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All Journal AL-ATHFAL : JURNAL PENDIDIKAN ANAK Indonesian Journal of Learning Education and Counseling International Journal of Humanities Education and Social Sciences Eureka: Journal of Educational Research
Zuva, Joseph
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Competence-Based Education and Training model and its infusion into learning activities at one polytechnic in Zimbabwe Rusike, Patrick Chisango; Chikuvadze, Pinias; Zuva, Joseph
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.
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

Abstract

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.
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

Abstract

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

Abstract

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
Co-Authors Chikuvadze, Pinias Maguya, Susan Makuvire, Claretah Mugijima, Samuel Mutseekwa, C Mutseekwa, Christopher Rusike, Patrick C. Rusike, Patrick Chisango