Towards Implementing a STEMitised Curriculum in Inclusive Secondary School Contexts: The Case of Five Selected Schools in Mzilikazi District of Bulawayo

Abstract

Science, Technology, Engineering and Mathematics (STEM) education has become one of the topical issues in the 21^st century in Zimbabwe. Stemitising the curriculum has thus been regarded by many researchers in the field of education in Zimbabwe and the world-over as the appropriate roadmap towards realising quality and relevant outputs from the education system. This study therefore sought to explore how Zimbabwean secondary schools are implementing a stemitised curriculum in inclusive settings. This study was influenced by Dewey’s pragmatist philosophy which emphasises that knowledge is relative and it is that which works. The research was a case study conducted within the framework of a qualitative paradigm where semi structured questionnaires, interviews and focused group interviews (FGIs) were used to generate data from a sample of 60 respondents comprising 25 teachers and 35 students. This sample for the study selected through the use of simple random and purposive sampling techniques. Major findings revealed that schools have challenges towards implementing a STEM curriculum and these include human, material and financial resources. In addition, the infrastructure in schools is not inclusive for a stemitised curriculum. The results obtained further revealed that the nature of the school timetables and the assessment of STEM subjects need a reconceptualised approach by the user-system. The study concluded that a stemitised curriculum could be successfully implemented if barriers towards inclusive practises are eliminated. The study recommends public-private partnership involvement in the provision of resources and adopting user-friendly assessment procedures by schools to enhance an inclusive STEM curriculum.