Browsing by Author "Tshirangwana, Munyadziwa Nobeli"

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    Curriculum delivery monitoring strategies in primary schools during the covid pandemic: lessons learnt
    (University of Zululand, 2025) Tshirangwana, Munyadziwa Nobeli; Mhlongo, H.R.; Kutame, A.P.
    The aim of the study was to investigate the lessons learnt from curriculum delivery monitoring strategies in primary schools during the COVID19 pandemic. The study pursued a qualitative approach in line with the phenomenological research design framed within the interpretivist paradigm. Data collection methods included semi-structured interviews, focus group discussions, and document analysis. Qualitative data was transcribed and analysed using thematic analysis approach. The key findings indicated that teachers faced difficulties in engaging learners and maintaining their attention in a virtual environment which raised concerns about learners’ motivation and participation. They also highlighted the indispensable value of face-to-face teaching for delivering personalised instruction while emphasising the need for systemic reforms to enhance educational resilience during future crises. The study revealed significant challenges including gaps in digital infrastructure, insufficient teacher-training and inadequate support for remote learning, especially in under-resourced schools. The study suggested recommendations to address these issues such as prioritising professional development to strengthen psychological and professional teacher-support systems to ensure effective curriculum implementation, monitoring, delivery, and evaluation. Schools should provide adequate resources and training to help teachers manage increased workloads and overcome the challenges of remote teaching-learning. Government and schools should focus on improving access to technological devices, internet connectivity, and conducive learning spaces, particularly in low-income areas to bridge the digital gap to support remote and hybrid learning. Prioritising teacher-training, teacher-wellbeing, and adaptive strategies is essential for equitable curriculum delivery during crises. Educational institutions and policymakers must support teachers in developing their technological literacy skills and by providing a more flexible curriculum to ensure effective teaching and learning through digitisation. This study proposes a model for monitoring curriculum delivery in primary schools; the model could inform future policies on curriculum development.