{'fraction_non_alphanumeric': 0.018979833926453145, 'fraction_numerical': 0.0, 'mean_word_length': 5.806451612903226, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Exploring the Feasibility of School – Based Curriculum Development in Zimbabwe

This paper explores the feasibility and desirability of school-based curriculum development in Zimbabwe. Data was gathered from interviews with teachers, school heads and parents were used in this study. The sample constituted schools from the dominant educational contexts in Zimbabwe namely urban day and boarding schools, rural day schools, farm and resettlement schools, the differentiated contextual backgrounds of Zimbabwean schools, and different levels of educational resources that the schools have, a curriculum that is context differentiated will be more desirable than the present centrally – based one. However, such factors, as expertise in curriculum development among stakeholders and availability of resources, are bound to militate against this.