Department of Applied Art , Design and Technology Education
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Department of Applied Art , Design and Technology Education
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- ItemQuality 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.
- ItemImplementing Science, Technology, Engineering and Mathematics Education: A Case of Four Single Sex Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe(2018) Ncube, P.; Sibanda, L.The purpose of the study was to examine the implementation of STEM education in Bulawayo Metropolitan Province single sex Secondary Schools. This study was qualitative in nature, guided by interpretivist paradigm, and used case study design. The population encompassed seven single sex secondary schools. Participants who included one district schools inspector, four school heads, four heads of departments, sixteen science teachers and forty learners were purposively sampled from four schools. Data were collected through face-to-face semistructured interviews and focus group discussions, coded and analysed thematically. The results of the study indicated that standard laboratories were available to facilitate the implementation of STEM education in single sex secondary schools. The study further revealed that most of the teachers who taught STEM subjects had relevant qualifications and used various methods to encourage learner participation in STEM education. Additionally, the study established that learners were actively involved in science exhibitions and olympiads which gave learners hands-on experience in STEM subjects. It also emerged from the findings that some female learners are highly confident in taking up STEM subjects and are not afraid to compete against their male counterparts. However, the findings of the study revealed that the implementation of STEM education in single sex schools was constrained by lack of well-equipped science laboratories, lack of financial resources to purchase learning materials, especially chemicals, large class sizes, negative attitude towards STEM subjects by some learners, and limited parental involvement in their children’s learning. The study concluded that single sex schools created an enabling environment for learner engagement and afforded both male and female learners equal access to STEM education despite the challenges encountered. The study recommends that the Ministry of Primary and Secondary Education should expedite the construction of well-equipped laboratories and provision of material and financial resources.
- ItemIntegrating 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.
- ItemProfessional Development, a Major Strategy for Higher Education Student Success, Experiences from a University in Zimbabwe.(Zimbabwe Journal of Science & Technology, 2015) Shava, George, N.In the academic circuit, Professional Development (PD) has proved a vital source for quality and success in teaching and learning in Universities. PD provides academics with job satisfaction and in the process helping to build better universities with competent lecturers. The key personnel in universities who play an important role to bring about transformation and quality products are the lecturers. The academic staff is a crucial element in any university educational program. Academic staff is mainly responsible for the implementation of all educational processes in a university set up. Effective PD in universities has become more crucial in this rapidly changing teaching and learning environments. Significant PD is required in universities to provide academics with the skills to use current methods and will enhance their pedagogical skills. The development of pedagogical skills in university academics in Zimbabwe and the entire Sub Sahara region cannot be addressed simply by running workshops at university level, more sophisticated integrated models like PD are most appropriate. PD is therefore imperative for the currency and relevance of a professional teaching force and in turn the quality of programs delivered in the university. The changing context of higher education in Zimbabwe and Africa as a whole presents new challenges for academics which should be addressed through effective PD. Consequently the goal of this study was to explore challenges faced by university academics in their participation in PD at a university in Zimbabwe which is currently offering a Post Graduate Diploma in Higher Education (PGDHE) to higher education academic staff. The program for PD at the university covered by this study seeks to enhance the professional skills set as well as the overall experiences that can position academics for greater academic success in teaching, research and community services. The qualitative study which was framed within a Realist philosophy of culture, structure and agency by Roy Bhaskar and Margaret Archer was used. In this article I argue that academics in universities are overwhelmed by the demands of PD innovations which are also associated with university quality assurance processes but they face challenges in participating in the programs.
- ItemEducational leadership and learner achievement: contemporary issues(National University of Science and Technology, 2015) Shava, George, N.The context of school leadership in Africa has been changing, which is reflected particularly in numerous past and ongoing educational reforms and school restructuring movements. At the macro level, the main trend of educational reforms include re-establishment of new national vision and new educational aims for schools, restructuring educational systems at different levels for new educational aims and market driving, privatizing, cost sharing, greater self management and self governance and diversifying school education throughout the world. At the meso level, there is increased parental and community involvement in school leadership. At the school site level, the major trends consist of ensuring educational quality, standards and accountability. At the operational level, the main trends include the use of Information and Technology (ICT) in learning and teaching and applying new technologies in management, and making a paradigm shift in learning, teaching and assessment. This paper examines educational leadership and learner achievement in schools. In this article I argue that, in many parts of the world, including both developed and developing countries, there is increasing recognition that schools require effective leadership schools are to provide the best possible education for learners. I conclude that the combined direct and indirect effects of school leadership on learner achievement may be small but educationally significant.