Garuda - Garba Rujukan Digital

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

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

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

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

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.

The Internationalisation of Southern Africa Development Community’s Higher Education Curriculum Chikuvadze, Pinias; Permana, Erwin Putera; Mutseekwa, Christopher
Jurnal Simki Pedagogia Vol 8 No 2 (2025): Volume 8 Nomor 2 Tahun 2025
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jsp.v8i2.1095

Southern African Development Community (SADC)’s internationalization of higher education curriculum presents substantial opportunities and challenges. This paper explores the multifaceted process of integrating global perspectives into the curriculum of higher education institutions across SADC region. The 62 journal research papers, selected through purposive sampling, were obtained from databases including Scopus, DOAJ, DHTE, and WoS. Using citation analysis and keyword co-occurrence, the paper explores key themes, trends and influential studies, articulating the discourse concerning opportunities and challenges around the internationalisation of SADC’s higher education curriculum. It identifies opportunities, which include enhanced global competitiveness, collaborative partnerships, cultural exchanges, innovation in research and supportive policy development. However, the paper also highlights policy inconsistency, resource constraints, quality assurance and cultural differences. The findings underscore the potential of internationalized curricula to enhance SADC’s higher education quality and relevance. Ultimately, this contributes to the region's socio-economic growth and global integration. In conclusion, the SADC region’s internationalization of higher education curriculum presents mutually significant opportunities and distinguished challenges. To maximize the benefits of internationalization, a concerted effort is required from member states to work together to create an enabling environment for international cooperation and exchange such that higher education institutions can unlock their full potential.

Enhancing Early Childhood Cognitive Development through Play-Based Learning: A Case Study Zuva, Joseph; Mutseekwa, Christopher; R. Slate, John; Rachid, Bendraou; L. Kahare, Muhini; P. Takona, James
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

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.

Rethinking Southern African Higher Education: Handling Policy, Opening Doors, and Overcoming Obstacles Chikuvadze, Pinias; Zuva, Joseph; Mutseekwa, Christopher; Pazvakavambwa, Tabeth Nyarai
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 2 (2025): Vol. 9 No. 2 Maret 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i22054p226

Abstract: Due to emerging socio-political conditions, economic competition, and global trends, higher education in Southern Africa has undergone significant changes recently. Nonetheless, several policy concerns continue to impede the expansion and advancement of higher education establishments in Southern Africa. In light of this, this paper aimed to comprehend the policy concerns plaguing Southern African higher education. In this sense, a qualitative approach is the foundation for data generation, analysis, and discussion. This enables it to search for participants' experiences and opinions in the higher education reform process. This encompasses policy analysis to interrogate 112 peer reviewed papers selected from the Scopus, DOAJ, DHTE, Scielo SA, and WoS and written. Hence, content analysis is required to identify themes and trends in this paper. This makes it possible to seek out the experience and views of the stakeholders within the reform process in the higher education. This entails policy analysis to examine the government and institutional policies, international publications and reports. The necessity of this paper is to utilise content analysis to establish themes and trends in higher education policy and reforms in Southern Africa. Although the interrogation of these questions in the case of Southern African nations like South Africa, Zambia, Zimbabwe, etc., the paper peaks top policy concerns in higher education, opening doors and overcoming obstacles of reform. From the above conclusion, a recommendation is made on sharpening the policy agenda in Southern Africa’s higher education. Keywords: Handling policy, higher education, rethinking, Southern Africa

Reimagining Early Childhood Education in Southern Africa: Transforming Fragmented Curriculum through Cultural Pedagogy Chikuvadze, Pinias; Mutseekwa, Christopher; Makuvire, Claretah; Zuva, Joseph
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

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.

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

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

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search