Zobrazeno 1 - 9
of 9
pro vyhledávání: '"Francis Muchenje"'
Autor:
Joyce Fende, Francis Muchenje
Publikováno v:
Journal of African Education. 3:147-173
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9202b082503dc5a6fa4b53b4ed98ee2d
https://doi.org/10.31920/2633-2930/2022/v3n1a7
https://doi.org/10.31920/2633-2930/2022/v3n1a7
Autor:
Pedzisai Goronga, Francis Muchenje
Publikováno v:
Journal of African Education. 1:41-69
The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b6ef49215420024ebddfcea5fc176baf
https://doi.org/10.31920/2633-2930/2020/s1n3a3
https://doi.org/10.31920/2633-2930/2020/s1n3a3
Autor:
Wonder Muchabaiwa, Francis Muchenje
Publikováno v:
Alternation - Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1138730abd35b3d38c9f0271a22d91d3
https://doi.org/10.29086/2519-5476/2019/sp28.4a3
https://doi.org/10.29086/2519-5476/2019/sp28.4a3
Autor:
Prem Jotham Heeralal, Francis Muchenje
Publikováno v:
International Journal for Innovation Education and Research. 4:40-52
The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1bd95c96c10d1a24bc87f48125e9ef8e
https://doi.org/10.31686/ijier.vol4.iss10.597
https://doi.org/10.31686/ijier.vol4.iss10.597
Autor:
Prem Jotham Heeralal, Francis Muchenje
Publikováno v:
Journal of Social Sciences. 47:142-150
The study sought to explore teachers’ views on the accommodation of cultural diversity in curriculum instructional materials that are in current use in primary schools. This study was carried out i...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::20bb27e406b42658533fa9e9fcffaae7
https://doi.org/10.1080/09718923.2016.11893554
https://doi.org/10.1080/09718923.2016.11893554
Autor:
Francis Muchenje, Prem J. H. Heeralal
Publikováno v:
Journal of Social Sciences. 41:325-333
KEYWORDS Culture. Diversity. Sub-culture. Post-modernism. Desegregation. Multiracialism. Prejudice ABSTRACT The aim of the present paper is to explore teachers' perceptions on the implementation of multicultural education in Zimbabwean primary school
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3d5977d67ab916333089e56be7dc05d4
https://doi.org/10.1080/09718923.2014.11893367
https://doi.org/10.1080/09718923.2014.11893367
Autor:
Francis Muchenje
Publikováno v:
Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century ISBN: 9789463009621
The question of the relevance of the school curriculum has been a subject of contentious debate in a number of Sub-Saharan African (SSA) countries, and was even included in the 2000 Millennium Development Goals (MDGs), which were supposed to be fulfi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::906fe21269394e8740fa9b4680a5e568
https://doi.org/10.1007/978-94-6300-962-1_5
https://doi.org/10.1007/978-94-6300-962-1_5
Publikováno v:
African Indigenous Knowledge and the Sciences ISBN: 9789463005159
Indigenous knowledge systems (IKS) cover an array of fields from anatomy through astronomy to zoology. IKS have always provided the basis of decision making in different African communities. These knowledge systems are also embedded within specific c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::04ea5b9233a69c176fbeb9d48b22e027
https://doi.org/10.1007/978-94-6300-515-9_6
https://doi.org/10.1007/978-94-6300-515-9_6
Autor:
Beatrice Bondai, Francis Muchenje
Publikováno v:
Zimbabwe Journal of Educational Research; Vol 20, No 3 (2008)
The study sought to investigate the prevalence of the ‘classroom tuck shop’ phenomenon in Zimbabwean urban primary schools. The sample consisted of five school heads, fifty teachers, and one hundred pupils, all drawn from five urban schools in No
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d01f5e390289b38d00d1f4868519a2ab
https://www.ajol.info/index.php/zjer/article/view/44056
https://www.ajol.info/index.php/zjer/article/view/44056