https://cris.library.msu.ac.zw//handle/11408/6590 Sat, 18 Apr 2026 15:01:00 GMT 2026-04-18T15:01:00Z https://cris.library.msu.ac.zw//handle/11408/6848 Title: Re-visiting teaching practice assessment in teacher education: towards quality education for sustainable development Authors: Matsa, Winniefridah; Chikunda, Plaxedes Abstract: To attain quality education, teacher education has to undergo transformational teacher practices commensurate with the new trends in education. This paper seeks to assess whether the current teaching practice models and assessment instruments achieved desired skills that are in line with global and national priorities of Competency Based Education, Education for Sustainable Development and 21st century skills for Quality Education. The research design employs a qualitative case study, focusing on two university institutions in Zimbabwe that were purposively sampled. The total sample was 20 with 5 chairpersons coming from applied teaching departments of the two from universities, 3 teaching practice programme co-coordinators and 12 lecturers randomly selected from applied education departments which assess students on teaching practice. The instruments utilized were interview schedules for teaching practice programme coordinators and chairpersons, a questionnaire for lecturers and an analysis of teaching practice policy documents along with teaching practice assessment instruments. The results revealed that teaching practice policy documents and assessment instruments remained misaligned with global and national priorities of competence based education, education for sustainable development and 21st century competences. The respondents confirmed that the current teaching practice assessments failed to provide the aspiring teacher and their learners with lifelong skills and context-specific heritage-based abilities. TP has remained traditional confining student teachers and their learners to the classroom. The TP assessment instruments tested classroom instruction prowess. The study recommends a re-visit to traditional models of teaching practice assessment in-order to transform them to address the 21st century challenges by equipping teacher educators, student teachers and learners with sustainable life skills for present and future use. Mon, 01 Jan 2024 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6848 2024-01-01T00:00:00Z Matsa, Winniefridah Chikunda, Plaxedes https://cris.library.msu.ac.zw//handle/11408/6657 Title: Consulting Teaching and Learning at a Zimbabwe University During Covid-19: Roadmap to Recovery and Beyond Authors: Chauraya Efiritha; Muchabaiwa Wonder 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 continue learning in the face of any threat similar to Covid-19. The study provides snippets of lecturers’ and students’ reflections on their experiences with teaching and learning during the Covid-19 era. Utilising a qualitative approach that employed face-to-face semi structured interviews, data was solicited from 10 lecturers and 20 students. Data was thematically analysed. Both positive aspects and negative outcomes of teaching and learning during the covid crisis were recorded, and from these outcomes, lessons which will help the university systems withstand future emergencies and crises were drawn. These lessons are the novelty and contribution of the study. Key among the lessons were that the institution: continues mobilizing resources to build and strengthen support for teaching-learning, strengthen the registration process, develop a system for online examinations, lobby government to subsidise cost of data bundles, and increase connectivity to remote parts as well as offer online counselling services for students and lecturers. Sun, 01 Jan 2023 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6657 2023-01-01T00:00:00Z Chauraya Efiritha Muchabaiwa Wonder https://cris.library.msu.ac.zw//handle/11408/6607 Title: Climate Change and the Feminization of Poverty in Africa: Insights from Rural Zimbabwe Authors: Mhembwe Smart Abstract: The study analyzed how climate change contributes to the feminization of poverty particularly for rural women in Zimbabwe given that their livelihoods are dependent on natural resources that are climate sensitive. The study adopted a qualitative content analysis as its research design. The study established that gendered norms and power inequalities leave especially rural women exposed and vulnerable to climate change, resulting in them being trapped in poverty as they experience severe food and water shortages in addition to being exposed to climate-induced diseases and gender-based violence. The study also noted that the effects of climate change have negative consequences on rural women’s earnings and incomes. The study concludes that the vulnerability of women to climate change is something that is gendered and socially constructed given that the degradation of the environment is largely an outcome of patriarchy. Wed, 01 Jan 2025 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/6607 2025-01-01T00:00:00Z Mhembwe Smart