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All Journal AL-ATHFAL : JURNAL PENDIDIKAN ANAK Journal of Research in Education and Pedagogy Journal of Research in Mathematics, Science, and Technology Education
Mutseekwa, Christopher
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Education Mathematics Social Sciences Other

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Imperatives for Higher Education Community Engagement in SADC: A Systematic Review Mutseekwa, Christopher; Chikuvadze, Pinias; Makuvire, Claretah
Journal of Research in Education and Pedagogy Vol. 2 No. 2 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i2.46

Abstract

Higher education is increasingly anticipated to engross local and transnational societies. In African higher education spaces, local higher education community engagements involving collaborative partnerships are beginning to gain momentum, while transnational ones are limited. This is despite a call from growing scholarship for ‘boundary-spanning’ approaches in higher education community engagement to co-create blended social spaces where countries can join forces to advance common aspirations. This systematic review examined the provisions of the Southern African Development Community (SADC) Protocol on Education and Training to support transnational higher education community engagement. Following the PRISMA 2020 statement, the study analysed articles published in Science Direct, Google, and Google Scholar from 1996 to 2024 to explore the imperatives for higher education community engagement in SADC. The review selected papers grounded on relevance to the study focus, availability, and article type. Restricted articles and those with a focus on K-12 community engagement were generally left out. The final synthesis included 70 articles. Data generated were analysed according to the deductive-inductive content analysis approach. The findings of the review show that the SADC Protocol (1997) provided for principles such as sustainability, cooperation, academic freedom, equity, and quality education as a basis for the establishment of regional centers for specialization and excellence, effective accountability systems, cutting-edge research and collaboration, and the harmonization of the SADC education system. Further findings reveal that the diversity in conceptualization, and lag in community engagement scholarship by some member states posed a challenge to the regional collaboration aspirations endeavored by the Protocol (1997). The study findings underscore the need for SADC countries to rekindle and strengthen regional collaboration initiatives to bolster the scholarship of community engagement in higher education.
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
Exploring Professional Ethics in a Competence-Based Curriculum Implementation at a Teacher’s College in Rwanda Dzavo, Joseph; Musaniwa, Onias; Maizere, James; Mutseekwa, Christopher; Nduwayo, Emmanuel
Journal of Research in Education and Pedagogy Vol. 2 No. 3 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i3.74

Abstract

Professional ethics are crucial for implementing quality education within any society, as they play a vital role in deploying educational programmes in learning institutions. With this in mind, the researchers identified challenges related to professional ethics faced by staff at a Teacher Training College in Rwanda while implementing a Competence-Based Curriculum (CBC). These observations prompted the researchers to investigate the impact of professional ethics within the implementation framework, alongside various other potential factors. A qualitative approach and a single case study design were employed. Participants were purposively selected from the chosen Teacher Training College(TTC) in the Eastern Province for semi-structured interviews with six tutors. Ten student teachers were also purposively sampled for a focus group interview. Observations of tutors’ daily routines were conducted, and document analysis was utilised. The data generated were analysed thematically. The study was guided by Rogan and Grayson’s (2003) theory of Curriculum Implementation (CI) and Rest’s (1983) four-component model (FCM) of morality. The findings revealed that tutors’ professional conduct influenced their commitment to duty, preparation, methodology, and punctuality. Furthermore, the study established that tutors were not adequately equipped with professional ethics to interpret and implement the CBC in line with 21st-century trends. Additional findings indicated that tutors rarely related their teaching actions to ethical principles. Last but not least, student teachers had expectations of modelling best practices from their tutors. Fulfilled expectations would see effective CBC implementation. The study concluded that a lack of professional ethics in tutors affects effective CBC implementation in the TTC. Some recommendations include ongoing professional development to enhance the tutors’ cognitive and dialogical competencies necessary for reflecting on their actions, and equipping them with ethical reasoning and professional responsibility. Finally, the Government of Rwanda is urged to revisit the Tutors’ training curriculum to enhance professional undertakings.
STEM Teachers’ Use of E-Learning Resources in Scripted Lessons: Endeavours Toward Teacher Professional Development Mutseekwa, Christopher; Zimuto, Cefas Nyasha; Manunure, Kevin; Maeresera, Jones
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.40

Abstract

Globally, teacher professional development is increasingly gaining recognition as an intervention that ensures practitioners are equipped with the teaching competencies needed to keep abreast of a rapidly evolving educational environment. Developing professional competencies is critical to a science, technology, engineering, and mathematics (STEM) teacher’s growth. Empirical studies indicate that regular STEM teacher professional development (STEM-TPD) is necessary to develop these competencies. Drawing on the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this mixed-methods study examines how beneficiaries of a Continuous Professional Development Certificate in Innovative Teaching Mathematics and Science (CPD ITMS) apply acquired skills to integrate e-learning resources into the teaching rehearsals of STEM subjects. Four purposively selected teachers take turns teaching scripted Mathematics, Biology, and Chemistry lessons. The teachers and one hundred and seventy (170) learners are participants in the study. Data is generated from Lesson Observations and Focus Group Discussions (FGDs) sessions. Findings reveal that the teachers’ abilities to integrate e-learning resources in teaching and learning were at different levels. The majority of them applied integration strategies that were teacher-centered rather than learner-centered. Other findings show that teachers’ inability to navigate within the Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) aspects of the TPACK caused most of their challenges. Overall, lesson scripting provided for consistent teacher rehearsals and learners’ engagement that potentially heightened opportunities for teacher professional growth and sustained STEM-learning motivation for students. The study recommends sandwiched scripting that alternates with non-scripted, individually designed lessons to wean STEM teachers into sustainable capacity development.
Co-Authors Chikuvadze, Pinias Dzavo, Joseph Maeresera, Jones Maizere, James Makuvire, Claretah Manunure, Kevin Musaniwa, Onias Nduwayo, Emmanuel Zimuto, Cefas Nyasha Zuva, Joseph