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Exploring Challenges Faced by Rural Zimbabwean School-Going Single Mothers in Nurturing Children: A Literature Perspective Chikuvadze, Pinias; Magutsa, Lydia K.; Musengi, Judith; Gonzo, Getrude
Mediterranean Journal of Social Sciences Vol. 12 No. 3 (2021): May 2021
Publisher : Richtmann Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36941/mjss-2021-0022

In sub-Saharan African countries, school-going single mothers are a rapidly growing new form of family. However, this pervasive phenomenon and its influence on child development have caught miniature thought. It is in this context that this paper sought to gain insights from a literature perspective on challenges confronted by rural Zimbabwean school-going single mothers in child nurturing. This is a documentary review of information considered relevant to the issue under investigation. In this context, the literature method was used in generating, data from purposively sampled sources. Against this background, the analysis revealed that school-going single mothers encounter numerous challenges, such as the difficulty to maintain discipline and authority in their â€˜newâ€™ family setting, social ostracism through school-going single mothers, and their children's experience of adverse stances in social, emotional and economic obstacles. Thus, single mothers in these rural societies take on all the chores, child upkeep and in most cases are susceptible to social separation, which forms a situation, which does not bring up childrenâ€™s social and cognitive development. In this context, it can therefore be concluded that these detected challenges influence how school-going single mothers in the rural Zimbabwe context nurture their children. It is against this background that we recommend that school-going single mothers are encouraged to find means of exercising positive parenting that ensures that their children are well-groomed and provided for. Received: 11 February 2021 / Accepted: 20 April 2021 / Published: 17 May 2021

Competence-Based Education Pedagogy and Its Infusion into Primary School Learning Activities: Experiences from Teachers in A Selected Cluster in Eswatini Cyprian, Dlamini; Chikuvadze, Pinias; Young, Mudavanhu; Daimond, Dziva; Claretah, Makuvire
Journal of Educational Research and Practice Vol. 3 No. 1 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i1.267

This study sought to explore how Competency-Based Education (CBE) pedagogy was implemented in the selected primary schools and to understand teachers' experiences with this pedagogical approach. The study was rooted in a mixed research method approach. For this study, 24 respondents were selected through a stratified random technique. Data was collected through an interview and semi-structured questionnaire. In quantitative data, percentages were used, and qualitative data was analyzed according to emerging themes. This created the platform for quantitative and qualitative data to corroborate each other. The analyzed and interpreted data revealed that seminars, peer tutoring, and workshops were commonly used to prepare teachers to integrate CBE pedagogy into all learning activities. The results showed that student-centered methods, such as problem-solving, inquiry-based, project-based, and design-based learning, were central to CBE pedagogy's integration into primary school learning activities. Integrating CBE pedagogy in primary school teaching and learning fosters flexible, personalized learning emphasizing skills development. Based on the results, the teachers in the selected primary school's cluster facilitated the infusion of CBE pedagogy into learning activities. Continuous teachers' professional development should enhance their competencies in implementing CBE pedagogy into learning activities.

Zimbabwe’s Curriculum Framework As An Image of the Presidential Commission of Inquiry into Education Recommendations Chikuvadze, Pinias; Mutseekwa, C; Zuva, Joseph; Maguya, Susan
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 4 No 2 (2024): IJHESS OCTOBER 2024
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v4i2.1218

Zimbabwe needs to transform its curriculum to one that meets local and global relevance. Against this background, this paper's primary concern was to understand the link between the curriculum framework (2015-2022) and some of the recommendations advanced by the Presidential Commission of Inquiry into Education (1999). A systematic review approach guided the analysis and discussion of the source data. This analysis counts on key bibliographic databases: Science Direct, Scopus, Web of Science, and Google Scholar through a huge quantity of research papers. This qualitative content analysis was conducted to conceptualize the Presidential Commission of Inquiry into Education report’s recommendations on high school education, as the pillar of the curriculum framework (2015-2022). In addition, continuous assessment was discussed as a pedagogical issue in the context of the curriculum framework (2015-2022). It can be concluded that the existing link between the Presidential Commission on Education and Training recommendations and the curriculum framework (2015-2022) has created the basis for the inclusion of continuous assessment in learning activities in high schools. Based on the conclusions the researchers recommended the need to employ multi-modalities to improve the efficiency and effectiveness of the new approach in learning activities in high schools.

