Mainstreaming English Language, Mathematics and Science in Zimbabwe: Some Ethical Challenges

  • F. Mangena University of Zimbabwe


In this paper, we made the claim that there is a problem with the way the current Zimbabwean education curriculum is designed and implemented in both primary and secondary schools where subjects are put before the learner and learning often proceeds with the curriculum stipulating the subjects to be taught in order of their importance, with certain academic subjects being given more prominence than others. In getting to the above conclusion, we utilised the document research method. We argued for the need to give equal prominence to all academic subjects in order to develop a balanced graduate. This claim was made out of the realisation that education was multi-dimensional; that is, apart from developing cognitive/intellectual capacities in the child, it also promoted the development of the physical and moral powers of the learner. Against this backdrop, we argued that the development of the physical powers of the learner would only be made possible through the emphasis on the teaching of physical education and sport while the moral abilities of the learner would be awakened through emphasizing the teaching of indigenous languages as well as religious education among other humanities subjects.

Author Biography

F. Mangena, University of Zimbabwe
Lecturer, Department of Religious Studies, Classics and Philosophy

Journal Identifiers

eISSN: 1013-3445