Albert Mufanechiya

• Great Zimbabwe University

Despite common knowledge that higher education in Zimbabwe has erased indigenous knowledge production and is grappling with the legacy of colonialism, like much of Africa, very few studies, if any, have reflected on and discussed how lecturers can dismantle the coloniality of knowledge production through decolonial resilience. This conceptual artic...

Teachers are critical pillars of any education system. If teachers work in unstable economic environments, their responsibility and accountability to ensure that learners learn are compromised and reduced. This paper aimed at synthesising existing literature on how much has been studied on teachers’ coping strategies in the hyper-inflationary conte...

The paper argues that harnessing community epistemologies can greatly improve the implementation of the curriculum in Zimbabwean rural primary schools. The contribution of rural communities in educational discourses has been less valued and this position is being challenged given the wealth of knowledge and skills that are prevalent in rural commun...

The study explored the challenges that militate against the successful implementation of Technical Vocational Education and Training (TVET) in Zimbabwe. The study gave an informed focus on biases and perceptions associated with the academic curriculum. In addressing these challenges, it becomes possible to create an environment where TVET education...

Teacher education conversation is a critical focus area given its distinctive contribution to nation building. The study explores pre-service student teachers’ perceptions of the college and university teacher preparation practices. One aspect that has remained contested, and with competing ideas in the teacher education discourse in Zimbabwe is th...

In this study, the authors argue that ‘saber–toothing’ the university in-service curriculum is a critical success factor in building an impact educational programme for Zimbabwean primary schools. By saber-toothing the in–service curriculum, the authors propose that the education curriculum at university should continue to develop in order to addre...

The purpose of the study was to assess pedagogical documentation practices that help inform teaching and learning at Zimbabwean primary schools. In this paper we argue that one of the pervasive paradoxes in primary school teaching and learning is the qualitative discrepancy between what is contained in teacher prepared documents and what happens in...

The research focused on the relevance of internal and external examinations and quality issues in Zimbabwean secondary schools. Qualitative data was collected from twelve (12) form four teachers, three (3) school heads and one (1) ZimSEC official who responded to interview questions and thirty (30) form four mid- year prize winning students respond...

The use of mother tongue as a medium of instruction debate has been on the cards fora long time now in Zimbabwe but has never had any genuine implementation commitment from the policy makers. The study focuses on language use and challenges teachers and pupils face in the classroom in their attempt to use mother tongue in the teaching and learning...

Motivating Zimbabwean secondary school students to learn has been a daunting task for both parents and teachers. The economic and social situation obtaining in Zimbabwe has not encouraged secondary school students to take education seriously and prepare themselves for service and contribution to nation building and self-development. Thus the study...