International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XI, November 2022|ISSN 2454-6186
An analysis of the Design Technology curriculum implementation at Public Universities in Zimbabwe.
Hahlani Onismo Stephen1, Dr Bhukuvhani Crispen2, and Sithole Silas3
1Department of Art Design and Technology Education, Faculty of Science and
Technology Education, National University of Science and Technology, Zimbabwe
2Research Innovation and Postgraduate Studies, Manicaland State University of Applied
Sciences, Stair Guthrie Road, Fernhill, Private Bag 7001, Mutare, Zimbabwe
3Department of Technical Education, Robert Mugabe School of Education,
Great Zimbabwe University, Zimbabwe
Abstract: The qualitative study analysed the implementation of the Design Technology curriculum in the Zimbabwean public universities. The study was precipitated by the low uptake of the Design Technology curriculum by many public universities in the country after its introduction in 2015. The study analysed the challenges Public universities of Zimbabwe face in implementing the Design Technology curriculum. The study included one public university, 1 faculty Dean, 1 departmental chairperson and 10 Design Technology lecturers. Purposive sampling technique was used in the selection of the University and respondents who were lecturers, Dean and chairperson of the university department. Data were collected through Google Form questionnaires, interviews semi-structured observations and focus group discussions. The Concerns Based Adoption Model (CBAM) guided and informed the analysis of findings. Findings indicate that there is curriculum implementation infidelity that stems from lack of subject specific training and content, lack of lecturer participation in curriculum planning decisions, low student enrolment, poor funding, lack of collaboration, lack of resources and lack of staff development programs. The study recommends in-service training for lectures, lecturer involvement in curriculum planning decisions, teaching of the Design Technology curricula across all levels of education in the country, government and funding channels, engagement in collaborative activities with other universities and staff development workshops as strategies to ensure faithful implementation of the DT curricula.
Key words: Design and Technology, Curriculum implementation, Curriculum fidelity, curriculum alignment.
I. INTRODUCTION
The setting of Zimbabwean Public Universities’ curricula is swiftly changing to comply with changes in societal, industrial, cultural, and environmental needs. These changes saw the introduction of the Design Technology (DT) curricular to be taught across all levels of university curriculum that is undergraduate, masters and doctoral studies. Design Technology curricula was ushered in as a new cross cutting issue in most if not all university learning areas and most notably as a stand-alone discipline in the Zimbabwe Public Universities (ZPUs, pseudo name) curricula. University DT curricular was designed as an integral means to impart relevant design skills in students, which will enable them to address existing and emerging societal, industrial, cultural and environmental problems of varying nature for sustainable development of people’s lives. These drastic changes in