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Teachers' Representation of the Mitigation Strategies to Challenges of Implementing the 2015 to 2022 Zimbabwean Social Studies Curriculum
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Chimbunde, Pfuurai; Kgari-Masondo, Maserole Christina – South African Journal of Education, 2021
The impromptu launch of the 2015 to 2022 Zimbabwean social studies curriculum invited vilifications and public outcries from parents, teachers and other key stakeholders professing numerous challenges. In this article, we report on the teachers' representation of the mitigation strategies to abate the aforesaid challenges. This interpretive case…
Descriptors: Foreign Countries, Social Studies, Curriculum Implementation, National Curriculum