The purpose of this study was to investigate the Computer Studies Curriculum implementation in rural secondary schools of Zambia’s Mufumbwe district. This study was guided by the following questions: What facilities and equipment are available for the implementation of the Computer Studies Curriculum in selected secondary schools of Mufumbwe district? Are there enough qualified teachers to enhance the effective implementation of the Computer Studies Curriculum? How appropriate are the teaching methodologies in the implementation of the Computer Studies Curriculum? What are the head teachers’, teachers’, learners’ and parents’ views on the teaching of Computer Studies?
Globalisation and technological development in the world have accelerated and created a new global economy fuelled by information and driven by innovations. One way in which information spreads is by the use of computers. In the 2013 revised curriculum, the Ministry of General Education in Zambia introduced Computer Studies into the education system. The few studies in this area were done in urban areas. The rural setting has been ignored as regards to implementation of Computer Studies Curriculum. Mufumbwe district being a rural setting is a special case especially in a Zambian context considering development trends in Zambia. Specifically, the study sought to establish the availability of facilities and equipment for the implementation of Computer Studies, find out the availability of qualified Computer Studies teachers, examine the appropriateness of teaching methods and establish the views of Head Teachers, teachers, learners and parents on the implementation of Computer Studies in Secondary Schools in Mufumbwe district.
Lack of computer skills among learners in Zambia may hinder technological advancement and fail to achieve the national ICT policy goal of 2007 which introduced CS as an enabler in a diversified and export-oriented economy, capable to improve livelihoods and protect the vulnerable through service delivery and provide an efficient and effective public sector. Further, Zambia may fail to achieve the vision 2030 whose vision is to have a prosperous middle-income nation through having a technologically proficient, fully able to adapt, innovate and invest using its human and natural resources. It was therefore important that this study was conducted in order to investigate how CSC was being implemented in rural secondary schools in Mufumbwe district.
Inhaltsverzeichnis (Table of Contents)
- Chapter One: Introduction
- Background to the Study
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Objectives of the Study
- Significance of the Study
- Scope of the Study
- Limitations of the Study
- Definition of Key Terms
- Chapter Two: Literature Review
- Conceptual Framework
- Theoretical Framework
- Empirical Review
- Chapter Three: Research Methodology
- Research Design
- Population of the Study
- Sample and Sampling Techniques
- Data Collection Instruments
- Data Collection Procedures
- Data Analysis Techniques
- Chapter Four: Presentation and Analysis of Data
- Availability of Facilities and Equipment
- Availability of Qualified Teachers
- Appropriateness of Teaching Methods
- Views of Stakeholders
- Chapter Five: Discussion of Findings, Conclusions and Recommendations
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This dissertation aims to investigate the implementation of the Computer Studies Curriculum in selected secondary schools in Mufumbwe District, Zambia, exploring its successes and challenges. It examines the availability of resources, qualified teachers, and teaching methods, and analyzes the perspectives of key stakeholders on the curriculum's effectiveness.
- Challenges and opportunities in implementing the Computer Studies Curriculum in rural settings.
- The availability of resources, including facilities, equipment, and qualified teachers.
- The effectiveness of teaching methods used for Computer Studies in rural schools.
- The perspectives of stakeholders, including head teachers, teachers, students, and parents, on the implementation of the curriculum.
- The impact of the Computer Studies Curriculum on the educational landscape of rural Zambia.
Zusammenfassung der Kapitel (Chapter Summaries)
- Chapter One introduces the research topic, outlining the background, the problem statement, purpose, research questions, objectives, significance, scope, limitations, and definitions of key terms. It establishes the context for the study by highlighting the global shift towards technological advancements and the subsequent need for computer skills in education.
- Chapter Two reviews relevant literature on the Computer Studies Curriculum, its implementation, and the challenges faced in rural areas. It examines theoretical and empirical research findings, providing a foundation for the study's investigation.
- Chapter Three details the research methodology employed, including the research design, population, sample, sampling techniques, data collection instruments, procedures, and analysis techniques. It outlines the procedures used to gather and analyze data relevant to the study's objectives.
- Chapter Four presents and analyzes the collected data, focusing on the availability of facilities and equipment, the availability of qualified teachers, the appropriateness of teaching methods, and the views of stakeholders. It provides insights into the challenges and successes encountered during the implementation process.
Schlüsselwörter (Keywords)
The main keywords and focus topics of this research include Computer Studies Curriculum, innovations, rural education, resource availability, teacher qualifications, teaching methods, stakeholder perspectives, and the impact of technology on education in Zambia.
- Quote paper
- Collins Masumba (Author), 2019, Computer Studies Curriculum Implementation in Secondary Schools in Mufumbwe District in Zambia. Success and Challenges, Munich, GRIN Verlag, https://www.grin.com/document/495971
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