Embracing E-learning in Zimbabwe’s Science Teacher Capacity Development Programmes: A Systematic Literature Review Chikuvadze, Pinias; Permana, Erwin Putera; Makuvire, Claretah; Mugijima, Samuel
Jurnal Simki Pedagogia Vol 8 No 1 (2025): Volume 8 Nomor 1 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v8i1.1080

This paper explores the embracing of e-learning in Zimbabwe's science teacher capacity development programmes, probing the opportunities and challenges. The discussion in this paper grounded in a systematic literature review to provide a holistic view through the use of the PRISMA 2020 checklist ensured transparency and consistency in selecting the 64 sources from databases (DOAJ, DHTE, IBSS, Scielo SA, Scopus and WoS). This provides a comprehensive interrogation of the issue at the centre of discussion. The paper highlights e-learning and how to embrace it in science teacher capacity development. In addition, it outlines approaches used to embrace e-learning in science teacher capacity development. This creates the need to look at how e-learning can enhance accessibility, reduce costs, and improve science teacher capacity development outcomes. However, substantial challenges such as limited access to the internet connection, scarce technological set-up and resistance to transformation from both science teachers were acknowledged. In conclusion, by embracing e-learning in Zimbabwe's science teacher capacity development programmes it creates a platform for promoting education and training. It can be recommended that the stakeholders involved in science teacher capacity development programmes need to establish a strong collaboration such that they can address the identified challenges. Therefore, the use of the right approaches to embracing e-learning in science teacher capacity development programmes can be a game changer in science learning activities.

Adoption of e-learning in Zimbabwe’s higher education: Opportunities and challenges Chikuvadze, Pinias; Zuva, Joseph; Mugijima, Samuel; Rusike, Patrick C.
Indonesian Journal of Learning Education and Counseling Vol. 7 No. 2 (2025): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v7i2.2955

This paper explores the adoption of e-learning in Zimbabwe's higher education, examining the opportunities and challenges associated with its implementation in the teaching and learning process. The paper was grounded in a systematic review approach, which provides a holistic view of the issue under investigation. In this regard, the PRISMA 2020 checklist ensured transparency and consistency in selecting the 60 papers from databases (Scopus, DOAJ, DHTE, WoS, Scielo SA, and IBSS). In addition, this approach ensured that all the crucial aspects of the issue under investigation were included in the analysis and discussion. The paper highlights e-learning as a concept and its process in the context of higher education. It also articulated a multifaceted approach that can be employed to enhance the adoption of e-learning in higher education. This led to the interrogation of the potential of e-learning to enhance accessibility, reduce costs, and improve educational outcomes. However, it also identifies significant barriers, including limited internet connectivity, inadequate technological infrastructure and resistance to change from both lecturers and students. In conclusion the adoption of e-learning in Zimbabwe's higher education presents both significant opportunities and notable challenges. To unlock the full potential of e-learning, policymakers, educational institutions and stakeholders need to collaborate in addressing these challenges. Ultimately, with the right approach, e-learning can play a transformative role in improving the quality and accessibility of higher education in Zimbabwe, contributing to broader educational socio-economic development targets.

Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.111-01

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth. This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review

Impact of Climate Change on the Livelihoods of Learners from Child-Headed Families at a Selected Secondary School, Zimbabwe Makamure, Annamaria; Chikuvadze, Pinias; Makuvire, Claretah
Journal of Educational Research and Practice Vol. 3 No. 3 (2025): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v3i3.407

This study aimed to explore the impact of climate change on the livelihoods of secondary school learners from child-headed families. Anchored in a qualitative approach, data were collected through document analysis and in-depth interviews. Purposive sampling ensured the inclusion of 15 learners from child-headed families and 5 class teachers to achieve data triangulation. Thematic analysis of the findings revealed that participants perceived climate change as the long-term alteration of global weather patterns caused by human activities and natural factors. Climate change exacerbated food insecurity among these learners due to increasing droughts and extreme weather events disrupting agriculture. Participants reported emotional and psychological stress linked to climate-related challenges but highlighted adaptive strategies such as sustainable agricultural practices, community support, and participation in resilience-building educational programmes. The findings concluded that climate change significantly disrupts livelihoods by intensifying food insecurity, water scarcity, and economic hardships, limiting educational opportunities and overall well-being for learners in child-headed households. To address these issues, the study recommends promoting food security programmes and providing educational opportunities focused on climate adaptation to enhance resilience among affected learners. This study underscores the urgent need for targeted interventions to mitigate the adverse impacts of climate change on vulnerable populations.

