Continuities and Discontinuities Between Competency-Based Curriculum and Education 5.0 in Zimbabwe: Implications for Curriculum Harmonization
Competency-Based Curriculum and Education in Zimbabwe
Abstract
Drawing on the concept of continuity and discontinuity, this qualitative theoretical study uses document analysis to explore the connections and contradictions between the newly introduced Education 5.0 and Competency-Based Curriculum (CBC) in one African country. The study used the case of Zimbabwe; and selected and critiqued studies, reports and documents published between 2010 and 2022 focusing on the Curriculum Framework 2015-2022 and Education 5.0. The findings suggest that the curriculum goals and objectives at the primary and secondary levels show some degree of continuity and congruence with the university's curriculum goals and objectives. However, a closer examination of Education 5.0 and CBC shows the manifestation of gaps and discontinuities in assessment issues, the focus on the sciences and philosophies that guide education. The study recommends that curriculum experts and policy makers align curriculum packages to be consistent across different levels and disciplines of education to demonstrate closer alignment of purpose and better integration in practice. This study offers new perspectives on education reforms and encourages countries to examine the degree of alignment between primary and secondary school curricula and university curricula.
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