DSpace 9

This site is running DSpace 9. For more information, see the DSpace 9 Release Notes.

DSpace is the world leading open source repository platform that enables organisations to:

easily ingest documents, audio, video, datasets and their corresponding Dublin Core metadata
open up this content to local and global audiences, thanks to the OAI-PMH interface and Google Scholar optimizations
issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI

Join an international community of leading institutions using DSpace.

The test user accounts below have their password set to the name of this software in lowercase.

Demo Site Administrator = dspacedemo+admin@gmail.com
Demo Community Administrator = dspacedemo+commadmin@gmail.com
Demo Collection Administrator = dspacedemo+colladmin@gmail.com
Demo Submitter = dspacedemo+submit@gmail.com

Photo by @inspiredimages

Communities in DSpace

Select a community to browse its collections.

Now showing 1 - 5 of 11

Applied Science
Faculty of Applied Science
Built Environment
Faculty of the Built Environment
Business and Economic Sciences
Faculty of Business and Economic Sciences
Communication and Information Science
Faculty of Communication and Information Science
Engineering
Faculty of Engineering

Recent Submissions

INTEGRATING ETHNOMATHEMATICS IN THE TEACHING AND LEARNING OF GEOMETRIC TRANSFORMATIONS IN BULAWAYO URBAN SECONDARY SCHOOLS IN ZIMBABWE
(University of South Africa, 2025-04) M. Nhlanhla
In 2017, Zimbabwe started implementing the new mathematics curriculum framework which prescribes mathematics teachers to integrate ethnomathematics into their teaching. The new mathematics curriculum framework is characterised by a paradigm shift towards recognising Indigenous Knowledge in Mathematics instruction. Existing literature indicates that many secondary school mathematics teachers experience difficulties in integrating ethnomathematics into their teaching. There is limited or no integration of ethnomathematics in secondary school mathematics teaching. This can be attributed, inter alia, to the lack of an explicit guideline in the mathematics syllabus on how teachers can effectively integrate ethnomathematics into their teaching. Additionally, it may be due to the lack of training of teachers in the ethnomathematics teaching approach as highlighted by various researchers. Against this background, this study explored ethnomathematics integration in the teaching and learning of geometric transformations in Bulawayo urban secondary schools in Zimbabwe. The study was informed by the four interrelated theories: sociocultural theory, situated learning theory, border crossing, and collateral learning theory. The qualitative research approach anchored in an interpretive paradigm was employed to address the research problem. The study employed a multiple case study comprising three secondary schools in Bulawayo urban. A sample of six in-service mathematics teachers was purposively selected based on their teaching experience and their period of residence in Bulawayo Urban. A pilot study was conducted to validate the data generation instruments as well as to ascertain the feasibility of the study. The data were collected in six distinct phases using questionnaires, semi-structured interviews, focus group discussions, field observations, and classroom observations. The study developed an Ethnomathematics Integration Guideline, which was implemented during the intervention teaching programme which took eight weeks. Data were analysed using thematic content analysis with the help of ATLAS.ti 23 data analysis software and five themes were generated. The study found that the participants had inadequate knowledge for integrating ethnomathematics and this was corroborated by the findings from the literature review. The study identified seven common Bulawayo urban community ethnomathematics practices that could be integrated into the teaching and learning of geometric transformations. These were perimeter wall decorations, floor tiling designs, indigenous games, clothe embroidery and cultural attire, cultural artefacts, steel gate designs, and pavement designs. In addition, the participants suggested some strategies for integrating ethnomathematics into the teaching of geometric transformations. The findings showed that the developed Ethnomathematics Integration Guideline greatly assisted the participants in integrating ethnomathematics into their lessons during the intervention teaching programme. Considering the findings of this study, the researcher recommends the integration of ethnomathematics practices into the instruction of geometric transformations, as one way to address the problem of learning difficulties in the topic. This study assumes that meaningful learning of mathematics starts with familiar mathematical practices found in the learner’s sociocultural environment. Additionally, the study recommends in-service training for teachers to empower them with the necessary knowledge and skills to effectively integrate ethnomathematics in their teaching. The study recommends that further studies be done to explore learners’ experiences in integrating ethnomathematics. The study concludes that there are several ethnomathematics practices found in the Bulawayo urban community that can be integrated into the teaching and learning of geometric transformations.
An Empirical Exploration of the Central Human Functional Capabilities of People Living in Informal Settlements in the Context of Poverty Eradication
(Journal of Asian and African Studies, 2025) Ndlovu, T.; Ncube, A; Ndlovu, T.
While many researchers and policymakers use the capability approach to evaluate well-being, its application in the context of informal settlements remains limited. This study thus seeks to examine how people in informal settlements value central human functional capabilities, with a focus on poverty reduction. A critical realist paradigm and a multi-case study design were adopted to explore four informal settlements in Bulawayo, Zimbabwe. Data were collected through a digitalised semi-structured household questionnaire administered to 243 conveniently sampled informal settlement households, alongside four focus group discussions with informal community leaders and eight key informant interviews with government and NGO representatives. Quantitative data were analysed using SPSS version 17, and the qualitative data were analysed through thematic analysis. Abduction, retroduction and retrodiction were used for data interpretation and inference. Findings show that people living in informal settlements value all ten capabilities but not equally. Access to resources and the complex interplay of various conversion factors and social structures affect the attainment of capabilities. This study contributes to the literature on poverty reduction, demonstrating the utility of the capability approach in informal urban contexts. It also offers important insights for policy and practice in poverty reduction within informal settlements.
