The Dyke

Bridging competency and context: Integrating cross cutting themes in mathematics education

2025-07-08T17:58:14+00:00

The study explores the integration of cross-cutting themes in the teaching and learning of mathematics in Zimbabwean secondary schools. Informed by the philosophy of Education 5.0 and the heritage-based curriculum, the research investigates current pedagogical practices, challenges encountered by teachers and learners, and the role of school leadership in facilitating integration. A qualitative case study design was employed, using interviews, classroom observations, and document analysis to collect data from mathematics teachers, heads of departments, and school administrators. The findings indicate growing awareness among educators of the importance of themes such as environmental sustainability, gender equality, and ICT in mathematics education. However, integration remains inconsistent and often superficial. Teachers reported limited training opportunities, inadequate teaching resources, and insufficient institutional support as key barriers. Students demonstrated positive engagement when cross-cutting themes were contextualised and linked to reallife experiences, although curriculum rigidity and exam-focused instruction limited broader exploration. The study recommends targeted professional development to enhance teacher capacity for integrating cross-cutting themes into mathematics lessons. It also calls for clearer school-level policies, resource provision, and structured support systems. Collaboration among teachers, reflective practice, and continuous monitoring are emphasised as strategies for improving classroom implementation.

Supporting Innovation and Industrialisation that Begin in Early Childhood and Extend to the Future

2025-07-08T15:07:17+00:00

This study explores the role of early childhood education in supporting innovation and industrialisation, with a focus on how these competencies can be nurtured from an early age and sustained into the future. Anchored in the Philosophy for Children (P4C) framework, the research examines how early learning experiences shape creativity, problem-solving, and self-reliance which are critical skills for future innovation and industrial development. Using a qualitative case study of Murewa district in Mashonaland east province of Zimbabwe, data was collected through in-depth interviews and observations. The study population included Early Childhood Development (ECD) learners, teachers, teachers in charge (TIC), and school heads. Simple random and purposive sampling techniques were used to select participants, ensuring broad representation and the inclusion of key informants with relevant experience and insights. Findings reveal that despite limited resources, there are promising where children engage in hands-on activities which lay a strong foundation for innovation and industrial skills. Fostering a culture of innovation from an early age significantly impacts children’s cognitive and social development. The study’s insights contribute to the development of policies and practices that promote innovation and industrialization in early childhood education, ultimately shaping the future of young learners in Murewa District and beyond.

Digitalising Higher Education: ICT skills and teacher capacitation for sustainability in Zimbabwean universities

2025-07-14T21:15:31+00:00

In today’s digital age, the use of Information and Communication Technology (ICT) in education is becoming increasingly important. The incorporation of ICT in education has the potential to change teaching and learning processes, increase access to education, and provide learners with skills needed to flourish in a digital world (UNICEF, 2020). However, for ICT to have a real impact on education, teachers must be trained in how to utilize ICT successfully as there has not been much capacity building programs to empower teachers in this area. Teacher capacitation is the process of preparing and assisting teachers to utilize ICT in education effectively and it is critical for the long-term integration of ICT in education (Jansen, 2023; Thulo,2024). To effectively integrate technology into their teaching and learning activities, teachers must have a variety of ICT abilities. These ICT abilities are divided into two categories: basic and advanced ICT skills. Basic ICT skills are essential for instructors to perform administrative chores, develop digital content, and access digital resources. Advanced ICT skills, on the other hand, are more complicated skills needed by instructors to create engaging and dynamic learning experiences (UNESCO, 2019). Teachers must be trained in curriculum integration, pedagogical practices, technical skills, and digital citizenship in order to accomplish long-term integration. The incorporation of ICT into education provides an opportunity to decolonize education in Africa by promoting fairness, peace, innovation, industrialization, and sustainability (Mazrui, 2003). Using a qualitative method and a case study approach incorporating semi-structured interviews, questionnaires, and classroom observations, this paper examined in depth the importance of ICT skills and teacher capacity for educational sustainability. A random sampling technique was adopted, with lecturers and students from the Midlands State University in Zimbabwe. The study included ten lecturers and twenty University students. Data was analysed using thematic analysis.

