Challenges Faced by Teachers in Implementing the 2017 Family, Religion and Moral Education (FAREME) Curriculum: A Case of Selected Group B Primary Schools in Mkoba Gweru

Abstract

The main purpose of this study was to determine the challenges faced by teachers in implementing the 2017 Family, Religion, and Moral Education (FAREME) curriculum at selected Group B primary schools in Mkoba Gweru in Zimbabwe. The study was compelled by a lack of implementation of the FAREME curriculum and earlier reported resistance of the curriculum. The research questions of this study were: What are the strengths of 2017 introduced FAREME curriculum? What challenges are faced in implementing the new FAREME curriculum? and How could the perceived challenges be alleviated? In navigating this research, the researcher targeted two Group B primary schools in Mkoba Gweru. The research was guided by a mixed-methods approach and case study design. The sample considered for this study comprised teachers in each grade (Grade 3 to Grade 6 teachers, who are currently teaching the new FAREME curriculum) in each school, thus 34 teacher participants, and two school heads. Questionnaires were administered to teachers and interviews were conducted on school Graphs, pie charts, and tables were used to quantify and clarify issues under investigation. Graphs, pie charts, and tables were used to quantify and clarify issues under investigation. The research findings revealed that the new FAREME had significant strengths as it equips learners with knowledge of various religions thereby creating an acceptance of other people’s religions especially indigenous religions. It was also revealed that the new 2017 FAREME curriculum had several challenges that inhibited its successful implementation. The findings showed that there is a need to provide teaching and learning resources, in-service teacher training, and demarcation of curriculum. As a result, the study recommended a multi-stake holder approach in the provision of FAREME resources and a need for revision of the curriculum to demarcate content per each level.