Evaluation of Curriculum Design and Delivery: A Case for Zimbabwe Staff College

Type Thesis or Dissertation - PhD thesis
Title Evaluation of Curriculum Design and Delivery: A Case for Zimbabwe Staff College
Publication (Day/Month/Year) 2015
URL http://uir.unisa.ac.za/bitstream/handle/10500/19666/thesis _kashora_p.pdf?sequence=1&isAllowed=y
The major goal of the Bachelor of Adult Education degree is to equip officers with the
prerequisite skills, knowledge and attitudes to design and deliver programmed instruction to
different categories of learners as well as to equip them with skills to conduct research in the
field of adult education practice.
The present study undertakes to investigate the reasons for lack of patronage for the adult
education degree at Zimbabwe Staff College (ZSC) by exploring the quality of the adult
education degree programme in terms of its effectiveness, relevance, value and its ability to
enhance the quality of life. An adult education degree programme should reflect the sociocultural
realities and experiences of adult learners. Participatory approaches should inform the
development and implementation of curriculum. The aim of the study is to inform decisionmaking
aimed at programme improvement. Effectiveness entails adequacy and appropriateness
of teaching methods and support services. Relevance is ensured by considering the policy
framework, curriculum provision, learners? needs and non–participation in the programme.
Value constitutes the ability to improve the economic, professional, social and political aspects
of life.
Using the qualitative case study design, seven students and two administrators were selected
using purposeful sampling, which is informed by the non-probability theory of sampling, to
participate in individual and focus group interviews, which were subsequently conducted and
generated data for analysis. Available relevant documents were analysed

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