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Challenges of competency-based curriculum in teaching learners with learning disabilities
Jabulani Mpofu1,2, Maximus M Sefotho1,3
1Department of Educational Psychology, Faculty of Education, University of Johannesburg, Johannesburg, South Africa.
African Journal of Disability
|April 17, 2024
Summary
Zimbabwe
Area of Science:
- Education
- Curriculum Studies
- Special Education
Background:
- Zimbabwe adopted a competency-based curriculum (CBC) in 2017 to equip learners for a globalized economy.
- The CBC aims to foster lifelong learning skills and prepare students for emerging opportunities.
Purpose of the Study:
- To investigate the challenges encountered by teachers implementing the CBC for learners with learning disabilities in Mhangura, Zimbabwe.
Main Methods:
- A qualitative single case study approach was employed.
- Nine teachers participated in face-to-face interviews, with data analyzed thematically.
- A constructivist lived experience perspective guided the research.
Main Results:
- Teachers reported significant challenges including negative attitudes towards learners with disabilities.
- Inadequate teacher preparation, resource scarcity, and poor collaboration were identified as key obstacles.
- Implementation of the CBC for learners with disabilities faced systemic barriers.
Conclusions:
- While the CBC's objectives are commendable, its current implementation in Zimbabwe is not inclusive for learners with disabilities.
- Findings highlight critical areas for policy improvement to enhance inclusivity in the CBC.
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