Lessons for GIS Implementation in Zimbabwe from the South African Experiences

Alternation Special Edition 21 (2018) 185 – 202

18 Pages Posted: 3 Apr 2019

Date Written: December 12, 2018

Abstract

In recent years Geography Information System (GIS) implementation in schools has emerged as one of the most important threads deserving academic inquiry globally. This paper seeks to draw lessons from the South African experience on GIS implementation by engaging in an in-depth documentary analysis of the Geography syllabus in the updated Zimbabwe curriculum and the South Africa (SA) Curriculum and Assessment Policy Statement (CAPS) Geography syllabus. This paper draws from the Normalisation Process Theory (2009) and the Extended Normalisation Process Theory (2013). The researcher purposively selected the Ordinary Level Geography Syllabus in Zimbabwe and CAPS Geography Syllabus Grade 10 - 12. This paper argues that there are numerous lessons that Zimbabwe can draw from South African experiences. Among the lessons that can be drawn from the CAPS Geography syllabus are the following; the fusion of GIS across Geography topics instead of taking GIS as a standalone topic; allocating adequate financial resources to schools, allocating GIS more time in the syllabus among others. The researcher recommends that Zimbabwe adopt a paper-based GIS educational package.

Keywords: Geography Information System, Updated Zimbabwe Curriculum, Curriculum and Assessment Policy Statement

Suggested Citation

Tarisayi, Kudzayi, Lessons for GIS Implementation in Zimbabwe from the South African Experiences (December 12, 2018). Alternation Special Edition 21 (2018) 185 – 202 , Available at SSRN: https://ssrn.com/abstract=3350923

Kudzayi Tarisayi (Contact Author)

University of Kwazulu-Natal ( email )

South Africa

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