Policy Transfer and Education Curriculum Review in Zimbabwe: The Case of STEAM

Abstract

This research assessed policy transfer in education curriculum focusing on Zimbabwe’s Science, Technology, Engineering, Arts and Mathematics (STEAM) policy. STEAM is a policy concept borrowed from the developed world. The main objectives of the study are to analyse the theoretical and conceptual issues underpinning the implementation of STEAM in Zimbabwe, to explore why the Government of Zimbabwe adopted STEAM as one of its education policies, to examine what was transferred from USA and to what extent has it been successful in the Zimbabwean context, and to evaluate the regulatory frameworks, procedures, guidelines, structural and institutional arrangement challenges that impede the successful implementation of Zimbabwe’s STEAM policy. The research used purposive and snowball sampling techniques in selecting key informants to the study. The research gathered data through interviews and documentary search. The research findings revealed that STEAM was emulated by Zimbabwe because it is the thrust behind the industrialisation agenda. Adequate funding, political will and ideological and economic similarities are some of the factors that account for the successful implementation of STEAM. The main challenge that the Government of Zimbabwe is facing in the implementation of STEAM is lack of adequate financing mechanisms. The study recommends the provision of adequate resources from central government with the private sector and education partners coming on board. The research further recommends that STEAM must be implemented across all ministries and every government employee must be committed to see its successful implementation.