Challenges of Implementing Heritage-Based Curriculum in History Subject in Three Secondary Schools of Kadoma Urban

Introduction/Background

This research proposal explores the challenges associated with implementing a heritage-based curriculum in the history subject within three secondary schools in Kadoma Urban, Zimbabwe. The proposal is written from the perspective of a Postgraduate Diploma in Education (PDGE) student, focusing on curriculum development and implementation in secondary education. In recent years, Zimbabwe has undergone significant educational reforms, particularly with the introduction of the Heritage-Based Education Curriculum Framework for 2024-2030, which emphasises integrating local cultural heritage, indigenous knowledge, and national history into school subjects (Ministry of Primary and Secondary Education, 2023). This shift aims to foster patriotism, cultural identity, and relevance in education, moving away from colonial-era curricula that often marginalised local perspectives.

The significance of this research lies in its potential to address real-world implementation barriers in urban settings like Kadoma, a mining town with diverse socio-economic dynamics. Kadoma Urban, located in Mashonaland West Province, hosts a mix of formal and informal settlements, influencing educational access and quality. The rationale for this study stems from anecdotal evidence and preliminary observations during my PDGE fieldwork, where teachers reported difficulties in adapting history lessons to include heritage elements, such as oral traditions and local artefacts, amid resource constraints. By examining these challenges, the proposal seeks to contribute to broader discussions on curriculum reform in postcolonial African contexts, drawing on frameworks like those discussed by Chisholm (2005) in South African curriculum changes. This study is particularly timely, as Zimbabwe’s education sector grapples with aligning national policies with classroom realities, ensuring that heritage-based approaches enhance rather than hinder learning outcomes.

The proposal is structured to outline the problem, aims, literature review, methodology, significance, timeline, and references, providing a comprehensive plan for investigating this issue. Through this, it aims to offer practical insights for educators and policymakers, ultimately supporting more effective curriculum implementation.

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Problem Statement

The implementation of a heritage-based curriculum in history education presents notable challenges in secondary schools in Kadoma Urban. Despite the Zimbabwean government’s push for a curriculum that incorporates local heritage to promote cultural relevance and national identity, practical barriers persist. These include inadequate teacher training, limited access to culturally appropriate resources, and resistance from stakeholders accustomed to traditional, exam-oriented teaching methods (Mavhunga, 2020). In Kadoma, an urban area with a population of approximately 92,000 (Zimbabwe National Statistics Agency, 2012), schools often face overcrowded classrooms and competing priorities, such as preparing students for national examinations like the Zimbabwe School Examinations Council (ZIMSEC) O-Level history syllabus, which may not fully align with heritage emphases.

Furthermore, the problem is exacerbated by socio-economic factors; many students come from low-income families involved in artisanal mining, leading to high absenteeism and limited parental involvement in heritage-related activities. Preliminary discussions with history teachers in Kadoma reveal issues like the scarcity of localised teaching materials, such as books on Shona oral histories or artefacts from nearby sites like the Great Zimbabwe ruins, which are essential for heritage-based learning. This misalignment results in superficial implementation, where heritage elements are tacked onto existing lessons rather than integrated meaningfully, potentially undermining the curriculum’s goals of fostering critical thinking and cultural pride (Ndlovu and Ndofirepi, 2018). If unaddressed, these challenges could perpetuate educational inequalities and fail to realise the transformative potential of heritage-based education in postcolonial settings.

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Aims & Objectives

The primary aim of this study is to investigate and analyse the key challenges faced in implementing a heritage-based curriculum in the history subject across three selected secondary schools in Kadoma Urban. By doing so, it seeks to provide actionable recommendations for overcoming these obstacles, contributing to improved educational practices in Zimbabwe.

To achieve this aim, the following specific objectives will guide the research:

1. To identify the main barriers, such as resource limitations and teacher preparedness, encountered by educators in integrating heritage-based elements into history lessons.
2. To examine how socio-economic and institutional factors in Kadoma Urban influence curriculum implementation.
3. To explore stakeholder perspectives, including those of teachers, students, and administrators, on the effectiveness of current heritage-based approaches.
4. To propose strategies for enhancing the adoption of heritage-based curriculum in similar urban secondary school contexts.

