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All Journal Eureka: Journal of Educational Research Journal of Educational Research and Practice Nak-Kanak: Journal of Child Research
Pinias Chikuvadze
Bindura University of Science Education, Zimbabwe
Arts Humanities Education Social Sciences

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Competence-Based Education and Training model and its infusion into learning activities at one polytechnic in Zimbabwe Patrick Chisango Rusike; Pinias Chikuvadze; Joseph Zuva
Eureka: Journal of Educational Research Vol. 3 No. 1 (2024): Enhancing Educational Effectiveness through Management and Inclusive Practices
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v3i1.33

Abstract

This study sought to gain an understanding concerning how the targeted polytechnic was infusing the Competence-Based Education and Training (CBET) model was into its learning activities. The quantitative approach guided data collection, analysis and interpretation. A semi-structured questionnaire was used to source data from the 18 respondents who were selected through stratified random sampling technique. The collected data was presented using tables and percentages, and analyzed statistically. From the analyzed data it was noted that CBET was conceptualized as a pedagogical model that entailed the designing learning materials, their implementation and assessment. The respondents acknowledged the model’s contribution towards the acquisition of competences by the students under the guidance of the lecturers/instructors at the polytechnic and workplace industry and commerce. It was further noted that mostly student-centered approaches were used in learning activities with the aim to enhance hands-on approach to the acquisition of the competences. It can be concluded that through the respondents acknowledged the relevance of CBET model in learning activities and various approaches were used to infuse in activities that were enhancing students’ acquisition of knowledge, and skills. Based on the above conclusion, the researchers recommend that lecturers be inducted on how best this model can be infused in their learning activities.
Catalysing innovation: Infusing entrepreneurial skills into science learning in Eswatini’s selected secondary schools Tabetha N. Pazvakavambwa; Pinias Chikuvadze; Claretah Makuvire; Young Mudavanhu
Eureka: Journal of Educational Research Vol. 4 No. 1 (2025): Contextual, Socio-Cultural, and Pedagogical Dynamics in Teaching and Learning
Publisher : S&Co Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ejer.v4i1.92

Abstract

Despite increasing global stress on education that nurtures innovation and empowerment, Science, Technology, Engineering, and Mathematics (STEM) curricula remain largely disengaged from entrepreneurial settings. This study explores the infusion of entrepreneurial skills into science learning to catalyse innovation in Eswatini’s selected secondary schools. Anchored in a mixed-methods approach, this study collected data through questionnaires, interviews, and literature methods. Through the use of a comparative matrix, results from the reviewed literature were triangulated with questionnaire data and qualitative responses by aligning developing themes. The stratified random sampling technique was used to select 30 respondents. Quantitative data were analysed using descriptive statistics, qualitative responses underwent thematic analysis, and literature data were analysed through systematic content analysis. Results revealed a high level of awareness among teachers regarding the importance of entrepreneurial skills in science learning. Additionally, respondents reported employing innovative pedagogical strategies, including inquiry-based and project-based learning, to promote entrepreneurship-oriented instruction. The study highlighted the necessity for strategic policy reforms and sustained professional development to equip science teachers with the requisite skills and support. It advocates for the creation of collaborative, interdisciplinary learning environments that nurture both scientific inquiry and entrepreneurial thinking. Ultimately, the research concludes that entrepreneurial skills are being infused into science learning to a considerable extent to catalyse innovation. This study advances STEM education reform by integrating entrepreneurial skills into Eswatini’s science curriculum. The results offer valuable insights for policymakers, teachers, and curriculum developers seeking to align science learning with the national innovation and economic development agenda.
Reimagining Early Childhood Education in Southern Africa: Transforming Fragmented Curriculum through Cultural Pedagogy Pinias Chikuvadze; Christopher Mutseekwa; Claretah Makuvire; Joseph Zuva
Nak-Kanak: Journal of Child Research Vol. 3 No. 1 (2026)
Publisher : Program Studi Pendidikan Guru Pendidikan Anak Usia Dini, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/njcr.v3i1.209

Abstract

Background of the study: This paper centres on cultural pedagogy and its influence on transforming fragmented approaches into holistic, inclusive frameworks that nurture identity, community values, and lifelong learning. Aims and scope of paper: This study aims to transform fragmented Early Childhood Education (ECE) curricula in Southern Africa by embedding cultural pedagogy that nurtures holistic child development and strengthens cultural identity. It focuses on examining existing frameworks to identify gaps in cultural relevance while exploring indigenous knowledge systems, storytelling, play, and community-based practices as tools for curriculum transformation. Finally, the study sought to propose an integrated model that fosters identity formation, social cohesion, and lays strong foundations for lifelong learning. Methods: A systematic review approach guided by the PRISMA framework was employed to cross-examine 79 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. Results: 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. Contribution: This study contributes by providing a culturally responsive framework that addresses fragmented early childhood curricula in Southern Africa. It offers practical insights for educators, policymakers, and communities to design inclusive programmes that strengthen identity, social cohesion, and lifelong learning foundations.
Reframing Student Participation in Ordinary Level Mathematics as an Equity Issue in Under-Resourced Rural Zimbabwean Schools Claretah Makuvire; Pinias Chikuvadze
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): 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.v4i2.441

Abstract

Student participation in mathematics is increasingly recognised as an equity issue, particularly in under-resourced rural schools, where limited resources, examination pressure, teacher workload, and socio-cultural expectations may restrict learners’ opportunities to engage meaningfully with mathematical ideas. Although studies have examined mathematics anxiety, learner attitudes, teacher-centred instruction, and resource constraints, less attention has been given to how these factors interact to shape everyday participation in Ordinary Level Mathematics in rural Zimbabwe. This study examined the factors constraining and supporting students’ participation in five under-resourced rural secondary schools in the Lusulu Cluster of Binga District, Zimbabwe. An explanatory sequential mixed-methods case study design was used, involving questionnaires with 150 students and six Mathematics teachers, followed by focus group discussions, semi-structured interviews with heads of Mathematics departments and school heads, classroom observations, and document analysis. The findings show that participation was constrained by negative attitudes, low confidence, fear of failure, mathematics anxiety, gendered expectations, teacher-centred instruction, examination pressure, limited resources, and workload-related constraints. Structured questioning, peer-supported group work, hands-on activities, supportive teacher feedback, and school-family communication were perceived as promising strategies for supporting participation. This study reframes mathematics participation as a socially mediated and institutionally conditioned equity issue rather than a narrow matter of learner motivation. This study contributes to equity-oriented mathematics education by showing that meaningful participation in rural classrooms requires relationally safe, culturally responsive, resource-sensitive, and community-supported pedagogical conditions.
Co-Authors Christopher Mutseekwa Claretah Makuvire Joseph Zuva Patrick Chisango Rusike Tabetha N. Pazvakavambwa Young Mudavanhu