Decolonising the teaching of weather and climate-related disasters through secondary school Geography: Lessons from Zimbabwe

2025-07-07T03:22:47+00:00

This paper explores how education on weather and climate-related disasters can be made more relevant to indigenous communities in Zimbabwe by moving beyond the prevailing Western pedagogical framework. This reorientation is critical, as the majority of hazards and resultant disasters affecting Zimbabwe are climate-related. Consequently, effective disaster prediction, adaptation, and mitigation are essential components of education. The study addresses four key research questions: (1) What is the role of Indigenous Knowledge Systems (IKS) within scientific discourse? (2) How is indigenous knowledge incorporated into official geography syllabuses? (3) To what extent is indigenous knowledge applicable to the explanation of geographical phenomena, particularly those linked to weather and climate disasters? (4) How can indigenous knowledge be meaningfully integrated into the Zimbabwean geography curriculum? The paper recommends the infusion of IKS into the curriculum and advocates for the dissemination of such knowledge from schools to communities through the Outcome Mapping (OM) strategy. This approach aligns with Zimbabwe’s broader objective of establishing a relevant, heritage-based education system.

Textile technology for innovation in Zimbabwean teacher education

2025-07-08T18:39:41+00:00

The textile technology curriculum in Zimbabwe’s primary teacher education system emphasises technical outcomes with the potential to drive innovation and industrialisation. However, the limited application of signature pedagogies has constrained student teachers’ opportunities to develop the innovative thinking and transversal competencies necessary to advance the goals of Education 5.0 and the national Vision 2030. Grounded in constructivist learning theory, which values contextual knowledge construction, active engagement, and social interaction, this qualitative narrative inquiry explored how immersion in a curriculum shaped by signature pedagogies could empower teacher educators and student teachers to lead transformative reforms in higher and tertiary education. Data were collected through interviews, focus group discussions, and document analysis from a purposive sample comprising 25 student teachers and five teacher educators. The findings indicate that, while the TT curriculum possesses inherent strengths for promoting innovation and industrialisation, prevailing theory-based assessment practices undermine the development of practical and creative competencies. The study highlights the urgent need to reorient teacher education through the adoption of innovative teaching strategies, competency-based assessment models, and stronger linkages with industry. It recommends a more integrated approach that balances technical proficiency with the cultivation of transversal skills and creative problem-solving. Additionally, the introduction of alternative certification for discrete skill sets is proposed to complement the teacher education diploma. Strengthening collaboration with industry is also deemed critical for improving access to modern resources and technologies, currently identified as key barriers to curriculum transformation.

Re-evaluating Zimbabwe’s Heritage-Based Education 5.0: Toward a transformative and emancipatory pedagogy

2024-06-26T21:47:06+00:00

Zimbabwe’s education system has struggled to adapt sustainably to the complex demands of the twenty-first century, prompting the implementation of multiple curriculum reforms. This study examines the Heritage-Based Education 5.0, a de-colonial initiative aimed at reconfiguring the national education framework to foster creativity, critical thinking, problemsolving, and collaboration within universities and colleges. By interrogating its underlying principles, philosophical foundations, and practical applications, the research assesses its potential to support prosperity and sustainable development. Central to the analysis is the question of whether the post-independence emphasis on a romanticised, simplistic return to tradition can effectively catalyse innovation and industrialisation within contemporary institutions still operating largely within Western paradigms of knowledge production. Employing a mixed-methods approach, comprising interviews, observations, and secondary data review, the findings reveal that while Heritage-Based Education 5.0 aims to dismantle colonial legacies and embed indigenous cultural heritage, indigenous knowledge systems remain marginalised. The study concludes that indigenous values and religious cultures are insufficiently harnessed, limiting the alignment of national education, innovation, science, and technology development with broader developmental goals.