Greener Journal of Educational Research

Greener Journal of  Educational Research Vol. 3 (7), pp. 326-331, September 2013

 ISSN: 2276-7789 

Research Paper

Manuscript Number: 072313743

 

The Relevance of Internal and External Examinations in Zimbabwean Secondary Schools: The Quality Dilemma

 

Albert Mufanechiya

 

Great Zimbabwe University, Curriculum Studies Department.

 

Email: mufanechiya @ yahoo.com

Abstract:

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.

Return to Content   View  Reprint (PDF) (195KB)