Science and Technology Education

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Browsing Science and Technology Education by Author "Manokore, K."

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    Barriers to the Implementation of Agenda 2030 United Nations Global Goals in the Zimbabwean Higher Education Context
    (International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022-07-07) Mhlanga, E.; Tlou, F.N.; Phuthi, G.S.N.; Manokore, K.; Sibanda, Z.; Chasokela, D.; Mpofu, M.; Sibanda, L.
    The struggle towards development is not acquiring anticipated progress in Zimbabwe. This study unearthed barriers to a fruitful implementation of Agenda2030 United Nations goals in the Zimbabwean context. An interpretive paradigm was used for the study and a qualitative approach that embraced a case study was employed. Data was collected through face-to-face interviews with the professional stakeholders. Among the highly ranked barriers towards the implementation of Agenda 2030 are deprived sustainability education in academic organizations, lack of resources to implement the goals, unawareness of development and its cost benefits, low prioritization and resistance to cultural change in academic institutions. The research recommends adequate sustainability education in academic institutions to positively impact the required cultural change in the industry. There is demand for suitable government policies that support implementation of Agenda 2030. The study also advices for the need of the implementation of Agenda 2030in education through continuing professional development and to improve the thinking and practicability of sustainable practice in Zimbabwe.
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    Best Practices for Institutions in Conducting SelfAssessment for Accreditation
    (IGI Global Scientific Publishing, 2025) Chasokela, D.; Manokore, K.
    This chapter provides an in-depth exploration of the best practices for institutions undergoing self-assessment for accreditation. It outlines a step-by-step process that institutions can follow to effectively evaluate their programs, policies and procedures against the standards set by accreditation agencies. The chapter highlights the importance of establishing a dedicated accreditation team, gathering and analyzing data, developing action plans for areas of improvement, and engaging in ongoing self-reflection and continuous improvement. The chapter also offers guidance on how to navigate the often complex and challenging process of accreditation, including tips for successfully addressing areas of concern and communicating with accreditation agencies.
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    Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe
    (2023) Manokore, K.; Sibanda, L.; Shava, G.; Mangena, A.; Muzari, T.; Sibanda, Z.; Mkwelie, N.
    As knowledge regarding human development and learning continues evolving due to the global influences it has created an undeniable opportunity in researching on contemporary educational practice. Science, Technology, Engineering and Mathematics (STEM) is influencing educational practice from basic to tertiary education. This study acknowledges that teachers are essential and direct agents to supporting early STEM learning. Thus, this study is predominately a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Data was collected through semi-structured interviews from ten purposively sampled Early Childhood Development (ECD) teacher participants and formal analysis of 30 child art production (visual analysis of artefacts). The study affirmed that, art practice at ECD is a compatible strategy for early STEMlearning. It was found that ECD learners’ attitudes are receptive of art practice as a constructivist approach. The results revealed that teachers used learner development checklists and child art as a tool to measure learner development and progress in STEM. The findings of the study established that teachers and learners encountered challenges such as limited teaching and learning resources, lack of expertise among some teachers, parental interference and content overload. Despite the indicated challenges, the study concluded that the integration of child art as a pedagogical strategy enhanced imparting of STEM skills among learners at ECD level. The study recommended that the Ministry of Primary and Secondary Education should capacitate ECD teachers through professional development programmes that focus on ECD STEM learning and teaching.
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    National STEM education framework: Teachers’ perspectives on the 2015-2022 curriculum cycle
    (Scientia Publica Media, 2024) Manokore, K.; Sibanda, L.
    Throughout the world, nations are busy investing in Science, Technology, Engineering and Mathematics (STEM) to prepare innovative minds that can spearhead the development and sustainable growth of their economies. Zimbabwe’s participation in the global economy is premised on the preference for STEM education system. The introduction of the Competence-Based Curriculum (CBC) in Zimbabwe meant a shift in the general aims and objectives of the education system. The transformation meant a move from an academic oriented and content-focused curriculum to one that is skills-based, giving prominence to continuous assessment over final examinations. To explore classroom practitioners’ perceptions of the first cycle of the CBC, 20 purposively selected STEM teachers participated in the study. A qualitative research approach and case study design were adopted as study methodology. Thematically analysed data were collected through focus group interviews with participants. The study focused on support systems available for STEM education in secondary schools and how the absence of the national framework affects its implementation. The study found that there were limited support systems for STEM education as some schools did not have adequate facilities and equipment such as science laboratories, apparatus, science consumables, computer laboratories, computer hardware and software among others. It came out from the study that the absence of national framework had negative effect on the implementation of STEM education in secondary schools. The study concluded that though the secondary schools experienced constraints in implementing STEM education there were noticeable pockets of good practices in some schools, for example, learners graduating with competences for life skills. The study recommended that the schools should engage stakeholders for support in provision of required resources. The Ministry of Primary and Secondary Education should expedite the development of a national framework for the effective implementation of STEM education.
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    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.