Papers by Tawanda Chinengundu
Innovation of Vocational Technology Education, 2024
Educational Technology became vital in the teaching and learning process, particularly during the... more Educational Technology became vital in the teaching and learning process, particularly during the Covid-19 era. However, a host of challenges associated with the integration of ET in the teaching and learning process were unearthed. This study sought to establish the extent to which Educational Technology was integrated into the teaching and learning of Design-based subjects at the diploma level during the COVID-19 pandemic and to explore strategies that can be adopted to improve the quality of teaching and learning in teacher education in times of crises. The study employed a qualitative approach methodology utilising a case study research design. A sample of five lecturers and twenty students was purposively selected. Data were analysed thematically. Results revealed that lecturers have adequate content knowledge about the design-based subjects which they teach but do not have sufficient technological and pedagogical knowledge. The study recommends in-service training of lecturers to effectively use educational technology in teaching processes.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2024
The study evaluated the implementation of the Competency-Based Curriculum (CBC) in Building
Tech... more The study evaluated the implementation of the Competency-Based Curriculum (CBC) in Building
Technology and Design (BTD) in secondary teachers’ colleges which is expected to play a significant role in
BTD in producing graduate teachers who can apply proficiency and expertise to the real world of work. The
research was motivated by research that revealed mixed feelings about CBC implementation in teachers’
colleges. The objectives focused on the challenges faced regarding implementing CBC in BTD, and
strategies in the progressing curriculum to improve its implementation process. The study was based on the
CIPP (Context, Input, Process, and Product) evaluation model. A qualitative case study approach was used
to gather the stakeholders’ perceptions. Research participants were selected using purposive sampling.
Interview schedules and focus groups were used in collecting data. The most significant finding of this study
is that CBC was partially implemented in teachers’ colleges. However, several impediments were discovered
to beset the CBC implementation processes emanating from institutional, infrastructural, and policy issues,
and other associated barriers. Based on these findings, the study recommends the harmonisation of college
and secondary school curricula, conducting staff retraining workshops, the introduction of an internship
programme for both lecturers and student teachers to construction companies, and the provision of adequate
resources for CBC implementation. Additional policy and practice recommendations are also proposed as
possible corrective measures.
Keywords: Competence-Based Curriculum, Building Technology and Design, Internship, Harmonised curriculum
This study collects data on inclusive education practices within Technical Vocational Education a... more This study collects data on inclusive education practices within Technical Vocational Education and
Training (TVET) institutions across Botswana, South Africa, and Thailand. Utilising a systematic
review methodology, the research examines international policies, government reports, and peerreviewed journal articles relevant to inclusive education in the TVET sector. The objective is to
present an overview of current practices, policies, and guidelines, assess the provision of inclusive
facilities and amenities in these institutions, and identify the challenges encountered. Despite inclusive
education policies in the three countries, the TVET sector continues to inadequately address the
diverse inclusive needs of students and other stakeholders. TVET facilities in these nations remain
systemically segregated, thereby excluding individuals with special needs. The literature indicates that
effective inclusive practices depend more on the institutional implementation of inclusive processes
than students' abilities. The findings reveal gaps in both policy and practice, highlighting that many
TVET teachers lack training in inclusive education pedagogies. Furthermore, there are inadequate
funding mechanisms to modernise existing infrastructure, acquire specialised equipment for
laboratory work, and support inclusive pedagogies and assessments. Leaders within TVET institutions
must recognise the exclusionary barriers faced by individuals and develop solutions to overcome these
obstacles.
Simulated Work-Based Learning in Technical and Vocational Education and Training
Advances in Educational Technologies and Instructional Design, 2022
The chapter brings to light innovations in teaching and learning in technical and vocational educ... more The chapter brings to light innovations in teaching and learning in technical and vocational education and training (TVET) in the form of simulated work-based learning. The study enriches our understanding of the holistic nature of simulated based learning in TVET, highlighting benefits, problems of using simulation, and the enhancement of the use of simulation-based learning as an alternative or a complementary pedagogy in TVET. The methodology involved the use of secondary data in the form of literature on simulated work-based learning. Research on simulation is reviewed, and points about its effectiveness as it relates to teaching practical skills in TVET are cited. While the discussion cautions the limitations of simulation in teaching practical skills, it advocates the empowerment of the lecturers and learners in digital skills. Suggestions on engaging all stakeholders in TVET for the adoption of the innovation are proposed to strengthen the resilience and responsiveness of TVE...
Four Strategies for Blended Learning in TVET
New Models for Technical and Vocational Education and Training, 2021
The sudden outbreak of a deadly disease called COVID-19 caused by a coronavirus shook the entire ... more The sudden outbreak of a deadly disease called COVID-19 caused by a coronavirus shook the entire world and was declared a pandemic. This situation forced lecturers to shift to online mode of teaching. The chapter sought to determine the benefits of blended learning in TVET and establish good practices of its implementation in other countries during pandemics. The challenges in implementing blended learning were determined. Finally, four strategies for blended learning in TVET from a South African post-pandemic perspective were proposed. The systematic literature review revealed that blended learning has to be embraced as the new normal mode of teaching post-pandemic. It was established that for a smooth transition from face-to-face to online learning careful planning, preparation, adaptation, and an appropriate learning space are required. Specific interventions to integrate blended learning principles in programme design and to train TVET lecturers and students in using digital tec...
