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All Journal Journal of Information System and Education Development Journal of Educational Research and Practice
Claretah, Makuvire
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Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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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

Abstract

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.
Bridging Worlds: Integrating Indigenous Knowledge Systems With Science Education. A Case of the Lubombo Region Schools Claretah, Makuvire; Penias, Chikuvadze; Nokulunga, Dladla
Journal of Information System and Education Development Vol. 3 No. 3 (2025): Journal Of Information System And Education Development
Publisher : Manna wa Salwa Foundation (Yayasan Manna wa Salwa)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62386/jised.v3i3.145

Abstract

This study explores the intersection of indigenous knowledge systems and science education within the context of Eswatini.  The study objectives include: examining indigenous knowledge's influence on child development and academic achievement, identifying integration challenges and opportunities, assessing educators' perceptions and recommending sustainable implementation strategies. The study employed an exploratory case study design. Data was collected from ten schools in Libombo region using questionnaires, focus group discussions, observations and document analysis targeting principals, teachers, and students. Thematic analysis and descriptive statistics were used to analyse the data. Findings show indigenous knowledge positively influences child development and academic achievement promoting holistic learning cultural identity and engagement. Challenges include lack of documentation of indegenous knowledge systems and cultural sensitivity while opportunities include authentic integration of cultural heritage. Recommendations include enhancing digital infrastructure providing educator professional development and developing educational content incorporating local language and culture in science education. The study concludes that the intergration of culture and science creates an educational system which honours cultural heritage while preparing students for future challenges. Ongoing teacher professional development is highly encouraged
Co-Authors Chikuvadze, Pinias Cyprian, Dlamini Daimond, Dziva Nokulunga, Dladla Penias, Chikuvadze Young, Mudavanhu