These objectives will be addressed through research questions such as: What are the primary challenges teachers face in sourcing and utilising heritage materials for history teaching? How do urban dynamics in Kadoma affect student engagement with heritage-based content? And, what policy adjustments could mitigate these implementation issues? No specific hypotheses are formulated at this stage, as the study adopts an exploratory qualitative approach, allowing findings to emerge organically from the data (Creswell and Poth, 2018). This aligns with the PDGE focus on reflective practice, enabling me as a student researcher to apply educational theories to real-world problems.

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Literature Review

Existing literature on curriculum implementation in African education highlights the complexities of integrating heritage-based approaches, particularly in history subjects. In Zimbabwe, the transition to a heritage-based curriculum builds on the 2015-2022 Curriculum Framework, which sought to decolonise education by emphasising indigenous knowledge systems (Ministry of Primary and Secondary Education, 2015). However, studies indicate persistent challenges, such as those identified by Mavhunga (2020), who argues that teacher training programmes often lack depth in heritage pedagogy, leading to inconsistent application in classrooms. This is echoed in broader African contexts; for instance, Horsthemke (2009) critiques the integration of indigenous knowledge in South African curricula, noting tensions between traditional epistemologies and modern educational standards.

A key gap in the literature is the urban-specific focus. While rural implementations have been explored—such as Ndlovu’s (2017) work on community involvement in heritage education—urban areas like Kadoma receive less attention. Urban schools face unique issues, including cultural diversity and economic pressures, which can dilute heritage emphases (Chimhundu, 2010). For example, research by Ndofirepi and Cross (2015) on postcolonial education in Zimbabwe reveals how colonial legacies persist, with history curricula often prioritising global narratives over local ones, arguably limiting student identity formation.

Furthermore, international perspectives, such as Banks’ (2006) multicultural education framework, suggest that heritage-based curricula can enhance equity, but only if implementation addresses resource disparities. However, empirical studies on Zimbabwean secondary schools are limited, with most focusing on primary levels or general curriculum reform (e.g., Gwati, 2019). This proposal fills this gap by concentrating on three Kadoma schools, building on these sources to critically evaluate implementation challenges. Critically, while literature acknowledges benefits like increased student motivation (Smith, 2012), it often overlooks practical barriers in under-resourced urban settings, which this study will address through targeted investigation.

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Research Design/Methodology

This study will employ a qualitative research design, suitable for exploring complex educational challenges in depth. A case study approach will be used, focusing on three secondary schools in Kadoma Urban selected for their diversity: one government-run, one private, and one community-based, to capture varied implementation experiences (Yin, 2018). This mixed representation ensures a broad perspective, aligning with the exploratory nature of the research.

Data collection will involve semi-structured interviews with 15 participants—five history teachers, five students, and five administrators per school—to gather rich, narrative insights on challenges. Additionally, classroom observations (three per school) will document practical implementation, such as the use of heritage materials. Document analysis of school curricula and policy documents will provide contextual evidence. Ethical considerations, including informed consent and anonymity, will be prioritised, adhering to guidelines from the British Educational Research Association (2018).

For data analysis, thematic analysis will be applied, using NVivo software to code transcripts and identify recurring themes like “resource scarcity” or “teacher resistance” (Braun and Clarke, 2006). This method allows for systematic interpretation, ensuring reliability through member checking, where participants review findings. As a PDGE student, I will conduct the research with supervision, ensuring minimal bias through reflexive journaling. Limitations include the small sample size, which may not generalise beyond Kadoma, but this is mitigated by the depth of qualitative data.

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Significance

The significance of this study extends to educational policy, practice, and theory in Zimbabwe and similar contexts. By highlighting implementation challenges, it offers valuable insights for the Ministry of Primary and Secondary Education in refining the Heritage-Based Curriculum Framework, potentially leading to targeted interventions like teacher workshops or resource allocation (Ministry of Primary and Secondary Education, 2023). For educators in Kadoma, findings could inform professional development, enhancing history teaching and student engagement with cultural heritage.

