https://cris.library.msu.ac.zw//handle/11408/5895 2026-05-24T23:51:56Z 2026-05-24T23:51:56Z Muzikuboya, Gertrude https://cris.library.msu.ac.zw//handle/11408/7049 2026-05-13T12:05:48Z 2021-01-01T00:00:00Z

Title: The Design and Implementation of a Computerized Student Registration System at a Local Primary School Authors: Muzikuboya, Gertrude Abstract: Primary school educational system starts from ECDA to grade seven. A pupil can enroll at ECDA and progress until grade seven at the same school or can start at one school and then transfer to several schools until he or she finishes grade 7. Both scenarios described above needs a pupil to register into a specific school system where the head of the school authorizes the registration of the pupil. The pupil or guardian approaches the head who assess the pupil documents and other check points and if all is in order the head refers to the secretary who do the manual process of registering the pupil into a relevant class and level and also facilitates the payment of registration and school fees. The current system is a manual operated system where new student are registered manually in a new, student register where admission number, student name and other details are recorded. After the student is assigned his/her class, another record is written down. The person in charge of admission of the student has to count the number of the manually. The school uses manual system in the process of administration and its data is stored on paper in files. The administration of the school collects information from students and this is the student personal details. This includes student’s name, country and village of origin, medical details and parents/ guardian details are also kept including their marital status, phone number and address. Before admission the student has to pay half the school fees. During the admission a student is issued with admission number and class. After the process the student is given a script bearing his name, admission number and the respective class. All this become more tedious wastage of time and also high cost of operation. Some of the information may be lost due to natural disaster, movement of file and also storage of files. The person who will be in charge of the system will be able to register new student, also be able to track student information without hinder. The system will have a back up if any natural disaster occurs so as to retrieve the information needed.

2021-01-01T00:00:00Z Muzikuboya, Gertrude Chitanana, Lockias https://cris.library.msu.ac.zw//handle/11408/6807 2025-10-02T09:49:36Z 2025-01-01T00:00:00Z

Title: Peer reviewer experiences in Institutional and Academic audits: a case study of Zimbabwean Universities Authors: Chitanana, Lockias Abstract: Institutional audits are a cornerstone of quality assurance in higher education. In Zimbabwe, academic peer reviewers play a pivotal role in facilitating these audits, yet their experiences remain insufficiently explored. Understanding their perspectives is crucial for enhancing the effectiveness and credibility of audit processes. This study seeks to examine the experiences of academic peer reviewers engaged in institutional audits within Zimbabwe’s higher education sector, focusing on the challenges, perceptions, and operational realities they face. The study adopted a qualitative case study design, drawing on the extensive experiences of a peer reviewer who has participated widely in institutional and academic audits. Data were collected through reflective narration and thematically analyzed to extract key insights. The findings reveal that while audits are essential for promoting quality, they are often perceived by institutions as a threat to autonomy. Although Zimbabwe’s audit framework aligns with international standards, it faces local challenges such as ensuring impartiality, addressing disparities in institutional capacity, and balancing accountability with developmental support. Active stakeholder engagement and effective data management were identified as critical factors for successful audits. By highlighting peer reviewer experiences, this study contributes to a deeper understanding of institutional audits in the Global South and underscores the need for supportive, collaborative, and context-sensitive quality assurance systems.

2025-01-01T00:00:00Z Chitanana, Lockias Chitanana, Lockias Alant, Busisiwe P. https://cris.library.msu.ac.zw//handle/11408/6806 2025-10-01T08:28:46Z 2020-01-01T00:00:00Z

Title: Web 2.0-facilitated collaborative design as an emergent process: an actor-network theory perspective Authors: Chitanana, Lockias; Alant, Busisiwe P. Abstract: In this article, we demonstrate the efficacy of Actor-Network Theory’s (ANT) moments of translation as a methodological approach to understand the emergent nature of Web 2.0-facilitated collaborative design process. The aim was to contribute to design research by developing an ANT methodological framework for studying designers at work. The article is based on a study of Web 2.0-facilitated collaborative design project carried out from 2014 to 2016. The study traced a small group of four to five undergraduate engineering students as they collaborated on a design problem in the Web 2.0 platform of their choice. Latour’s concept of translation and Callon’s four translation moments are used to analyze the network building during in situ. The analysis followed both human and non-human actors as they participated in the collaborative design process. The study reveals that Web 2.0-facilitated collaborative design is an elusive process whose path cannot be determined a priori. The process emerges from drawing things together through the translation of designers’ thoughts, ideas, opinions, drawings and goals embedded into a network of relationships. The article concludes that ANT’s moments of translation could be used to illuminate the emergent nature of Web 2.0-facilitated collaborative design process.

2020-01-01T00:00:00Z Chitanana, Lockias Alant, Busisiwe P. Chitanana, Lockias https://cris.library.msu.ac.zw//handle/11408/6805 2025-09-30T14:16:46Z 2022-01-01T00:00:00Z

Title: Parents' experience with remote learning during COVID-19 lockdown in Zimbabwe Authors: Chitanana, Lockias Abstract: The closure of primary schools during the COVID-19 pandemic led to a rapid shift to remote learning, placing more responsibility for learning on parents and guardians. This study sought to explore parents' experience while engaging in their children's remote learning during that period. The study is particularly timely in light of a dramatic growth in remote learning due to the continued disruption of face-to-face learning in schools. A study of parents' experience may yield useful data and identify trends to inform the development of programmes and policies targeting parental needs and support in this emerging form of learning. A descriptive qualitative design was used to conduct this study so that relevant responses could be sought to get insights into parents' experience during the COVID-19 pandemic. Questionnaires and online interviews were used to collect data from a purposive sample of 25 parents, whose selection was based on their involvement in their children's home learning and access to internet connectivity in the home. The results revealed that parents found the sudden closure of schools extremely disturbing, and they were concerned about their children's routines. Parents highlighted that they had difficulties with balancing responsibilities, adjusting to remote learning, children's lack of motivation to learn, poor accessibility of learning material, lack of capacity to assist multiple children, and finding appropriate space for learning. The results of the study have important implications for policy, and generated strong recommendations for teachers, school authorities, and policymakers.

2022-01-01T00:00:00Z Chitanana, Lockias