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All Journal EDUCATIO : Journal of Education Educenter: Jurnal Ilmiah Pendidikan EDUCENTER JURNAL PENDIDIKAN
Mapfunde, Davie
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Economics, Econometrics & Finance Education Environmental Science Health Professions Social Sciences

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The understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe: Conceptualising inclusion in education Chipika, Charles Govero; Mapfunde, Davie
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1311

Abstract

Since the universalisation of inclusive education in 1994 at the United Nations Salamanca Conference in Spain, teachers globally have been grappling with how to implement it. Inclusive education calls for adoption of inclusive pedagogical approaches that are learner-centred. In order to do justice to diverse learners in today’s heterogeneous classroom populations, a solid and in-depth understanding of the philosophy of inclusion is a pre-requisite for all classroom practitioners. This qualitative study therefore aims to examine the understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe as the context for proposing strategies to enhance their professional preparation. Sixteen graduate pre-service primary school teachers who were purposively sampled from Masvingo province’s selected university that proffers pre-service teacher education. A triangulation of data gathering instruments of face-to-face individual interviews, document analysis and non-participant observation complemented by a follow-up discussion was adopted. Data gathered was thematically analysed and established several findings. The chief finding was that, university graduate pre-service primary school teachers had differing and inadequate understandings of the philosophy of inclusion in education that culminated into haphazard implementation of inclusive education as they had various practices.
The understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe: Conceptualising inclusion in education Chipika, Charles Govero; Mapfunde, Davie
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1311

Abstract

Since the universalisation of inclusive education in 1994 at the United Nations Salamanca Conference in Spain, teachers globally have been grappling with how to implement it. Inclusive education calls for adoption of inclusive pedagogical approaches that are learner-centred. In order to do justice to diverse learners in today’s heterogeneous classroom populations, a solid and in-depth understanding of the philosophy of inclusion is a pre-requisite for all classroom practitioners. This qualitative study therefore aims to examine the understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe as the context for proposing strategies to enhance their professional preparation. Sixteen graduate pre-service primary school teachers who were purposively sampled from Masvingo province’s selected university that proffers pre-service teacher education. A triangulation of data gathering instruments of face-to-face individual interviews, document analysis and non-participant observation complemented by a follow-up discussion was adopted. Data gathered was thematically analysed and established several findings. The chief finding was that, university graduate pre-service primary school teachers had differing and inadequate understandings of the philosophy of inclusion in education that culminated into haphazard implementation of inclusive education as they had various practices.
The Influence of Gender Centred Aggressiveness on the Academic Performance of Learners: Chishakwe Primary School in Mutare District Mapfunde, Davie; Mungomezi, Nisbert
EDUCATIO : Journal of Education Vol 9 No 1 (2025): May 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i4.1503

Abstract

This qualitative case study aimed to explore the influence of gender-centered aggressiveness on the academic performance of students in a school in Mutare District, Manicaland. A sample of 25 students was selected through purposive sampling, and data were collected using interviews, focus group discussions, and the analysis of existing documents. A descriptive approach was applied to analyze the data. The findings revealed that gender-centered aggressiveness negatively impacted students' academic performance, contributing to poor academic outcomes due to disruptions in the learning environment, emotional distress, and decreased engagement in academic activities. Based on these results, the study recommends that the government and educational stakeholders take immediate action to address gender-based aggression in schools through policy development, awareness programs, and the establishment of support systems to ensure a safe and conducive learning environment for all students.
An analysis of student portal’s experiences at the Zimbabwe Open University Manicaland Regional Campus Mzizi, Lynn; Mwareya, Nicholas; Mukaro, Juliet; Mapfunde, Davie; Chipika, Charles Govero
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1399

