Zimbabwe Qualifications Framework on the Higher education

1. Topic
Analyze the Impact of the envisaged Zimbabwe
Qualifications Framework on the Higher education
curriculum in Zimbabwe.

2. Outline
 Learning Outcomes.
 Introduction.
 Definition of key terms
 Motivations for National Qualification Framework and Curriculum Review
 Objectives of National Qualification Framework in Zimbabwe Higher Education.
 Impact of NQF on Curriculum development.
 Conclusion.

3. Learning Outcomes
 By end of the lesson students should be able to:
 Define the key terms: National Qualifications Framework(NQF) and Curriculum.
 Justify motivations for National Qualification Framework and Curriculum Review
 Justify objectives of National Qualifications Framework.
 Explain the impact of National Qualifications Framework on Curriculum development
in Zimbabwe Higher Education.

4. Introduction
 The purpose of this presentation is to highlight impact of National Qualifications Framework on Curriculum
development in Zimbabwe’s High education sector.
 The is a relationship between National Educational Framework and Curriculum Review
 Our curriculum should fulfil national aspirations of transforming economy into middle Income by 2030
through modernization and industrialization.

5. Definitions of key Terms
 National Qualifications Framework (NQF) means “an instrument for the classification
of qualifications according to a set criteria for specific levels achieved, which aims to
integrate and coordinate national qualifications subsystems and improve the
transparency, access, progression and quality of qualifications in relation to the labor
market and civil society” (Allais,2010,p 10).
 It is the standard against which national qualifications, skills and competences are
supposed to be measured and benchmarked.

6. Definition of Curriculum
 In narrow sense, it is the listing of subjects to be taught in schools.
 Curriculum refer to the body of subjects or subject matter prepared by teachers for students to learn.
 In broader sense, it refers to the total learning experiences of individuals, not only in schools but in society
as well.

7. Discussion question.
 In your opinion what are the weaknesses of Zimbabwe Higher
Education Curriculum?

8. Motivation for NQF and Curriculum Review
 Currently, it is difficult for students in colleges to be admitted in universities within and
without the country since qualifications are not harmonized.
 Hence, it is almost impossible for students to transfer from one college or university to
another, worse still to other countries.
 The current curriculum does not permit vertical and horizontal migration of students.
 Worse still, Zimbabwe qualifications are difficult to be recognized abroad.
 There is no match between qualifications and industry demands leading to
unemployment and poor economic development.

9. Vision of National Qualifications
Framework
To integrate education and training into a unified
structure of recognized qualifications

10. National Qualifications Framework objectives
 Policy seeks to transfer credits and free movement of students among
Zimbabwean institutions and abroad.
 To provide a mechanism to harmonize national qualifications to enable vertical
and horizontal mobility of learners and graduates.
 Provide a mechanism that will allow for portability and comparability of
qualifications in Zimbabwe and SADC region.
 Increasing coherence between educational output and needs of the labor market.
 Integrate education and training.
 Create possibilities for credits accumulation and transfer.
 Improve transparency, standardization and comparability of qualifications.
 Establish pathways for vertical progression of education and training.
 NQF seeks to align qualifications with regional and international standards.

11. Increase coherence between education output and
needs of labor market.
Strategies- EXAMPLE
a) Ensuring that qualifications are relevant to perceived social and economic
needs.
b) Securing international recognition for national qualifications by providing
model of transparency.
c) Ensuring that education and training meet quality standards set by bodies
like ZIMCHE,HEXO and ZIMSEC.
d) Bridging the gap between industry and institutions by ensuring that
education and training are defined by agreed learning outcomes through
stakeholder consultation.

12. Impact of NQF on Curriculum
development
 Every qualification shall be accredited a certificate just like SAQA in RSA.
 Obviously this is poised to lead major reform of higher education.
 This necessitates the need for lecturer training and other stakeholders.
 Universities need to develop minimum bodies of knowledge for each degree program.
 Curriculum should focus on knowledge generation, skills, competences and attitudes changes
from undergraduate to PHD level.
 Content should be adjusted, standardized and regularized at each level.
 This entice universities to revisit curriculum and align with new demands.
 Harmonization of qualifications may lead to their recognition globally.
 This facilitates mobility of students vertically and horizontally.
 Every university should have Quality Assurance Directorate eg at CUT.

