The Sunday Mail
Dr Patricia Gonde
EDUCATION is the cornerstone of any society’s development. It is the foundation of any community.
Children must have the necessary tools to succeed in the 21st century.
In Zimbabwe, there is need for the education system to incorporate new teaching methods relevant to the current times and equip the young generation with the skills required to thrive in the modern world.
New teaching methods that impart 21st century skills can be implemented in schools. They include child-centred approaches.
This article explores the concept of child-centred education and 21st century skills in the context of Zimbabwe’s competence-based curriculum.
The 21st century is characterised by rapid technological advancement, globalisation and increased access to information. As such, individuals need to acquire skills that will enable them to succeed in this new environment.
They are commonly referred to as 21st century skills.
They include critical thinking, problem solving, creativity, collaboration, communication, digital literacy and global competence.
These skills are essential for success in the modern world, and the Zimbabwean education system must incorporate them into the curriculum.
They enable individuals to adapt to changing circumstances, think critically and solve problems.
In addition, they allow individuals to work collaboratively, communicate effectively and use technology to their advantage. As such, the education system must equip learners with these skills.
A child-centred approach to learning puts the child at the centre of the education process. It recognises that every child has unique needs, interests and abilities.
As such, the teacher’s role is to facilitate learning by creating an environment that enables the child to explore, discover and learn at his or her own pace.
The teacher is a guide, mentor and facilitator, rather than a lecturer.
Children learn best when actively engaged in the learning process.
This approach emphasises hands-on learning, problem solving, critical thinking and creativity.
Child-centred education recognises the importance of social and emotional learning and the development of 21st century skills.
Competence-based curriculum in Zimbabwe
In Zimbabwe, the education system has undergone significant changes over the years.
In 1999, the Nziramasanga Commission was established to review the country’s education system.
The commission recommended a competence-based curriculum that puts the learner at the centre of the education process.
The new curriculum was introduced in 2015 and is being implemented nationwide in primary and secondary schools.
Zimbabwe’s competence-based curriculum is designed to promote child-centred education and develop 21st century skills. The new curriculum can be divided into three learning areas: knowledge, skills and values.
The knowledge area includes traditional subjects such as mathematics, science and social studies.
The skills area focuses on developing critical thinking, problem solving, creativity and communication skills.
The values area is about developing social and emotional skills and values such as respect, responsibility and compassion. This curriculum departs from the traditional rote learning approach prevalent in Zimbabwe’s education system.
The new curriculum emphasises hands-on, project-based and inquiry-based learning, including the Continuous Assessment Learning Areas.
It also encourages learner-centred approaches, such as peer learning and collaborative learning.
Despite the potential benefits of the competence-based curriculum, teachers need help in implementing it.
One of the main challenges faced is the shortage of resources.
Some schools in Zimbabwe lack the necessary materials — including textbooks, teaching aids and laboratory equipment — to implement the new curriculum effectively.
This lack of resources makes it difficult for teachers to create a conducive learning environment and facilitate hands-on learning activities.
There is also need for more training for teachers. Many teachers need to be adequately trained to implement the new curriculum effectively.
They may need to gain the necessary skills, knowledge or understanding of child-centred education and 21st century skills.
This lack of training can lead to a mismatch between the curriculum’s goals and the teaching methods used in the classroom.
Furthermore, the large class sizes in many schools make it difficult for teachers to implement child-centred education.
Providing individualised attention to each child and creating a conducive learning environment can be challenging when too many learners are in the classroom.
To address these challenges, several feasible solutions can be applied.
Firstly, Government should invest more resources in the education sector.
This investment should improve the infrastructure and provide the necessary materials and resources to implement the new curriculum successfully.
Government needs to also offer training opportunities for teachers to equip them with the essential skills and knowledge to implement the new curriculum effectively.
Secondly, schools should explore alternative teaching methods that accommodate large class sizes.
For example, teachers can use group work and peer learning activities that allow schoolchildren to work together. By so doing, they learn from each other.
Schools can also adopt technology-based learning approaches that can provide personalised learning experiences for schoolchildren.
Lastly, schools should involve parents and the community in the education process. Parents and the community can support schools by volunteering their time, expertise and resources.
They can also provide feedback on the effectiveness of the new curriculum and suggest ways to improve it.
To implement the new curriculum effectively, schools must adopt learner-centred approaches focusing on developing 21st century skills.
Teachers should create a conducive environment that allows schoolchildren to explore, discover and learn at their own pace.
They should also use various teaching methods to cater for learners’ learning styles and abilities. In conclusion, child-centred education and 21st century skills are essential in developing learners in the modern world.
The country’s competence-based curriculum is a step in the right direction towards achieving this goal.
However, teachers need help in implementing the new curriculum.
To overcome these challenges, there is a need for increased investment in the education sector, training for teachers and alternative teaching methods that can accommodate large class sizes.
With these measures in place, Zimbabwe can achieve its goal of providing quality education that equips learners with the necessary skills to succeed in the 21st century.
Dr Patricia Gonde is an educationist, author, international speaker, global awardee, country director/chairperson of many international organisations, brand ambassador, and human rights volunteer and activist.