Abstract

In line with the international fraternity, the Zimbabwe Open University has adopted open and distance e-learning (ODeL) technology that uniquely empowers its teaching and learning approach. After creating the first version of My Vista that was fully functional in 2017, the Information Technology department in its efforts to continuously improve and empower students, created a new version of the My Vista student portal in 2022, which was made available to students and lecturers in January 2023. The old My Vista had its own challenges, hence the new version was created. This study is informed by the following objectives, to establish the accessibility of the new student portal to the students in conducting e-learning at the Zimbabwe Open University Manicaland Campus. To identify the e-learning challenges faced by students whilst using the My Vista student portal. To ascertain the e-learning reasons for students’ dropouts at the Zimbabwe Open University. This study is based on the critical realism paradigm that considers reality based on social, political and economic contexts, a recent qualitative study complemented by digital ethnography as a research strategy to collect data from online platforms, attempts to analyze the e-learning portal experiences of students at ZOU Manicaland regional campus. The results showed that students face challenges in accessing the new student portal due to technical issues, lack of timely induction by the university, and issues related to the digital divide. It is recommended that the institution is asked to continuously update its system and increase the Wifi band coverage.
An analysis of student portal’s experiences at the Zimbabwe Open University Manicaland Regional Campus Mzizi, Lynn; Mwareya, Nicholas; Mukaro, Juliet; Mapfunde, Davie; Chipika, Charles Govero
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1399

Abstract

In line with the international fraternity, the Zimbabwe Open University has adopted open and distance e-learning (ODeL) technology that uniquely empowers its teaching and learning approach. After creating the first version of My Vista that was fully functional in 2017, the Information Technology department in its efforts to continuously improve and empower students, created a new version of the My Vista student portal in 2022, which was made available to students and lecturers in January 2023. The old My Vista had its own challenges, hence the new version was created. This study is informed by the following objectives, to establish the accessibility of the new student portal to the students in conducting e-learning at the Zimbabwe Open University Manicaland Campus. To identify the e-learning challenges faced by students whilst using the My Vista student portal. To ascertain the e-learning reasons for students’ dropouts at the Zimbabwe Open University. This study is based on the critical realism paradigm that considers reality based on social, political and economic contexts, a recent qualitative study complemented by digital ethnography as a research strategy to collect data from online platforms, attempts to analyze the e-learning portal experiences of students at ZOU Manicaland regional campus. The results showed that students face challenges in accessing the new student portal due to technical issues, lack of timely induction by the university, and issues related to the digital divide. It is recommended that the institution is asked to continuously update its system and increase the Wifi band coverage.
The understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe: Conceptualising inclusion in education Chipika, Charles Govero; Mapfunde, Davie
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1311

Abstract

Since the universalisation of inclusive education in 1994 at the United Nations Salamanca Conference in Spain, teachers globally have been grappling with how to implement it. Inclusive education calls for adoption of inclusive pedagogical approaches that are learner-centred. In order to do justice to diverse learners in today’s heterogeneous classroom populations, a solid and in-depth understanding of the philosophy of inclusion is a pre-requisite for all classroom practitioners. This qualitative study therefore aims to examine the understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe as the context for proposing strategies to enhance their professional preparation. Sixteen graduate pre-service primary school teachers who were purposively sampled from Masvingo province’s selected university that proffers pre-service teacher education. A triangulation of data gathering instruments of face-to-face individual interviews, document analysis and non-participant observation complemented by a follow-up discussion was adopted. Data gathered was thematically analysed and established several findings. The chief finding was that, university graduate pre-service primary school teachers had differing and inadequate understandings of the philosophy of inclusion in education that culminated into haphazard implementation of inclusive education as they had various practices.
Language as a tool for the oppression of women in marriages in the Shona society: A critical discourse analysis approach Mukaro, Juliet; Mapfunde, Davie; Mzizi, Lynn
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1387

