The Nature and Direction of Curriculum Transformation: The Case of Zimbabwe

Abstract

This study examined the nature and direction of curricular reforms in Zimbabwean higher education, focusing on the opportunities and challenges in decolonising the curriculum. Using a critical paradigm, the research analysed educators’ difficulties in integrating diverse Indigenous perspectives into existing courses. A literature review methodology was employed to understand the decolonisation process and the efforts to address community needs. The study also investigated how institutional policies influence the inclusion of various languages in the curriculum. It highlights the importance of teacher training, community engagement, and collaborative curriculum development with Indigenous communities to create a more inclusive and decolonised educational framework in the Southern African Development Community (SADC) region. The study found that integrating Indigenous perspectives into the curriculum is crucial for decolonisation. However, educators face significant challenges in this process, including a lack of resources and institutional support. The study draws on best practices from existing literature.