Broader benefits include contributing to decolonisation efforts in African education, addressing gaps in urban curriculum studies (Ndofirepi and Cross, 2015). As a PDGE project, it demonstrates practical application of educational research, benefiting my professional growth and the field. Ultimately, successful heritage integration could foster national identity and critical thinking among students, promoting social cohesion in diverse urban settings.

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Scheduling/Timeline

The research will span six months, from January to June 2024, allowing for systematic progression:

• January: Literature review and ethical approval (Weeks 1-4).
• February: Participant recruitment and pilot interviews (Weeks 5-8).
• March-April: Data collection, including interviews and observations (Weeks 9-16).
• May: Data analysis and drafting findings (Weeks 17-20).
• June: Final revisions, report writing, and dissemination (Weeks 21-24).

This timeline accommodates my PDGE commitments, with flexibility for unforeseen delays like school holidays.

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Conclusion

In summary, this proposal outlines a focused investigation into the challenges of implementing a heritage-based curriculum in history education in three Kadoma Urban secondary schools. Through qualitative methods and critical analysis, it addresses key barriers, filling literature gaps and offering practical recommendations. The study’s significance lies in its potential to enhance curriculum relevance and equity, with implications for Zimbabwean education policy. As a PDGE student, this research not only advances my understanding but also contributes to broader efforts in postcolonial curriculum reform. Future extensions could explore comparative urban-rural implementations, further enriching the field.

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References

• Banks, J.A. (2006) Cultural diversity and education: Foundations, curriculum, and teaching. 5th edn. Boston: Pearson.
• Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, 3(2), pp. 77-101.
• British Educational Research Association (2018) Ethical guidelines for educational research. 4th edn. London: BERA.
• Chimhundu, H. (2010) ‘Language policy and the use of indigenous languages in Zimbabwe’, Language Matters, 41(1), pp. 3-18.
• Chisholm, L. (2005) ‘The making of South Africa’s national curriculum statement’, Journal of Curriculum Studies, 37(2), pp. 193-208.
• Creswell, J.W. and Poth, C.N. (2018) Qualitative inquiry and research design: Choosing among five approaches. 4th edn. Thousand Oaks: SAGE.
• Gwati, G. (2019) ‘Curriculum reform in Zimbabwe: Challenges and prospects’, Zimbabwe Journal of Educational Research, 31(1), pp. 45-60.
• Horsthemke, K. (2009) ‘The South African higher education transformation debate: Culture, identity and ‘African ways of knowing”, London Review of Education, 7(1), pp. 3-15.
• Mavhunga, F. (2020) ‘Teacher education and indigenous knowledge in Zimbabwe’, International Journal of Educational Development, 75, 102189.
• Ministry of Primary and Secondary Education (2015) Curriculum framework for primary and secondary education 2015-2022. Harare: Government Printers.
• Ministry of Primary and Secondary Education (2023) Heritage-based education curriculum framework 2024-2030. Harare: Government of Zimbabwe.
• Ndofirepi, A.P. and Cross, M. (2015) ‘Decolonising the curriculum in higher education: Some thoughts from Africa’, South African Journal of Higher Education, 29(3), pp. 1-14.
• Ndlovu, M. (2017) ‘Community participation in heritage education in rural Zimbabwe’, African Journal of Indigenous Knowledge Systems, 16(2), pp. 150-165.
• Ndlovu, T. and Ndofirepi, A. (2018) ‘Postcolonial education in Zimbabwe: Challenges and opportunities’, Journal of Education, 10(1), pp. 20-35.
• Smith, L.T. (2012) Decolonizing methodologies: Research and indigenous peoples. 2nd edn. London: Zed Books.
• Yin, R.K. (2018) Case study research and applications: Design and methods. 6th edn. Thousand Oaks: SAGE.
• Zimbabwe National Statistics Agency (2012) Census 2012 national report. Harare: ZIMSTAT.