NuSpace

NuSpace is the official repository platform of the National University of Science and Technology that enables researchers in:

  • obtaining easy access to a wide range of academic materials,
  • promoting knowledge dissemination and facilitating interdisciplinary collaboration.

Explore our repository to discover a wealth of knowledge across various disciplines.

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Communities in NuSpace

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Now showing 1 - 5 of 12

Recent Submissions

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Cyber Security Awareness and Education Framework for Zimbabwe Universities: A Case of National University of Science and Technology
(2022-04-05) Mutunhu, B.; Dube, S.; Ncube N.; Sibanda, S.
Internet-related attacks have become prevalent and are expected to increase as the reliance on the internet also increases. Consequently, cyber security has become an essential concept in everyday life and cyber security awareness is key in the protection of people and systems against cyber threats. The study is sought to establish the current levels of cyber security awareness among students and staff in universities and propose a framework for conducting cyber security awareness and education programs. Data analysis was carried out using Statistical Package for Social Sciences (SPSS) and represented in descriptive and frequency ways as well as in percentage form. Based on research findings in this study, it has been established that students and staff at universities do not have the requisite knowledge and understanding of the importance of cyber security principles, their practical application in their day-to-day activities, and are not aware of how to protect their data. It is therefore recommended that universities should implement comprehensive awareness and education programs for the adoption of necessary safety measures and a framework for conducting such programs are proposed.
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Strategies for Achieving Equity-Based Education: Towards an Equitable Education System
(2023) Sibanda, L.
This chapter focuses on strategies for achieving equity-based education. The concept of equity-based education has been examined. Factors that influence equity in education which include funding, access to high-level curriculum, teacher quality and discipline have been discussed. The discussion revealed that funding is a distinct indicator of equity in education, hence, establishing sustainable partnerships between the government and other potential funders is advisable. The chapter also revealed numerous equity strategies such as free and compulsory primary and secondary education for children, providing access to excluded groups of learners, improving the quality of teaching, adopting various forms of assessment strategies, increasing resource allocation, creating equitable learning environments, and creating an equity framework. The chapter suggests solutions and recommendations, and provides future research directions. Finally, conclusion is drawn from the arguments posed by literature observations.
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Quality Art and Design Education among Physically Challenged Ordinary Level Learners at a Special Education Secondary School in Zimbabwe
(2022) Sibanda, Z.; Sibanda, L.
The twenty-first century Art and Design education for learners with disabilities has to swivel from just being a psychomotor remedy to assessable and skills oriented subject in special schools. This change is in sync with many educationists who view quality Art and Design education as a platform for helping learners to fully develop, including those with disabilities. Through quality Art and Design education, learners with disabilities are not only uplifted educationally but also socially, psychologically, intellectually and physically. Hence, this study assessed the provision of quality Art and Design education among physically challenged Ordinary Level learners in a Bulawayo Central District school in Zimbabwe. Interpretivist paradigm, qualitative approach and case study design were adopted. Thematically analysed data were collected through semi-structured interviews, focus group discussions and document analysis. Purposively chosen sample comprised sixteen physically challenged Ordinary Level Art and Design learners, two Art and Design teachers, two school administrators, one subject inspector, one physio-occupational therapist and three School Development Committee members. Findings reveal that active learning methodologies, low teacher-learner ratio, assessment practices and adaptable environment enhanced quality Art and Design education to physically challenged learners at the school understudy. However, inadequacy of assistive devices, human and instructional resources, and lack of support from other stakeholders compromised the quality of Art and Design education among physically challenged Ordinary Level learners at the school. The study concluded that though the selected school encountered some constraints in providing quality Art and Design education to physically challenged learners there were noticeable good practices adopted.
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Issue-Based Learning and Transformative Pedagogies: Zimbabwe
(2023) Sibanda, L.; Phuthi, N.
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TEACHERS AND LEARNERS’ EXPERIENCES OF IMPLEMENTING BLENDED LEARNING DURING COVID-19 PANDEMIC LOCKDOWN IN MANGWE DISTRICT, ZIMBABWE
(2023) Moyo, Mncedisi; Sibanda, Lwazi
Implementation of blended learning should be characterised by an array of strategies for effective instructional delivery to take place in the classroom. Hence, this study sought to explore the experiences of teachers and learners on implementation of blended learning in Mangwe District Secondary Schools, Matabeleland South Province during the COVID-19 pandemic lockdown. This qualitative study was hinged on the interpretivist paradigm and employed a case study design. The participants who comprised eight teachers and twenty-four learners were purposively sampled from four secondary schools. Data collected through semi-structured interviews and focus group discussions were thematically analysed. The findings indicated that the flipped classroom, self-blend, and flex approaches were mainly used to implement blended learning during COVID-19 pandemic lockdown in selected schools. The study further found that these strategies were implemented through the use of WhatsApp social media platform. The study concluded that in spite of the challenges encountered, selected schools made efforts to ensure that blended learning was implemented through the cited strategies. The study recommended that the Ministry of Primary and Secondary Education should capacitate teachers on various learning management systems and online assessment tools through in-service training sessions to support implementation of blended learning.