Midline evaluation training outcomes for primary care nurses on noncommunicable diseases in Hwange district
(International Journal of Noncommunicable Diseases, 2025-05-27) Munodawafa, D.; Thakur, J.S.; Goronga, L.; Nangia, R.
Background: Noncommunicable diseases (NCDs) are a growing global health concern, particularly in low-resource settings where access to screening tools, medications, and trained personnel is limited. In Zimbabwe, NCDs account for nearly 31% of total mortality, and primary care nurses (PCN) are critical to NCD prevention, surveillance, and management. This study evaluated the midline outcomes of a refresher training workshop for PCN in Hwange District. Materials and Methods: A cross-sectional descriptive study was conducted at a primary school in Hwange District, where healthcare professionals including a District Nursing Officer, a Primary Nurse Coordinator, and PCN were purposefully selected. Data were collected using Kobo Toolbox and supplemented by focus group discussions. Quantitative data were analyzed with IBM SPSS Statistics (v28. 0) and qualitative data underwent thematic analysis. Results: The training significantly improved self-perceived knowledge in NCD prevention and management. Participants reported high competency in areas such as unhealthy diet prevention (mean 2.71) and respiratory infection management (mean 2.64), whereas lower scores were noted in air pollution surveillance (mean 1.93) and cancer management (mean 1.79). Qualitative feedback highlighted the value of interactive learning and community engagement, despite persistent challenges in resource availability. Conclusion: The refresher training workshop markedly enhanced PCN’self-perceived competencies in managing NCDs in a resource-constrained setting. However, gaps in areas such as cancer management and air pollution surveillance persist, emphasizing the need for ongoing training and systemic investments. Future studies should employ longitudinal designs to assess the sustainability of these outcomes.
Piloting a research mentorship programme in a low-resource setting in Zimbabwe
(Journal of Public Health in Africa, 2025) Zhou, D.T.; Matyanga, C.M.; Madhombiro, M.; Kouamou, V.; Hove, P.K.; Muyambo, S.; Gori, E; Farirai, F.; Mukuwapasi, B.; Mudhluli, T.E.; Gwenzi, G.D.
Background Women continue to be underrepresented in science, technology, engineering, mathematics and medicine (STEMM), globally including in Africa and, indeed in Zimbabwe. The gender gap, absence of formal research mentorship and the male-dominated academic culture common among low- and middle-income countries makes scientific growth dire for Africa- and Zimbabwe-based female science researchers. Aim To address some of these challenges, a group of researchers (90% female) created the African Excellence in Research Initiative (AFRIESEARCHI) Zimbabwe Gender in STEMM Mentorship Programme. Setting Public universities and research institutions in Zimbabwe. Methods The team crafted a research mentorship curriculum, informed by stakeholder engagement and needs assessment, and piloted it from October 2021 to December 2022. Results The inaugural 12-month programme capacitated 30 members (80% female) with skills for research. The participants’ mean age was 42.5 (6.9) years, with minimum qualifications of Master’s degrees. Specifically, 5 (17%) members either registered for or graduated with doctoral degrees, 14 (50%) members completed visiting fellowships. Five individual projects were awarded grants all totalling over $300 000.00, while this mentorship project was shortlisted for the Free STEM Fund award (€50 000.00) for the 2022–2023 cycle. Half of shortlisted team members were selected for the competitive Zimbabwean Emerging Faculty Development Program. Almost 90% of participants were satisfied with their mentorship experience, although resources and time were needed. Conclusion Despite challenges, the team resolved the need to prioritise formalised research mentorship, within the Zimbabwe setting. Contribution Such efforts will enhance scientific growth for women (and indeed all academic researchers) in the sciences.
Multimorbidity and health system priorities in Zimbabwe: A participatory ethnographic study
(PLOS Global Public Health, 2025-03-17) Dixon, J.; Dhodho, E.; Mundoga, F.; Webb, K; Chimberengwa, P; Mhlanga, T.; Ndhlovu, C. E.
Multimorbidity, increasingly recognised as a global health challenge, has recently emerged on the health agendas of many countries experiencing rapid epidemiological change, including in Africa. Yet with its conceptual origins in the global North, its meaning and possible utility in African contexts remains abstract. This study drew together policymakers, public health practitioners, academics, health informaticians, health professionals, and people living with multimorbidity (PLWMM) in Zimbabwe to understand: What is the transformative potential and possible limitations of elevating multimorbidity as a priority in this setting? To bring these different perspectives into conversation, we used a participatory ethnographic design that involved a health facility survey, participant-observation, in-depth interviews, audio-visual diaries, and participatory workshops. We found that multimorbidity was new to many respondents but generally viewed as a meaningful and useful concept. It captured the increasingly complex health profile of Zimbabwe’s ageing population, foregrounded a range of challenges related to the ‘vertical’ organisation and uneven funding of different conditions, and revealed opportunities for integration across entrenched silos of knowledge and practice. However, with capacity and momentum to address multimorbidity concentrated within the HIV programme, there was concern that multimorbidity could itself become verticalized, undercutting its transformative potential. Participants agreed that responding to multimorbidity requires a decisive shift from vertical, disease-centred programming to restore the comprehensive primary care that undergirded Zimbabwe’s once-renowned health system. It also means building a policy-enabling environment that values generalist (as well as specialist) knowledge, ground-level experience, and inclusive stakeholder engagement. We conclude that the ‘learning’ health system represents a promising conceptual lens for unifying these imperatives, providing a tangible framework for how knowledge, policy, and practice synergise within more self-reliant, person-centred health systems able to respond to complex health challenges like multimorbidity.