead to faddism
Definition of terms: Panacea vs faddism
• The term panacea refers to a remedy or solution that is believed to
cure all diseases or problems, or to provide a universal answer to a
wide range of issues.
• Faddism refers to the tendency of people to embrace and follow
popular trends or fads without much critical thought or long-term
commitment. It is characterized by a sudden and widespread
enthusiasm for a particular idea, product, or behaviour.
• Faddism is different from genuine innovation or long-lasting trends
that are based on solid principles, research, or societal changes.
Definition of terms: Competency-based
Curriculum
• According to Zuva (2020), CBE is the curriculum that focuses on skills development aimed to
produce competent learners who are capable of creating employment and promoting sustainable
growth.
• This means that CBE should enhance sustainable lifelong learning which will enable the learners
to, after they exit the classroom, create employment through entrepreneurship and meeting
industry demands.
• Ngwenya, (2022) posits that CBE seeks to develop learners who are ready for life and work in a
globalized environment, with digital skills meant for an information-driven economy.
• To help build these skills, the government introduced Continuous Assessment Learners’ Activities
(CALAs) which give learners the opportunity to research, record, and share indigenous knowledge
• CBE aims to promote learner creativity, critical thinking, collaboration, communication, and
problem solving
• Students get the support they need individually.
• Teachers assess for growth and mastery.
• Education 5.0
Definition of terms: Postcolonial curriculum

• Postcolonial curriculum refers to an educational framework that i be was designed to


address the legacy and impact of colonialism on the country’s education system.
• The postcolonial curriculum in Zimbabwe sought to challenge and transform the
educational practices and content that were inherited from the colonial era.
• Unfortunately, postcolonial curriculum as constituted via the histories of missionary and
colonial education is shown to have produced social abjections that caused a
decontextual impasse-with curricula and pedagogy being theoretically and practically
disconnected from the lifeworlds of African children (Ndhlovu-Gatsheni,2013)
• In reality, Zimbabwe continued to follow the British colonial education curriculum which
produced academics with bookish knowledge that they could not apply.
• It created content receivers, content consumers who did not know how to be innovative
with their knowledge
• Postcolonial curriculum was termed unbalanced because it neglected the social and
cultural context of Zimbabwe and it was static, thus the need for CBE
Competency-based Curriculum’s applicability to
the teaching and learning of English
• Teaching of all four language skills: listening, speaking, reading and
writing.
• Speaking neglected in Zimbabwe.
• The writing skills taught should go with the 21 st century: report
writing, project proposal, script writing, poetry writing, short stories.
• Assessment should be performance based
• Integrate technology into the teaching and learning of English.
Applicability of Competency-based Curriculum to
the teaching and learning of Textiles
• Marrying theory with practical.
• Teaching the production of fibres to fabrics.
• Teaching pattern making, fabric and pattern layout.
• Teaching fabric cutting out and garment construction.
• Teaching care and maintenance of clothes.
• Assessment should be performance based.
• Integrate technology into the teaching and learning of Textiles:
CADCAM.
Applicability of Competency-based Curriculum to
the teaching and learning of Building
• Computer education/ Technology development and education curriculum.
The 2015 -2022 curriculum introduced AutoCAD to BTD learners thereby
enhancing their computer education.
• Introduction of Industry related topics such as site surveying and plant and
equipment in the Construction Industry.
• Rigorous and meaningful assessment. Learners are assessed in three CBE
key areas of content mastery, critical thinking and skills proficiency.
• Certificates at exit point offered by HEXCO examination board to learners
at secondary school level exit point.
• Education 5.0: centres of Higher learning practising it. Schools following
suit as ten high schools have been selected to offer technical subjects and
learners trade tested at the exit point.
Applicability to other subjects
• Practicals
• Languages and Arts
• Sciences
• Commercials
Limitations of CBE
• CBE presented a challenge to institutions, educators, and parents
alike. For parents and schools, it was a problem of affordability and
access; for teachers, it was an issue of usability, (Ngwenya, 2022)
• Time constraints because curriculum is formative exam oriented
• Resources
• Teachers not knowledgeable
Recommendations to avoid faddism
• Manokore (2021) says the teacher is the implementer of CBE so there
is need for making sure that implementer understands the
assignment.
• Teachers need refresher and in-house training to revive their
operational assessment language and concepts.
• Teacher training curriculum could be reformed in order to align it to
the new paradigm in assessment
• There is need for synergies between teachers’ training institutions
and employers of teachers (MoPSE and ZIMSEC) in order to have a
common denominator of the teachers Zimbabwe
Conclusion
• CBE is a panacea to postcolonial curriculum. There is need to make
sure that all stakeholders involved in the planning and
implementation of the curriculum are equipped and informed so that
it can be sustainable. As long as one of the stakeholders, that is the
curriculum planners, the teachers, the parents and the learners are
not in sinc, then CBE will just be a faddism.
SOURCES CONSULTED
• Batram, C. (2012). Bernstein’s theory of the pedagogic device as a frame to study
history curriculum reform in South Africa
• https://www.academia.edu/85300440/Decolonial_Reflections_on_the_Zimbabwean
_Primary_and_Secondary_School_Curriculum_Reform_Journey
• Manokore, K (2021). Unpacking the Competence-Based Curriculum Framework
(2015-2022) for Sustainable Development in Zimbabwe. National University of
Science and Technology
• Ndlovu-Gatsheni, S. (2013). Why decoloniality in the 21st century? The Thinker, 48,
10-15
• Ngwenya, J. (2022). Guest Post: Navigating Zimbabwe’s Competence Curriculum: A
Push for Student-Driven Tech. Digital Promise.
• Zimbabwe Ministry of Primary and Secondary Education [MoPSE]. (2014). Curriculum
framework for primary and secondary education 2015-2022.
http://mopse.co.zw/sites/default/files/public/downloads/ZimCurriculumFramework.
pdf

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