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All Journal Journal of Research in Education and Pedagogy Journal of Education for Sustainable Development Studies
Manokore, Kudakwashe
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Education Environmental Science Social Sciences Other

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Inclusivity and Sustainable Development: A Case for Zimbabwe Higher Education Towards the Universal Design University Manokore, Kudakwashe; Sibanda, Zibulo; Gwebu, Ntandoyenkosi
Journal of Education for Sustainable Development Studies Vol. 1 No. 2 (2024): Journal of Education for Sustainable Development Studies
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jesds.v1i2.8

Abstract

Education for Sustainable Development (ESD) aims to transform society toward peace and sustainability by reorienting educational practices and learning experiences. The United Nations 2030 Agenda underscores the importance of quality education and ESD as vital components for driving the transformation of the global economy, as highlighted in its goals. In this framework, the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development (MHTEISTD) is actively implementing Education 5.0 in alignment with Sustainable Development Goal 4, which seeks to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To explore the integration of inclusivity and sustainable development principles within the context of Universal Design in Higher Education, a longitudinal cohort study was conducted. This research employed structured interviews with lecturers and students, alongside observations and facility reviews, to gather diverse perspectives on the current state of inclusivity in Zimbabwean higher education. The findings indicated that while all participants demonstrated some understanding of the concept of inclusive education, the actual inclusion of students with special needs was found to vary between inadequate and acceptable levels since the implementation of Education 5.0. Based on these findings, the study strongly recommends the formal enactment of the 2019 Inclusive Education Policy draft. This policy is crucial for establishing a clear implementation framework and action plan, which are necessary for enhancing the inclusivity of higher education. By doing so, it ensures that all students, regardless of their individual needs, have equitable access to educational opportunities, thereby fostering a more inclusive and sustainable academic environment in Zimbabwe.
National STEM Education Framework: Teachers’ Perspectives on the 2015-2022 Curriculum Cycle Manokore, Kudakwashe; Sibanda, Lwazi
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): 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.v1i2.12

Abstract

Throughout the world, nations are busy investing in Science, Technology, Engineering and Mathematics (STEM) to prepare innovative minds that can spearhead the development and sustainable growth of their economies. Zimbabwe’s participation in the global economy is premised on the preference for STEM education system. The introduction of the Competence-Based Curriculum (CBC) in Zimbabwe meant a shift in the general aims and objectives of the education system. The transformation meant a move from an academic oriented and content-focused curriculum to one that is skills-based, giving prominence to continuous assessment over final examinations. To explore classroom practitioners’ perceptions of the first cycle of the CBC, 20 purposively selected STEM teachers participated in the study. A qualitative research approach and case study design were adopted as study methodology. Thematically analysed data were collected through focus group interviews with participants. The study focused on support systems available for STEM education in secondary schools and how the absence of the national framework affects its implementation. The study found that there were limited support systems for STEM education as some schools did not have adequate facilities and equipment such as science laboratories, apparatus, science consumables, computer laboratories, computer hardware and software among others. It came out from the study that the absence of national framework had negative effect on the implementation of STEM education in secondary schools. The study concluded that though the secondary schools experienced constraints in implementing STEM education there were noticeable pockets of good practices in some schools, for example, learners graduating with competences for life skills. The study recommended that the schools should engage stakeholders for support in provision of required resources. The Ministry of Primary and Secondary Education should expedite the development of a national framework for the effective implementation of STEM education.
Co-Authors Gwebu, Ntandoyenkosi Sibanda, Lwazi Sibanda, Zibulo