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Article Title: Implementation of STEM Curriculum in Rural Secondary Schools in Zimbabwe: Limits and Possibilities
by Dekeza Clyton and Dr. Kufakunesu Moses

Abstract:
This study was carried out to establish views and sentiments of rural secondary school teachers on the preparedness of rural secondary schools to implement STEM curriculum. The purpose of the study was to expose challenges encountered by rural schools in implementing STEM curriculum with a view to stimulate stakeholders of education to address the challenges for the benefit of learners in rural schools. The theoretical perspective undergirding this study is multiculturalism. The study adopted a qualitative research approach, where a descriptive survey design was used. Data collection instruments employed in this study were the open-ended questionnaire and focus group discussion. A sample of 20 Science and Maths teachers was drawn from five (5) rural secondary schools in Zaka district. The study established that 90% of the participants considered rural secondary schools as ill-equipped to implement STEM curriculum. The barriers to implementation of STEM identified include lack of laboratories, STEM-trained teachers as well as lack of scholarships for students pursuing STEM subjects. The study concluded that rural secondary schools are incapacitated to implement STEM curriculum. Based on the findings of the study the following recommendations were made: Government should construct adequate laboratories in rural secondary schools as well as equipping them. The Ministry of education should train teachers to teach STEM curriculum and that government should adopt an all-inclusive approach in implementing STEM.

Keywords: STEM curriculum, implementation, rural secondary school, preparedness, physical infrastructure

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