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All Journal Eureka: Journal of Educational Research Nak-Kanak: Journal of Child Research
Joseph Zuva
Catholic University of Zimbabwe, 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.
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.
Enhancing Early Childhood Cognitive Development through Play-Based Learning: A Case Study Joseph Zuva; Christopher Mutseekwa; John R. Slate; Bendraou Rachid; Muhini L. Kahare; James P. Takona
Nak-Kanak: Journal of Child Research Vol. 2 No. 4 (2025)
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.v2i4.210

Abstract

Background of the study: This study examines cognitive development in early childhood within the context of play-based learning at Al-Hidayah Kindergarten. Grounded in constructivist perspectives, the research emphasizes that cognitive development in early childhood is shaped not merely by stimulus–response mechanisms, but by children’s active engagement and individual learning processes. Accordingly, learning processes are considered more critical than final outcomes, given the variability in children’s cognitive developmental trajectories. Aims and scope of paper: The study aims to explore how structured play activities—specifically puzzle-solving and block-stacking—support cognitive learning processes, including problem-solving and creativity, in a preschool setting. It also investigates the implementation of group-based learning models and identifies challenges encountered in fostering cognitive development through play. Methods: A qualitative research design was employed, with data collected through classroom observations and semi-structured interviews with teachers. The analysis focused on children’s interactions during play activities and how these interactions reflected their cognitive development. Results: The findings indicate that play-based learning significantly supports the development of children’s cognitive abilities, particularly in problem-solving and creative thinking. Nevertheless, several challenges were identified, including children’s tendency to lose interest quickly and the emergence of egocentric behaviors, such as limited willingness to share and cooperate with peers. Contribution: This study contributes to the global discourse on early childhood education by providing empirical insights into how play-based learning and responsive pedagogical strategies support cognitive development in preschool settings. It extends existing literature by illustrating the interplay between cognitively enriching play activities and children’s behavioral responses within everyday classroom contexts. By identifying both enabling factors and behavioral challenges inherent in play-based learning environments, this study offers transferable pedagogical implications for early childhood educators seeking to enhance the effectiveness of instructional practices across diverse educational contexts.
Co-Authors Bendraou Rachid Christopher Mutseekwa Christopher Mutseekwa Claretah Makuvire James P. Takona John R. Slate Muhini L. Kahare Patrick Chisango Rusike Pinias Chikuvadze