Preparedness of the book sector in Zimbabwe for the development of e-learning materials for the new curriculum
Keywords:E-learning, Electronic textbooks, Learning materials development, New curriculum
Purpose: In January 2017, the Zimbabwean government implemented a new curriculum for the primary and secondary school education level emphasizing e-learning. This has implications on the publishing sector, producing the new curriculum's necessary teaching and learning resources. However, there is no e-learning policy in Zimbabwe and the availability of infrastructure for elearning is of concern. The study sought to explore the e-readiness of the local textbook publishers for the new curriculum by establishing the availability of e-content, ascertaining schools’ capacity to implement e-learning and ascertain the availability of skilled e-content producers.
Methodology: This was a qualitative case study that adopted open-ended questionnaires and interviews for data collection. The study participants were purposively drawn from educational publishers and primary schools in the Bulawayo Metropolitan Province.
Findings: The findings revealed a lack of stakeholder preparedness to implement the e-learning initiative and inadequate e-learning infrastructure.
Implications: The study will influence policy and practice in developing textbooks and other teaching and learning materials for the new curriculum, emphasising e-learning.
Originality: The unplanned implementation of the new curriculum for the primary and secondary education system in January 2017, coming on the heels of the curriculum review consultations which had just ended in the mid-year of 2016, prompted the need to establish the preparedness of developers of textbooks and other learning materials for this move.