An analysis of the Design Technology curriculum implementation at Public Universities in Zimbabwe
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Date
2023-10
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International Journal of Research and Innovation in Social Science (IJRISS)
Abstract
esign Technology curriculum in the Zimbabwean public universities. The study was precipitated by the low uptake of the Design Technology curriculum by many public universities in the country after its introduction in 2015. The study analysed the challenges Public universities of Zimbabwe face in implementing the Design Technology curriculum. The study included one public university, 1 faculty Dean, 1 departmental chairperson and 10 Design Technology lecturers. Purposive sampling technique was used in the selection of the University and respondents who were lecturers, Dean and chairperson of the university department. Data were collected through Google Form questionnaires, interviews semi-structured observations and focus group discussions. The Concerns Based Adoption Model (CBAM) guided and informed the analysis of findings. Findings indicate that there is curriculum implementation infidelity that stems from lack of subject specific training and content, lack of lecturer participation in curriculum planning decisions, low student enrolment, poor funding, lack of collaboration, lack of resources and lack of staff development programs. The study recommends in-service training for lectures, lecturer involvement in curriculum planning decisions, teaching of the Design Technology curricula across all levels of education in the country, government and funding channels, engagement in collaborative activities with other universities and staff development workshops as strategies to ensure faithful implementation of the DT curricula.
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Stephen, H.O., Crispen, B. and Silas, S., 2023. An analysis of the Design Technology curriculum implementation at Public Universities in Zimbabwe.