n South African Journal of Education - Accountability and school obligation : a case study of society's expectations of the schools curriculum in Zimbabwe

Volume 25, Issue 3
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



The expectations of society on the contribution of the school, through its curriculum, to social development and the justification for such expectations the availability of the prerequisites for the proper implementation of the curriculum are examined. Professional expertise, financial and material resources and decision-making power are argued to be fundamental prerequisites for accountability. The article reports on the findings of a mini-study carried out in Harare, Zimbabwe, on the expectations of the parents and teachers on the role of the school and its accountability to various stakeholders. It was concluded that there are serious constraints which make it difficult for schools to carry out their operations as intended. It is argued that these constraints have to be taken into consideration when schools are criticised for failing to meet their expected goals. The authors' observations on the Zimbabwe school curriculum are discussed and suggestions on how it could be made more relevant to the needs of the society are presented.

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