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All Journal Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education
Christopher Mutseekwa
Secondary Schools Division, University of Rwanda-College of Education Laboratory School, Kayonza, Rwanda
Education Mathematics Social Sciences Other

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Imperatives for Higher Education Community Engagement in SADC: A Systematic Review Christopher Mutseekwa; Pinias Chikuvadze; Claretah Makuvire
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.46

Abstract

Higher education is increasingly anticipated to engross local and transnational societies. In African higher education spaces, local higher education community engagements involving collaborative partnerships are beginning to gain momentum, while transnational ones are limited. This is despite a call from growing scholarship for ‘boundary-spanning’ approaches in higher education community engagement to co-create blended social spaces where countries can join forces to advance common aspirations. This systematic review examined the provisions of the Southern African Development Community (SADC) Protocol on Education and Training to support transnational higher education community engagement. Following the PRISMA 2020 statement, the study analysed articles published in Science Direct, Google, and Google Scholar from 1996 to 2024 to explore the imperatives for higher education community engagement in SADC. The review selected papers grounded on relevance to the study focus, availability, and article type. Restricted articles and those with a focus on K-12 community engagement were generally left out. The final synthesis included 70 articles. Data generated were analysed according to the deductive-inductive content analysis approach. The findings of the review show that the SADC Protocol (1997) provided for principles such as sustainability, cooperation, academic freedom, equity, and quality education as a basis for the establishment of regional centers for specialization and excellence, effective accountability systems, cutting-edge research and collaboration, and the harmonization of the SADC education system. Further findings reveal that the diversity in conceptualization, and lag in community engagement scholarship by some member states posed a challenge to the regional collaboration aspirations endeavored by the Protocol (1997). The study findings underscore the need for SADC countries to rekindle and strengthen regional collaboration initiatives to bolster the scholarship of community engagement in higher education.
STEM Teachers’ Use of E-Learning Resources in Scripted Lessons: Endeavours Toward Teacher Professional Development Christopher Mutseekwa; Cefas Nyasha Zimuto; Kevin Manunure; Jones Maeresera
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.40

Abstract

Globally, teacher professional development is increasingly gaining recognition as an intervention that ensures practitioners are equipped with the teaching competencies needed to keep abreast of a rapidly evolving educational environment. Developing professional competencies is critical to a science, technology, engineering, and mathematics (STEM) teacher’s growth. Empirical studies indicate that regular STEM teacher professional development (STEM-TPD) is necessary to develop these competencies. Drawing on the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this mixed-methods study examines how beneficiaries of a Continuous Professional Development Certificate in Innovative Teaching Mathematics and Science (CPD ITMS) apply acquired skills to integrate e-learning resources into the teaching rehearsals of STEM subjects. Four purposively selected teachers take turns teaching scripted Mathematics, Biology, and Chemistry lessons. The teachers and one hundred and seventy (170) learners are participants in the study. Data is generated from Lesson Observations and Focus Group Discussions (FGDs) sessions. Findings reveal that the teachers’ abilities to integrate e-learning resources in teaching and learning were at different levels. The majority of them applied integration strategies that were teacher-centered rather than learner-centered. Other findings show that teachers’ inability to navigate within the Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) aspects of the TPACK caused most of their challenges. Overall, lesson scripting provided for consistent teacher rehearsals and learners’ engagement that potentially heightened opportunities for teacher professional growth and sustained STEM-learning motivation for students. The study recommends sandwiched scripting that alternates with non-scripted, individually designed lessons to wean STEM teachers into sustainable capacity development.
Co-Authors Cefas Nyasha Zimuto Claretah Makuvire Jones Maeresera Kevin Manunure Pinias Chikuvadze