The Internationalisation of Southern Africa Development Community’s Higher Education Curriculum Chikuvadze, Pinias; Permana, Erwin Putera; Mutseekwa, Christopher
Jurnal Simki Pedagogia Vol 8 No 2 (2025): Volume 8 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v8i2.1095

Southern African Development Community (SADC)’s internationalization of higher education curriculum presents substantial opportunities and challenges. This paper explores the multifaceted process of integrating global perspectives into the curriculum of higher education institutions across SADC region. The 62 journal research papers, selected through purposive sampling, were obtained from databases including Scopus, DOAJ, DHTE, and WoS. Using citation analysis and keyword co-occurrence, the paper explores key themes, trends and influential studies, articulating the discourse concerning opportunities and challenges around the internationalisation of SADC’s higher education curriculum. It identifies opportunities, which include enhanced global competitiveness, collaborative partnerships, cultural exchanges, innovation in research and supportive policy development. However, the paper also highlights policy inconsistency, resource constraints, quality assurance and cultural differences. The findings underscore the potential of internationalized curricula to enhance SADC’s higher education quality and relevance. Ultimately, this contributes to the region's socio-economic growth and global integration. In conclusion, the SADC region’s internationalization of higher education curriculum presents mutually significant opportunities and distinguished challenges. To maximize the benefits of internationalization, a concerted effort is required from member states to work together to create an enabling environment for international cooperation and exchange such that higher education institutions can unlock their full potential.

Transformative Leadership in the Sustainable Development of Early Childhood Education Teachers in South Africa: A Systematic Literature Review Chikuvadze, Pinias; Makuvire, Claretah; Mutseekwa, Christopher; Zuva, Joseph
Al-Athfal: Jurnal Pendidikan Anak Vol. 11 No. 1 (2025)
Publisher : Islamic Early Childhood Education Study Program, Faculty of Tarbiyah and Education, UIN Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/al-athfal.111-01

Purpose – This paper sought to provide an overview and arguments of prevailing South Africa’s higher education initiatives, focusing on transformative leadership’s influence on sustainable Early Childhood Development (ECD) teacher development emphasizing partnership, empowerment, and shared vision.Design/methods/approach – This paper is grounded in a systematic review approach based on the selected keywords. 180 articles written in English and published between 2007 and 2024 in DHTE, Scopus, WoS, DOAJ, and Scielo SA databases were targeted as potential sources for this study. Systematic review guidelines were used to reduce them, focusing on topics, abstracts, and issues. The selected 80 articles were analysed independently for reliability and transferability. In addition, content analysis was used to construe the influence of transformational leadership on sustainable ECD teacher development within South Africa. Findings – The findings reveal that the rationale for adopting transformative leadership in sustainable ECD teacher development in higher education is grounded in the culture of continuous learning and professional growth. This encourages reflection and self-assessment among teachers, helping them to evaluate their practices and adapt to meet students' needs better, which is crucial for sustainable development. In addition, this leadership style addresses social justice issues by advancing inclusive and equitable educational practices. It was acknowledged that this supports ECD teachers in developing their knowledge, skills and values. This enhances teachers’ teaching practices thereby contributing to sustainable ECD educational outcomes. Research implications/limitations – The review acknowledges the limitation of possible interpretive bias and recommends the need to explore further how transformative leadership can be adopted into the contemporary ECD curriculum. Practical implications – This provides insights for policymakers, curriculum developers, and teachers with an emphasis on how transformative leadership can influence the quality of the ECD teacher development programme in South Africa. Originality/value – This review contributes to the field by highlighting a largely overlooked transformative leadership style and suggesting how its influence can inform the creation of sustainable ECD teacher development.Paper type Literature review

Reimagining Early Childhood Education in Southern Africa: Transforming fragmented curriculum through cultural pedagogy Chikuvadze, Pinias; Kamil, Nurhusna; Makuvire, Claretah
Belantika Pendidikan Vol 8, No 2 (2025)
Publisher : Kayon Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47213/bp.v8i2.437

This review scrutinises the transformation of the fragmented Early Childhood Education (ECE) curriculum in Southern Africa. A systematic review approach guided by the PRISMA framework was employed to cross-examine 48 sources purposively selected from targeted databases (Scopus, Web of Science, DOAJ, AJOL and Scielo, SA). Thematic analysis was employed to identify trends and gaps linked to cultural pedagogy and curriculum transformation in ECE across Southern Africa. Based on the results, it was drawn that Ubuntugogy and chat theory formed the theoretical underpinning of cultural pedagogy in the ECE space. It was also revealed that curriculum fragmentation and pedagogical marginalisation were influenced by the historical, structural, and institutional factors. The results acknowledged the significance of language, storytelling, music, and play in nurturing culturally grounded ECE. In addition, the reviewed sources argued for inclusive curriculum frameworks, integration of cultural pedagogy into ECE policies and a paradigm shift towards child-centred and community-based learning. Lastly, the selected sources emphasised the challenges and opportunities in redefining fragmented ECE curriculum across Southern Africa. Based on the results from the review, it was concluded that cultural pedagogy not only brings back pride to indigenous epistemologies but also transforms ECE as a space for social justice, equity, and identity formation. Hence, the need to reimagine ECE not only as an effective vehicle for sharing learning experiences, but also as a profound reflection of diverse cultural heritage across the region.

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