Abstract The primary concerns of the study reported on were to establish the challenges primary school teachers encounter in implementing the new curriculum in Bulawayo Metropolitan Province (BMP), Zimbabwe as remedies are sought. The paradigm underpinning the study was interpretivism, utilising a qualitative design. The public schools – in both low and highdensity suburbs – and participants were purposively selected as the study sought depth as opposed to breadth. The data was captured using a semi-structured interview protocol through face-to-face interviews and focus groups. Professional documents were scrutinised and the availability of resources was observed using a semi-structured observation checklist. The use of multiple data sources, triangulation, an audit trail, and member checking enhanced its credibility. The major barriers to effective curriculum implementation were human, physical, material and financial resources. Attempts have been made in developing human capital through various capacity building workshops whose facilitators were not pragmatic. Encouraging though, it was found that teachers have embraced the new curriculum despite the hardships they are encountering as they view it as competencebased and self-empowering through the entrepreneurial skills learners acquire. All that is needed is a collective approach in resource mobilisation, with the government being a major funder, if the inequalities and inequities in accessing education, which Zimbabwe attempted to abolish at post-independence, are not to mushroom.

中文翻译：

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津巴布韦布拉瓦约大都会省小学教师遇到的课程实施挑战

摘要研究报告的主要关注点是确定寻求解决办法的小学教师在津巴布韦布拉瓦约市（BMP）实施新课程时遇到的挑战。研究的基础是定性设计，即解释主义。有目的地选择低密度和高密度郊区的公立学校，并选择参与者，因为该研究寻求深度而非广度。数据是通过半结构化访谈协议通过面对面访谈和焦点小组捕获的。审查专业文件，并使用半结构化的观察清单观察资源的可用性。多个数据源的使用，三角剖分，审核跟踪和成员检查增强了其信誉。有效实施课程的主要障碍是人力，物力，物力和财力。已通过各种能力建设讲习班来开发人力资本，这些讲习班的推动者并不务实。令人鼓舞的是，尽管教师们遇到了种种困难，但他们还是接受了新课程，因为他们将其视为基于能力和通过学习者获得的创业技能的自我赋能。津巴布韦在独立后试图消除的接受教育方面的不平等和不平等现象不会迅速蔓延，所需要的是采取集体行动来筹集资源，而政府是主要的资助者。已通过各种能力建设讲习班来开发人力资本，这些讲习班的推动者并不务实。令人鼓舞的是，尽管教师们遇到了种种困难，但他们还是接受了新课程，因为他们将其视为基于能力和通过学习者获得的创业技能的自我赋能。津巴布韦在独立后试图消除的接受教育方面的不平等和不平等现象不会迅速蔓延，所需要的是采取集体行动来筹集资源，而政府将是主要的资助者。已通过各种能力建设讲习班来开发人力资本，这些讲习班的推动者并不务实。令人鼓舞的是，尽管教师们遇到了种种困难，但他们还是接受了新课程，因为他们将其视为基于能力和通过学习者获得的创业技能的自我赋能。津巴布韦在独立后试图消除的接受教育方面的不平等和不平等现象不会迅速蔓延，所需要的是采取集体行动来筹集资源，而政府是主要的资助者。研究发现，尽管教师们遇到了种种困难，但他们还是接受了新课程，因为他们将其视为基于能力和通过学习者获得的创业技能的自我赋能。津巴布韦在独立后试图消除的接受教育方面的不平等和不平等现象不会迅速蔓延，所需要的是采取集体行动来筹集资源，而政府是主要的资助者。研究发现，尽管教师们遇到了种种困难，但他们还是接受了新课程，因为他们将其视为基于能力和通过学习者获得的创业技能的自我赋能。津巴布韦在独立后试图消除的接受教育方面的不平等和不平等现象不会迅速蔓延，所需要的是采取集体行动来筹集资源，而政府是主要的资助者。