Abstract

This qualitative research is a Critical Discourse Analysis of the ways in which language is used by people in the Shona society when giving women marital advices. It specifically identifies harmful Shona phrases used when advising women on marital issues, examines how the phrases reinforce the oppression of women in the Shona society and the repercussions of using such phrases on women. Results of the research indicate that the phrases used when giving women marital advice reinforce the oppression of women as they limit women’s access to education and economic opportunities, perpetuate gender stereotyping, victim blaming, emotional blackmail, sexism and misogyny, male dominance and gendered expectations. Findings reflect that using these phrases on women make them give up on their educational goals, tolerate and normalise abusive behaviours and hang in abusive marriages which is detrimental to their physical and emotional health. Results help raise awareness among policy makers about the sources of gender oppression and inequality as gender equality is a topical issue within Zimbabwe and the world over. Results also raise awareness among people about how the language they use when advising each other on marital issues can reinforce systems of oppression, patriarchal beliefs, gender inequality and intolerance.
The essence of counsellors in the fight against drugs and substance abuse Mapfunde, Davie; Mukaro, Juliet; Mzizi, Lynn; Mapolisa, Alfred; Chipika, Charles Govero
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1401

Abstract

The main thrust of this qualitative case study research was to establish the essence of counsellors in the fight against drug and substance abuse, informed by Beck’s (1960) Cognitive Behavioral Theory. While both convenience and purposive sampling techniques were adopted in the selection of participants, qualitative data gathering instruments namely semi-structured interviews and focus group discussions were used to collect data. A phenomenological analysis (PA) was utilized to analyse the lived experiences and meanings of participants. The study established that counsellors are pivotal in the management and reduction of drug and substance abuse as they adopt counselling and relapse management. They also help in educational circles by ensuring that mental health is stabilised as youths are made to focus on education and development of the economy. To this end, the research recommends that counsellors should foster collaborative relationship and use multidisciplinary approach in addition to staying updated and using a variety of public awareness activities for both abusers and would be abusers. Overall, the study is significant to policy makers and professionals as they will make informed decisions that are research-based.
The understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe: Conceptualising inclusion in education Chipika, Charles Govero; Mapfunde, Davie
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1311

Abstract

Since the universalisation of inclusive education in 1994 at the United Nations Salamanca Conference in Spain, teachers globally have been grappling with how to implement it. Inclusive education calls for adoption of inclusive pedagogical approaches that are learner-centred. In order to do justice to diverse learners in today’s heterogeneous classroom populations, a solid and in-depth understanding of the philosophy of inclusion is a pre-requisite for all classroom practitioners. This qualitative study therefore aims to examine the understanding of inclusion in education of pre-service primary school teachers who graduated from a public university in Zimbabwe as the context for proposing strategies to enhance their professional preparation. Sixteen graduate pre-service primary school teachers who were purposively sampled from Masvingo province’s selected university that proffers pre-service teacher education. A triangulation of data gathering instruments of face-to-face individual interviews, document analysis and non-participant observation complemented by a follow-up discussion was adopted. Data gathered was thematically analysed and established several findings. The chief finding was that, university graduate pre-service primary school teachers had differing and inadequate understandings of the philosophy of inclusion in education that culminated into haphazard implementation of inclusive education as they had various practices.
Language as a tool for the oppression of women in marriages in the Shona society: A critical discourse analysis approach Mukaro, Juliet; Mapfunde, Davie; Mzizi, Lynn
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1387

Abstract

This qualitative research is a Critical Discourse Analysis of the ways in which language is used by people in the Shona society when giving women marital advices. It specifically identifies harmful Shona phrases used when advising women on marital issues, examines how the phrases reinforce the oppression of women in the Shona society and the repercussions of using such phrases on women. Results of the research indicate that the phrases used when giving women marital advice reinforce the oppression of women as they limit women’s access to education and economic opportunities, perpetuate gender stereotyping, victim blaming, emotional blackmail, sexism and misogyny, male dominance and gendered expectations. Findings reflect that using these phrases on women make them give up on their educational goals, tolerate and normalise abusive behaviours and hang in abusive marriages which is detrimental to their physical and emotional health. Results help raise awareness among policy makers about the sources of gender oppression and inequality as gender equality is a topical issue within Zimbabwe and the world over. Results also raise awareness among people about how the language they use when advising each other on marital issues can reinforce systems of oppression, patriarchal beliefs, gender inequality and intolerance.
Co-Authors Chipika, Charles Govero Mapolisa, Alfred Mukaro, Juliet Mungomezi, Nisbert Mwareya, Nicholas Mzizi, Lynn