%0 Journal Article
%T CURRICULUM INNOVATION OR RENOVATION: FEASIBILITY IN ZIMABWEAN SECONDARY SCHOOLS
%A Dairai Darlington Dziwa
%A Winnet Chindedza
%A Joseph George Mpondi
%J Academic Research International
%D 2013
%I 
%X Zimbabwe has for the past decade gone through sharp macroeconomic challenges which have left people concentrating on bread and butter issues only for survival. This economic situation is a hindrance to meaningful renovations and innovations that might be necessary in impacting vocational and technical education in Zimbabwean secondary schools. The education sector has therefore suffered strandedgrowth while the world over technology is improving every day in leaps and bounds. This is increasingly reducing marketability and employability of our vocational and technical secondary school products. Due to advancement in technology, the Zimbabwean school curriculum should go in line with what is happening elsewheretoday. This qualitative study employed questionnaires, observation and document analysis as means to collect data. The research has established that curriculum renovation in Zimbabwe is an uphill struggle, given the Zimbabwean economic situation. Renovations and innovations have been very difficult in Zimbabwean schools. The study also established that the content in most subjects has not changed since the Nziramasanga commission except for a few non-technical subjects like History which have changed a little bit. The study has also revealed that some technical subjects are still using the syllabi that were used some twenty years ago. The study established that renovations might be difficult under the currentZimbabwean economy. The study recommends that the government looks into the curriculum and consider seriously infrastructure, material resources and human resources to prepare for the nation¡¯s future. Technocrats (local or foreign) should be employed to look into the curriculum for either innovations or renovations depending on what is feasible to Zimbabwean schools currently. The government should also take into consideration input of teachers since they are the policy implementers. Innovations by teachers are very possible aided by other stakeholders.
%K Curriculum
%K Innovation
%K Renovation.
%U http://www.savap.org.pk/journals/ARInt./Vol.4(1)/2013(4.1-32).pdf