Mufanechiya and Mufanechiya
Greener Journal of Educational Research Vol. 3 (7), pp. 332-335, September 2013
Manuscript Number: 072313744
The Implementation of ‘A’ Level English
Language and Communication Skills in
Zimbabwean Secondary Schools:
The Relevance Issue
1Tafara Mufanechiya, *2Albert Mufanechiya
1Great Zimbabwe University, Teacher Development Department.
2Great Zimbabwe University, Curriculum Studies Department.
*Corresponding Author’s Email: mufanechiya @ yahoo.com
Implementing the curriculum has
been Zimbabwe’s weakest link in the whole curriculum
development continuum. This case study sought to understand
teachers and students’ perceptions as well as challenges in
the implementation of ‘A’ level English Language and
Communication skills in Zimbabwean secondary schools. Six
(6) ’A’ level offering secondary schools, six (6) teachers
who responded to interview questions and thirty (30)
students who completed questionnaires were participants in
this study. The study found that English Language and
Communication skills was on the fringes of effective
curriculum implementation because it is not an entry
requirement at higher and tertiary institutions. This has
contributed to the negative perceptions of the subject by
both teachers and students. From the above, one major
recommendation the study made was that English Language and
Communication skills be made an entry requirement at all
higher and tertiary institutions.
Keywords: Curriculum implementation, English Language and Communication skills, Zimbabwe Schools Examination Council, Curriculum Development Unit, needs analysis.
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