Towards a Differentiated and Vocational Oriented Secondary Schoool Curriculum in Zimbabwe

S. Bhebhe, M. Dziva, C. Maphosa


Curriculum should ideally be differentiated to suit the needs, capabilities and intelligences of the learners. However, learners are often exposed to an academic oriented curriculum even if this results in failure and production of unemployable school graduates. Underpinned by the multiple intelligences theory, in this paper the researchers explore an alternative to the current largely academic curriculum in the Zimbabwean education system. The concepts differentiated and vocational curricula are discussed and challenges of an academic curriculum examined. The advantages of a vocational curriculum are further discussed by drawing examples from successful case studies. A differentiated curriculum model is suggested, explained and implications for implementation are assessed.

DOI: 10.5901/mjss.2014.v5n7p443

Full Text: PDF

Licenza Creative Commons
This work is licensed under Creative Commons Attribution 3.0 License.

Mediterranean Journal of Social Sciences ISSN 2039-9340(Print) ISSN 2039-2117(Online)

Copyright © MCSER-Mediterranean Center of Social and Educational Research

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders..