Zobrazeno 1 - 10
of 19
pro vyhledávání: '"Pfuurai Chimbunde"'
Publikováno v:
Interdisciplinary Journal of Education Research, Vol 6, Pp 1-15 (2024)
The present study examined the understanding of Professional Learning Communities (PLCs) among history teachers in South Africa. The research focused on a sample of 10 teachers from five schools in the UMgungundlovu District in KwaZulu-Natal. Drawing
Externí odkaz:
https://doaj.org/article/fc8d98d9115b48adadcc95124d04c5d3
Publikováno v:
E-Journal of Humanities, Arts and Social Sciences, Vol 4, Iss 12, Pp 105-115 (2023)
Gender inequality in sub-Saharan Africa has historically been pronounced in all spheres of life. To plug that, educationists have tried to engage with local contexts to bring girls into the education system. In light of this worrisome trend, this pap
Externí odkaz:
https://doaj.org/article/5af3ffe673754a73a9a7c1ca5383c160
Autor:
Pfuurai Chimbunde
Publikováno v:
HTS Teologiese Studies/Theological Studies, Vol 79, Iss 3, Pp e1-e7 (2023)
This article employs content analysis to explore lessons that can be drawn from the Global North to confront sexual harassment in higher education (HE) in Africa and Zimbabwe in particular. The slow progress in both the formulation and implementation
Externí odkaz:
https://doaj.org/article/3f4f6a3cbd614820b6e50f465007ee43
Autor:
Pfuurai Chimbunde
Publikováno v:
Journal of Research in Higher Education, Vol 5, Iss 1, Pp 70-95 (2021)
Globally, the need to mitigate the spread of Covid-19 had rendered the traditional face-to-face educational delivery systems of Higher Education (HE) irrelevant. In light of that, institutions of HE had abruptly introduced online teaching platforms a
Externí odkaz:
https://doaj.org/article/93af66bbf130487881e35efa4453fe69
Publikováno v:
South African Journal of Education, Vol 41, Iss Suppl. 2, Pp S1-S10 (2021)
The impromptu launch of the 2015 to 2022 Zimbabwean social studies curriculum invited vilifications and public outcries from parents, teachers and other key stakeholders professing numerous challenges. In this article, we report on the teachers’ re
Externí odkaz:
https://doaj.org/article/f5a7f5435ff14cbaac142ae249076c59
Autor:
Pfuurai Chimbunde
Publikováno v:
Journal of Contemporary Issues in Education, Vol 16, Iss 1 (2021)
While the Land Reform Programme (LRP) in 2000 and beyond was camouflaged as a distributive justice schema aimed to better the socio-economic status of the Indigenous people in Zimbabwe, it precipitated educational injustices for students arising from
Externí odkaz:
https://doaj.org/article/4909d00ba91b4e6c90a16b3c3c8ab752
Publikováno v:
Perspectives in Education, Vol 39, Iss 1 (2021)
Following the closure of educational institutions, after the outbreak of COVID-19 in December 2019, even though grossly unprepared, universities sent their students home and adopted the online teaching approach to continue with the education of their
Externí odkaz:
https://doaj.org/article/06f9a16406844a169336eeeb365e477b
Publikováno v:
Perspectives in Education, Vol 38, Iss 1 (2020)
The New 2015-2022 Zimbabwean curriculum in which Social Studies is engrained was driven by the need among others to transform the Zimbabweans’ demeanour and etiquette by employing Ubuntu as its philosophical base. Through the Ubuntu lens, this qual
Externí odkaz:
https://doaj.org/article/605bc71bd2ce46b3b041434350e21e7a
Autor:
Pfuurai Chimbunde
Publikováno v:
African Identities. :1-15
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6c145a7e2408b3b48de7b667cde82308
https://doi.org/10.1080/14725843.2023.2207762
https://doi.org/10.1080/14725843.2023.2207762
Autor:
PFUURAI CHIMBUNDE
Publikováno v:
Educational technology research and development. 71:753-766
While the outbreak of COVID-19 in December 2019 threatened educational activities in Higher Education globally, it renewed the interest in online learning and teaching in developing countries. To frame our understanding, we employed the Technological
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a2bdc0c386b03707591afcd8f040c513
https://doi.org/10.1007/s11423-022-10163-3
https://doi.org/10.1007/s11423-022-10163-3