The Zimbabwe two pathway education curriculum: insights into policy implementation challenges and opportunities

The study investigated the implementation of the Two Pathway Education Curriculum in rural secondary schools. A descriptive survey research design was adopted for this study. The research used questionnaires and interviews to solicit information from ninety teachers and ten school heads respectively that had been selected using purposive and simple random sampling techniques. The study found out that the schools studied were at different stages of implementation of the Two Pathway Education Policy. Implementation was flawed by lack of human and material resources, knowledge on ways of channeling pupils into middle secondary school, congested school timetables and removal of the Zimbabwe Junior Certificate examinations. The study recommends that the government complements parents’ efforts, empower schools through in-service training of teachers and marshaling material resources. Channeling of pupils into upper secondary school could be based on continuous assessment and Zimbabwe Junior Certificate public examinations.