Department of Science, Mathematics and Technology Education

Permanent URI for this collection

http://196.220.97.103:4000/handle/123456789/350

Browse

Browsing Department of Science, Mathematics and Technology Education by Author "Mangena, A."

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    A Case of Selected Hwange District Schools in Matabeleland North Province, Zimbabwe.
    (Cherkas Global University Press, 2024) Mangena, A.; Sibanda, L.
    Apart from the fundamental function of teaching and learning, schools also ensure the realisation of the institutions' aims and vision. This is possible through use of Information and Communication Technology (ICT) which has been identified as an essential global phenomenon for efficient and effective schools. Hence, the purpose of this study was to examine usage of ICT in school management in Hwange District. A qualitative approach driven by the interpretivism paradigm was adopted. A case study design focusing on selected schools was employed. Thematically analysed data were collected through semi-structured interviews and document analysis. Findings indicated that the selected school heads mainly used ICT platforms such as WhatsApp, emails and printed documents for communication. Parents, through School Development Committee, provided internet connectivity for easy communication while the school heads used their personal smart phones. The study found that school heads faced various hurdles in using ICT in their management duties. These challenges included lack of resources, inadequate knowledge and skills to use ICT tools, work overload, inadequate funds to acquire ICT hardware and software equipment, lack of appropriate ICT infrastructure, limited internet access and sporadic power supplies. Despite the difficulties encountered, the study concluded that there were visible pockets of good practices in the use of ICT by selected school heads. The study recommended that the Ministry of Primary and Secondary Education should capacitate school heads through ICT training. This will result in efficiency and effectiveness of school heads in execution of their management functions
  • No Thumbnail Available
    Item
    Quality Higher Education for Sustainable Development: The Transition towards Achieving Agenda 2030 Global Goals
    (International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022-02) Manokore, K.; Tlou, F.; Mkwelie, N.; Phuthi, N.; Shava, G.N.; Mhlanga, E.; Mangena, A.; Sibanda, Z.; Chasokela, D.
    Quality Higher Education and Education for Sustainable Development (ESD) have become part of the discourse and issue in higher education contexts. Every phase or debate of higher education is now being urged to declare its support for ESD. Recently the United Nations (UN) 2030 Agenda proposed that quality education and ESD should play a vital role for the transformation of the world‟ s economy as expressed in the Agenda‟ s goals and sub goals. The UN Incheon Declaration 2015 highlighted the vital role of education that it plays in the universal journey towards sustainable development across the globe and saving our planet. Higher education should play a pivotal role in the transition towards achieving quality in the entire education system. The UN formally adopted the 17 sustainable development goals (SDGs) as an outcome of a major global consultative process. Agenda 2030 advocates for providing the opportunity to progress towards the transition to implement quality education and ESD that fosters the knowledge, skills, values, perspectives and actions that lead towards a more sustainable future. The study examines the implementation of Agenda 2030 Global Goal on quality and sustainability in Zimbabwean higher education. The aim of the study is to increase knowledge of potential strategies to meet the fourth UN Sustainable Development Goal (SDG4), which strives for quality education. Institutions in the study were at different levels of interpretation, understanding and implementation of Agenda 2030 for Sustainable Development Goals. The majority of the participants did not have an all-inclusive knowledge and comprehension of ESD mainstreaming as a holistic approach. That is, an allembracing ESD integration as a curriculum systemic concept that holds both curriculum and institutional change, to contribute to the overall re-orientation of education towards sustainability. The qualitative study provides a detailed description on the challenges of implementing quality and sustainability in higher education.