Browsing by Author "Phuthi, N."

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    Academic staff development strategies in engineering fields of study: case study of Zimbabwe
    (2013-06) Mhlanga, S.; Matope, S.; Mugwagwa, L.; Phuthi, N.; Moyo, V. S.
    Higher education is the basic instrument of economic growth and technological advancement in any society. The economic meltdown in Zimbabwe which climaxed 2008 with an inflation level of 231million % exacerbated the brain drain. After the economic meltdown, Zimbabwe is in the process of rebuilding the quality of staff and the staffing levels in its higher education institutions. The challenge has been the decision on the mode of study: whether to go via taught masters or master's by research; where to allow the faculty members to study: in the region, or beyond; on a fulltime or on a part-time basis or on a split-site basis. These challenges have been due to the need to have a quick but quality programme of staff development, while maximising on the resources available for staff development. A survey was undertaken of the engineering related departments in Zimbabwe universities focusing on the existing staffing levels, their qualifications, current numbers undergoing study and their levels. The challenges faced by each institution from the administrative side and from the staff side are summarised. Recommendations on staff development strategies are given in conclusion.
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    Foundations of Academic Accreditation: The Role of Institutional Research in Supporting Quality Assurance Efforts
    (IGI Global Scientific Publishing, 2025) Chasokela, D.; Moyo, M.; Phuthi, N.
    Institutional research (IR) is an essential component of quality assurance in higher education and plays a key role in academic accreditation processes. This book chapter explores the foundations of academic accreditation and the role of IR in supporting quality assurance efforts. It covers topics such as the purpose of accreditation, the accreditation process, the role of IR in accreditation, and the challenges and opportunities for IR in the context of accreditation. The chapter will be useful for Institutional Research professionals, administrators, and faculty members who are involved in the accreditation process. The purpose of this book chapter is to provide an overview of the foundations of academic accreditation and the role of IR in supporting quality assurance efforts. The chapter begins by exploring the purpose of accreditation, including a discussion of the key organizations and standards.
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    Issue-Based Learning and Transformative Pedagogies: Zimbabwe
    (2023) Sibanda, L.; Phuthi, N.
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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.