13. Impact of NQF on Curriculum
 Implementation involves implementation of Nziramasanga recommendations in Higher Education sector
 The new curriculum should focus on the teaching and learning of STEM subjects; science, technology,
engineering and mathematics.
 The new focus should be directed on (a) Teaching (b)Research (c) Community service (d) Innovation and
(6) Industrialization.
 The focus of new curriculum is now on the production of goods and services.
 Focuses on skills-based education system through establishment of innovation hubs in Universities.
 Promote citizenship and philosophy through Ubuntu/Hunhu. Teaching and learning of heritage studies.
 Promote development of indigenous languages in schools.
 Promote practical skills in schools through vocational training and life-long learning.
 Establishment of innovation hubs at all HTEs institutions and industrial parks.

14. Impact of NQF on Curriculum
 Increased transparency of qualifications.
 Improved communication, collaboration relationships among universities, colleges
and industry
 The need for guidance and counselling in Higher education, for instance at
CUT,MSU,UZ among others.
 Infrastructure and resource mobilization.
 Provision of new learning facilities.
 Stakeholder consultations on degree programs by NGOs, industry, teachers and
parents,eg UNESCO provides books to primary education.
 ZIMCHE to implement standards to ensure transparency and predictability.

15. Impact of NQF on Curriculum
 Fleisch et al.,(2019) suggests the following aspects on curriculum
development;
 Increasing number of technical, vocational, occupational and trade subjects.
 Introducing new subjects and enhancing new knowledge into existing subjects
to prepare students to demands like industrial revolution and environmental
challenges eg global warming.
 Making ‘Entrepreneurship’ subject a compulsory in schools,colleges and
Universities.
 Infusion of indigenous and local knowledge into everyday subjects.
 Adoption of school based continuous assessments to students in order to
enhance reliability and validity.
 Use of technology in teaching and learning.

16. Impact of NQF on Curriculum
 The curriculum should promote skills including collaboration,
communication, ICT literacy, social/cultural competence, creativity,
critical thinking and problem solving.
 De Jager and Huster (2005) suggests that curriculum should focus on
three aspects;
a) Knowledge and theory acquisition through teaching and learning.
b) Development of practical skills.
c) Workplace experience through industrial attachments as being done at
CUT and other universities.
d) Improve quality of educational curriculum in Higher education
through Quality Assurance Departments.

17. Impact of NQF on Curriculum
The resultant curriculum in Higher Education should impart;
a) Cognitive competence involving the use of theory and concepts, as well as tacit
knowledge gained experientially.
b) Functional competence(skills or knowhow),those things that a person should be able to
do when they work in a given area.
c) Personal competence involving how to conduct oneself in a specific situation.
d) Ethical competence involving the possession of certain personal and professional
values (Coles and Werquin (2006 ).
e) Skills should be developed in order to invoke psychomotor, affective and
cognitive thinking.

18. Conclusion
Globally, most countries are implementing National Qualification
Frameworks in order to harmonize qualifications, enhance mobility of
students and recognition of degrees.
This improves competitiveness of our students’ qualifications.
Collaboration of institutions and industry may reduce unemployment in
Zimbabwe.
There is a relationship between NQF and curriculum development

19. Discussion questions
 What do you suggest are the implications of
National Qualifications Framework on curriculum
development?
 How shall these changes affect the quality of
Zimbabwe education system?

20. References
 Allais,S (2010) The implementation and Impact of National Qualifications Frameworks:
Report of a study in 16 countries: International Labor Office.
 Coles,M, and Werquin,P (2006) Qualifications System: Bridges to lifelong
Learning,OECD,Paris.
 De Jager,S,& Huster,E (2005) A framework that can assist FET Colleges to participate in
occupation directed education and training. Paper presented at the IVETA 5th African
Regional Conference.Botswana,8-11 May 2005.
 Fleisch,B.,Gultig,J.,Allas,S & Maringe,F (2019) Background Paper on Secondary Education
in Africa: Curriculum Reform, Assessment and National Qualifications Framework.