Greener Journal of Educational Research Vol. 3 (7), pp. 326-331, September 2013
Manuscript Number: 072313743
The Relevance of Internal and External Examinations in Zimbabwean Secondary Schools: The Quality Dilemma
Great Zimbabwe University, Curriculum Studies Department.
Email: mufanechiya @ yahoo.com
The research focused on the
relevance of internal and external examinations and quality
issues in Zimbabwean secondary schools. Qualitative data was
collected from twelve (12) form four teachers, three (3)
school heads and one (1) ZimSEC official who responded to
interview questions and thirty (30) form four mid- year
prize winning students responded to open- ended
questionnaires from the three selected secondary schools.
The research found that form four teachers abandoned total
learner engagement practices and assumed a more
authoritative and omniscient role where drilling of
examination techniques were the order of the day. The
research recommends that curriculum supervision should not
be entirely entrusted to school heads and educational
inspectors but faculties of education in universities should
be romped in to help supervise teaching and hold curriculum
implementation workshops so that quality teaching is not
sacrificed for examination success. Curriculum Theory should
be a compulsory course in all educational settings.
Keywords: Internal and external examinations, curriculum implementation, learner engagement, life skills.
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