Tag: Zimbabwe
Cultural Dissonance in Developmental Benchmarking: A Comparative Analysis of Traditional Ndebele Developmental Milestones and Standardised ECD Assessment Indicators in Matobo District, Zimbabwe

Cultural Dissonance in Developmental Benchmarking: A Comparative Analysis of Traditional Ndebele Developmental Milestones and Standardised ECD Assessment Indicators in Matobo District, Zimbabwe

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Mnkandla SilindileDepartment of Educational Foundations, Primary Education and PedagogyMidlands State University, ZimbabweORCID: https://orcid/0009-0009-1026-9525Email: mnkandlas@staff.msu.ac.zw Abstract: Early childhood development (ECD) assessment tools, rooted in Western psychological frameworks, are routinely implemented across sub-Saharan Africa with little cultural validation. This comparative qualitative case study investigated cultural dissonance between standardised ECD assessment tools and traditional Ndebele developmental knowledge systems…

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Artificial Intelligence as a Gender issue in Educational Management. A case of State Universities in Zimbabwe

Artificial Intelligence as a Gender issue in Educational Management. A case of State Universities in Zimbabwe

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Admire Chafa & Anna MoyoDepartment of Educational Policy Studies and LeadershipMidlands State University, ZimbabweEmail: chafaa@staff.msu.ac.zw/ moyon@staff.msu.ac.zw Abstract: This study investigates the gendered dynamics of Artificial Intelligence (AI) integration in educational management at state universities in Zimbabwe. With AI playing an increasingly pivotal role in enhancing administrative and academic functions, it is essential to examine how…

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Leveraging Google Docs for Effective Dissertation Supervision: A Case Study of a Zimbabwean University

Leveraging Google Docs for Effective Dissertation Supervision: A Case Study of a Zimbabwean University

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Erick NyoniMidlands State UniversityEmail: nyonie@staff.msu.ac.zw Abstract: This study investigates the effectiveness of Google Docs for enhancing dissertation supervision at a university in Zimbabwe. It employed the Technology Acceptance Model (TAM) as the framework. The research focused on identifying lecturers’ knowledge gaps and attitudes toward Google Docs integration in the supervision process. A quantitative survey was…

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Exploration of the Nutritional Status of Pregnant Teenagers in Bulilima District, Zimbabwe

Exploration of the Nutritional Status of Pregnant Teenagers in Bulilima District, Zimbabwe

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Precious GumpoSolusi University, ZimbabweEmail: gumpopre@gmail.com Abstract: Humanity has always been concerned with teenage pregnancy, and their nutritional status. This study interrogated the nutritional status of third trimester pregnant teenagers ( aged13 to 19) who were admitted at Plumtree Hospital, Bulilima District, Zimbabwe. A self-administered questionnaire and document analysis was used to collect data. SPSS 23.0…

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Analysing the Digital Divide in Zimbabwe: Exploring the Obstacles and Consequences for Access to Quality Education in Open and Distance e-Learning at Zimbabwe Open University

Analysing the Digital Divide in Zimbabwe: Exploring the Obstacles and Consequences for Access to Quality Education in Open and Distance e-Learning at Zimbabwe Open University

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Kurebwa Mercy – Zimbabwe Open University Moyo Annah – Midlands State University Lumbe Abigirl – Zimbabwe Open University Email: kurebwam@zou.ac.zw Abstract: This study examined the digital divide in Zimbabwe and its impact on accessing quality education through open and distance e-learning (ODeL). Utilising qualitative research methods and a structural inequality theoretical framework, it sought to…

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Children’s Rights versus Cultural Expectations: A Path to Cultural Compatibility in Zimbabwe

Children’s Rights versus Cultural Expectations: A Path to Cultural Compatibility in Zimbabwe

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Sonile Gwede Midlands State University, Zimbabwe Email: gwedes@staff.msu.ac.zw Abstract: The promotion of children’s rights is a critical issue in many countries in general and Zimbabwe is no exception. International frameworks such as the Convention on the rights of the child emphasise children’s rights to autonomy, education, health and dignity yet culture dictates traditional ways of…

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Children’s Rights versus Cultural Expectations: A Path to Cultural Compatibility in Zimbabwe

Children’s Rights versus Cultural Expectations: A Path to Cultural Compatibility in Zimbabwe

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Sonile Gwede Midlands State University, Zimbabwe Email: gwedes@staff.msu.ac.zw Abstract: The promotion of children’s rights is a critical issue in many countries in general and Zimbabwe is no exception. International frameworks such as the Convention on the rights of the child emphasise children’s rights to autonomy, education, health and dignity yet culture dictates traditional ways of…

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Pandemic Outbreak Impact on Library Electronic Resources Development: A Case of One University in Zimbabwe

Pandemic Outbreak Impact on Library Electronic Resources Development: A Case of One University in Zimbabwe

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Nomazulu Mhlophe TshongweSolusi University, ZimbabweEmail: mhlophen@solusi.ac.zw Abstract: Covid 19 brought about challenges as well as opportunities to libraries of the world. It is also critical to note that the strength the library had in terms of technology, innovation and skills before Covid 19 was the one that enabled it to rise above the abnormal learning…

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Consulting Teaching and Learning at a Zimbabwe University During Covid-19: Roadmap to Recovery and Beyond

Consulting Teaching and Learning at a Zimbabwe University During Covid-19: Roadmap to Recovery and Beyond

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Efiritha Chauraya and Wonder MuchabaiwaMidlands State University, ZimbabweEmail: efirithachauraya@fastermail.com/chaurayae@staff.msu.ac.zw Abstract: The Covid-19 pandemic has caused probably the most significant world-wide disruptions in all sectors of the economy in human history. This study prescribes a Zimbabwe state university where little has been done to explore what can be done to prepare the institution to have students…

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Teachers’ Level of Use of Continuous Assessment Practice in Kwekwe District Secondary Schools, Zimbabwe

Teachers’ Level of Use of Continuous Assessment Practice in Kwekwe District Secondary Schools, Zimbabwe

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Paul ChandaDepartment of Policy Studies and LeadershipMidlands State University, ZimbabweEmail: chandapaulos@gmail.com Abstract: Recent curriculum reforms in the new global economy have emphasised the importance of continuous assessment as a theoretical basis for measuring the progress and achievement of learners in a holistic manner. The aim of this study was to try to establish the teachers’…

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