Yesterday and Today, Vol. 25 (2021)

Permanent URI for this collectionhttp://hdl.handle.net/2263/85018

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    Developments in history education in Ghana
    (South African Society for History Teaching (SASHT), 2021) Boadu, Gideon
    This article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history and history curricula in Ghana. The article argues that history education in Ghana has survived the ravages of time, Western historiographical ideals and imperialist ambitions as well as politically motivated legislations and reforms. The article concludes that history education is regaining its grounds in Ghanaian schools and raises implications for teacher education and resource provision in schools. The article contributes to an understanding of the evolution of history education in Ghana and the impact of colonial and political forces on curricula, teaching and learning of African history.
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    Heads of department’s role in implementation of history syllabi at selected Zimbabwean secondary schools : an instructional leadership perspective
    (2021) Sengai, Walter
    This qualitative study explores the school-based instructional leadership role of Heads of Department (HODs) in the implementation of different History syllabi. It seeks to establish the practices that History HODs carry out in order to improve the teaching and learning of the subject. HODs are subject specialists who are responsible for establishing and ensuring high standards of teaching and learning in their subjects. This study is a response to the claim that History HODs often fail to rise to expectations in ensuring effective curriculum implementation in the subject. Qualitative data was collected through the study of circulars and policy documents and by conducting structured, in-depth interviews with fifteen key informants sampled from selected schools in the Glen View/Mufakose district in Harare. The key finding from this study is that the HODs were the de facto instructional leaders during the implementation of the History syllabi and that their level of involvement determines the success and/or failure of History syllabi. The paper concludes by asserting that HODs play a critical role in the implementation of History syllabi, since they are at the chalk face and directly supervise the implementation of changes in the subject as illustrated at five secondary schools used in the study.
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    Decolonising curriculum change and implementation: voices from social studies Zimbabwean teachers
    (South African Society for History Teaching (SASHT), 2021) Chimbunde, Pfuurai; Kgari-Masondo, Maserole Christina
    In 1980, Zimbabwe inherited a Eurocentric education system from the British colony, aimed at the perpetuation of the subordination and silencing of the African child. When the government of Zimbabwe noticed the infestation of the colonial wound, demonstrated by the irrelevance and in-applicability of the inherited education system, it called for its reconstruction on a new curriculum, which was rolled out in 2015. However, Zimbabwean Social Studies teachers reported intractable inconsistencies in curriculum design and implementation between what is taught in the classroom and what is expected in the society, which they linked to lack of Ubuntu values and a decolonization perspective. Using the Social Studies curriculum as a case and the Ubuntu lens as a conceptual framework, this qualitative study investigates the strategies which can be used to reform the curriculum so that it speaks to the dictates of the Zimbabwean community in which it serves. Data were generated through semi-structured interviews and Focus Group Discussion (FGD) from 12 purposefully sampled Social Studies teachers located in different school settings of Zimbabwe namely the rural, urban, growth points and farm areas. Findings indicated that the ‘usable past’ anchored in Ubuntu values as part of the decolonization agenda, though not given serious consideration in Zimbabwe, is fundamental to curriculum reform and implementation. Considering the findings, the study recommends the revisiting and extracting from the African past and its values to drive curriculum change to prepare the learner to lead an African life in the African continent. The study elucidates the need for a collective psyche in educational change in which curriculum planners practise cordial relations and engage the teachers in curriculum construction to perfect curriculum design and implementation.
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    Heads of department’s role in implementation of history syllabi at selected Zimbabwean secondary schools: an instructional leadership perspective
    (South African Society for History Teaching (SASHT), 2021) Sengai, Walter
    This qualitative study explores the school-based instructional leadership role of Heads of Department (HODs) in the implementation of different History syllabi. It seeks to establish the practices that History HODs carry out in order to improve the teaching and learning of the subject. HODs are subject specialists who are responsible for establishing and ensuring high standards of teaching and learning in their subjects. This study is a response to the claim that History HODs often fail to rise to expectations in ensuring effective curriculum implementation in the subject. Qualitative data was collected through the study of circulars and policy documents and by conducting structured, in-depth interviews with fifteen key informants sampled from selected schools in the Glen View/Mufakose district in Harare. The key finding from this study is that the HODs were the de facto instructional leaders during the implementation of the History syllabi and that their level of involvement determines the success and/or failure of History syllabi. The paper concludes by asserting that HODs play a critical role in the implementation of History syllabi, since they are at the chalk face and directly supervise the implementation of changes in the subject as illustrated at five secondary schools used in the study.
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    A comparative analysis of the Zambian senior secondary history examination between the old and revised curriculum using blooms taxonomy
    (South African Society for History Teaching (SASHT), 2021) Kabombwe, Y.; Machila, N.; Sikayomya, P.
    The 2013 Education reform in Zambia is one of the significant changes that brought about a shift in assessment. To understand the changes that have taken place in the 2013 revised curriculum, and to determine the claims by the Ministry of General Education that the revised curriculum is based on higher order thinking, this study evaluated the Examination Council of Zambia’s Grade 12 History examination past papers. Qualitative content analysis was used as a research method and document study. A descriptive content analysis style was used to describe the occurrence of the coding categories of analysis precisely. Content analysis was used to make replicable and valid inferences by interpreting and coding textual material in the Grade 12 examination questions. The sample for this research comprised of 10 History examination papers from the new curriculum and old curriculum which were purposively selected. The findings of the study suggested that the analysed exam papers lacked the higher-level cognitive skills contained in Bloom’s taxonomy. It is recommended that examiners follow the guidelines for setting an Outcome-Based Assessment so that they can achieve the intended goals of learning for learners.