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Principals' Role in the Implementation Of PRINCIPALS’ ROLE IN THE IMPLEMENTATION OF CURRICULUM EFFECTIVENESS STRATEGY IN ZIMBABWEAN POLYTECHNICS by WILFRED MAZANI submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the subject EDUCATION MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF. M LEKHETHO MAY 2015 DECLARATION I, Wilfred Mazani, declare that Principals‟ role in the implementation of curriculum strategy in Zimbabwean polytechnics is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. _________ ___________________ 15 May 2015__________________ SIGNATURE DATE W. MAZANI i DEDICATION This work is dedicated to following The Mighty God (Psalms 118: 25; 65:5 & 106:1; Titus 2: 14; 1 Chronicles 12: 18). My beloved and affectionate wife, Elizabeth Mazani My late parents All the family members All brethren who assisted in prayer ii ACKNOWLEDGEMENTS I feel indebted to express my heartfelt gratitude and appreciation to the following who need to receive special mention: Prof. M. Lekhetho, my supervisor, for his highly professional and kind support, guidance and encouragement. The unique blend of supervisory skills and insight with which Prof. M. Lekhetho approached his supervisory task was extremely impressive. Mr Enock Mukucha, my nephew-cum-friend and Engineer Tafadzwa Mudondo, the Principal of Harare Polytechnic for their financial, technical, material, and moral support. Without them, this study would not have been possible. Dr J Baumgardt, for her expert editing of this work tirelessly in a short space of time. The principals, heads of department, lecturers, students and training managers who participated in this study. UNISA Library Services for the literature search and for sending the needed material to me in time. Masikondo, an IT lecturer at Harare polytechnic for his technical assistance and database searching on the internet. Last but not least, Mr Addmore Pazvakavambwa, my colleague at the University of South Africa, for his academic contribution to the study. MAY GOD BLESS YOU ALL! iii ABSTRACT The central aim of this study was to investigatethe role of principals in the implementation of polytechnic curriculum effectiveness strategy (PCS) in Zimbabwe. The specific objectives of the study were to: determine and evaluate the role and strategic leadership skills of polytechnic principals in the development of PCS, understand the challenges faced by polytechnic principals in the development and implementation of PCS, investigate the extent to which principals provide lecturers with opportunities to enhance their teaching skills through professional development and derive a suitable model to be used in drafting and implementing PCS. The main research question which this study sought to answer was, „What is the role played by strategic leadership in the implementation of polytechnic curriculum effectiveness strategy?‟ In an attempt to realise that end, a mixed method research design was used to collect data, making use of questionnaires and interviews. The participants included 5 polytechnic principals, 123 lecturers, 77 students and 9 company training managers. The participants were selected through purposive, stratified and simple random sampling techniques drawn from five polytechnics selected for the study. The findings suggest that most polytechnic principals are rendered ineffective in implementing the PCS. Though the principals have a sound theoretical knowledge of their roles, they however experience a litany of practical impediments. These barriers include, inter alia, lack of curricula knowledge in the currere approach, action research, Basil Bernstein‟s and Paulo Freire‟s pedagogical discourses and reconceptualisation of curriculum, shortage of relevant instructional resources and poorly evaluated polytechnic curriculum, low level of staff incentive, training and development. Two systemic impediments in the principals‟ role of implementing PCS are: lack of autonomy in crafting and implementing PCS and lack consensus between Curriculum Research and Development Unit (CRADU) and National Manpower Advisory Council (NAMACO) in crafting policies on curriculum standards. Key terms: Action research, reconceptualisation of curriculum, pedagogising knowledge, currere approach, strategy implementation, strategic leadership. iv ACRONYMS BTech Bachelor of Technology CEO Chief Executive Office CZI Confederation of Zimbabwean Industries CBT competency Based Training CSC Civil Service Commission CTM Company Training Manager DACUM Develop a Curriculum HEXCO Higher Education Examination Council HOD Head of Development HND Higher National Diploma HTE Higher and Tertiary Education IT Information Technology ITTD Industrial Trade Testing Department NAMACO National Manpower Advisory Council NC National Certificate ND National Diploma NFC National Foundation Certificate NVQ National Vocational Qualification NUST National University of Science of Technology PVC Pre-Vocational Qualification RBM Results based management CRADU Curriculum Research and Development Unit SKA Skills, Knowledge and Attitudes TVET Technical and Vocational Education and Training UNESCO United Nations Educational, Scientific and Cultural Organisation UNISA University of South Africa ZBC Zimbabwe Broadcasting Corporation ZCC Zimbabwe Chamber of Commerce ZESA Zimbabwe Electricity Supply Authority ZFETC Zimbabwe Further Education Trainers‟ Certificate ZFETD Zimbabwe Further Education Trainers‟ Diploma ZIMDEF Zimbabwe Manpower Development Education Fund ZIMSEC Zimbabwe Schools Examination Council ZISCO Zimbabwe Iron and Steel Company v TABLE OF CONTENTS DECLARATION ................................................................................................................ i DEDICATION .................................................................................................................... ii ACKNOWLEDGEMENTS ................................................................................................. iii ABSTRACT ....................................................................................................................... iv ACRONYMS ..................................................................................................................... v List of Figures ................................................................................................................... xiii List of Tables .................................................................................................................... xiv CHAPTER 1: INTRODUCTION AND BACKGROUND ................................................... 1 1.1 INTRODUCTION ........................................................................................................ 1 1.2 GOVERNANCE OF ZIMBABWEAN POLYTECHNICS .............................................. 3 1.3 THE RESEARCH PROBLEM ..................................................................................... 5 1.4 MAIN QUESTION ....................................................................................................... 6 1.4.1 Research Objectives .......................................................................................... 6 1.4.2 Research Questions ........................................................................................... 7 1.5 AIM OF THE STUDY .................................................................................................. 7 1.6 IMPORTANT DEFINITIONS ....................................................................................... 7 1.6.1 Strategic Management ....................................................................................... 8 1.6.2 Strategy .............................................................................................................. 8 1.6.3 Strategy Formulation .......................................................................................... 11 1.6.4 Strategy Implementation .................................................................................... 11 1.6.5 Strategy Evaluation ............................................................................................ 13 1.6.6 Strategic Leadership .......................................................................................... 13 1.6.7 Curriculum .......................................................................................................... 14 1.6.8 Curriculum Implementation ................................................................................ 15 1.6.9 Curriculum Strategy ........................................................................................... 15 1.6.10 Curriculum Effectiveness ................................................................................. 15 1.6.11 Polytechnic Operating Costs ............................................................................ 17 1.6.12 Polytechnics‟ strategic identity ......................................................................... 18 1.7 LIMITATIONS OF THE STUDY .................................................................................. 19 1.8 RESEARCH METHODOLOGY ................................................................................... 21 1.9 CHAPTER DIVISION .................................................................................................. 21 1.10 CHAPTER SUMMARY ............................................................................................. 22 CHAPTER 2: POLYTECHNIC CURRICULUM STRATEGY ...........................................
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