The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in... more The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human s...
Teaching Practicum Assessment Procedures Adopted by Primary Teachers’ Colleges during COVID-19 pandemic era in Zimbabwe
Reimagining African Teacher Education through Distance for a Post-Pandemic Future
The advent of COVID-19 caused massive disruptions to Teaching Practicum (TP) continuity and sched... more The advent of COVID-19 caused massive disruptions to Teaching Practicum (TP) continuity and scheduled assessment activities. This study investigated the assessment tools and procedures adopted by Primary Teachers' colleges in Masvingo province during the COVID-19 pandemic in Zimbabwe. The transformative learning theory underpinned this study. A quantitative research design was used and data was gathered using online questionnaires with both closed and open-ended items. The items solicited information on how colleges transformed assessment tools and procedures during the pandemic for continuity of learning by teacher trainees. Non-probability purposive sampling was used to select respondents. There were 14 respondents, amongst them 13 primary teacher training lecturers and one TP coordinator. Findings indicated that TP assessment strategies did not change from physical lesson observations instead, TP assessments stopped at the peak of the pandemic since schools that host teacher ...
Online teaching of TVET courses: an analysis of Botswana private tertiary education providers' responsiveness to the COVID-19 pandemic learning disruptions
TVET@Asia, 2021
With the spread of COVID-19, education and training institutions around the world have moved towa... more With the spread of COVID-19, education and training institutions around the world have moved towards online instruction to ensure the continuity of learning for students at a distance. Transition to an online environment poses special challenges in the delivery of TVET courses, which involve the development of hands-on skills as well as theoretical learning. The transition poses further challenges for developing countries in terms of the preparedness of training systems and the availability of digital technologies for online teaching. This paper presents the findings of research concerning the readiness and prevalence of Botswana Private Tertiary Education Providers (BAPTEP) for using online teaching platforms during the COVID-19 pandemic. A quantitative research design was used to gather data from a purposive sample of 119 participants from 4 BAPTEP colleges, comprising 18 TVET lecturers and 101 TVET students. Online questionnaires containing both closed-ended and open-ended questions were used, both to respect social distancing requirements and to obtain responses quickly. Descriptive statistics were then used to analyse and present the results, which exposed significant gaps in the preparedness of institutions, lecturers and students. Most BAPTEP institutions were not prepared in terms of having e-learning platforms in place, whilst most lecturers lacked preparation and training in using the online platforms to deliver emergency remote teaching. The results also revealed that many students encountered challenges to engaging in e-learning owing to lack of internet connectivity, lack of a computer or laptop, and inadequate training in the use of their college's online learning platform. Based on the findings, the paper makes recommendations for supporting the transition to online teaching of TVET courses in Botswana.
Professional Development for Educators in Singapore, South Africa, and Zimbabwe
Global Perspectives on Teacher Performance Improvement, 2022
Teacher professional learning is an integral component to support the increasingly complex skills... more Teacher professional learning is an integral component to support the increasingly complex skills learners need in order to succeed in the 21st century. The purpose of this chapter is to compare teacher professional development in Singapore, South Africa, and Zimbabwe and identify gaps and share good practices between the countries to help teachers learn and refine instructional strategies. Continuous professional teacher development, which is managed by the South African Council of Educators, is a system that encourages educators to grow professionally. Zimbabwe has mainly relied on cascaded professional development workshops. However, critics of this model of professional development argue that this model often has no meaningful impact on classroom practice. In Singapore, most professional development is subject specific and provides teachers with opportunities for networked learning, collegial sharing, and collaboration. From the findings, the recommendation is that there is need...
Comparing Vocational Skills Development and Workplace Learning in Botswana, South Africa, and Zimbabwe, Which Way to Go?
New Models for Technical and Vocational Education and Training, 2021
Provision of vocational skills development (VSD) and workplace learning (WPL) have become paramou... more Provision of vocational skills development (VSD) and workplace learning (WPL) have become paramount in solving socio-economic problems of learner skills-job mismatch, inequality, access, unemployment, and poverty. Workplace learning enhances smooth transition from school to the world of work. The chapter compares vocational skills development and workplace learning provision in Botswana, South Africa, and Zimbabwe. Literature study indicates that the three countries have different models of VSD and policies but have a common vision of imparting skills that can be used for personal and national economic gains. To achieve quality training standards, quality assurance bodies are in place in the three countries responsible to oversee training standards and regulating practices. This is done through registration and accreditation of training institutions, workplaces, programmes, assessors, and moderators and assessment processes up to certification of successful learners. Based on the li...
Examining Assessment Tools and Procedures for Work-Based Learning in Pandemic Times
Handbook of Research on Future of Work and Education, 2022
The COVID-19 pandemic disrupted the continuity to technical and vocational education and training... more The COVID-19 pandemic disrupted the continuity to technical and vocational education and training (TVET) training activities and assessment thereby affecting and/or threatening the completions dates for many learners. Several institutions must revisit their assessment methods and tools for work-based learning during such pandemics. This study investigated the innovative assessment methods adopted by private TVET institutions to assess work-based learning during the pandemic. A quantitative research design was used to gather data using online questionnaires. Online questionnaires were used to effect social distancing and getting instant feedback. Purposive sampling was used to select research participants amongst TVET lecturers and attachment coordinators in private TVET colleges. Descriptive statistics were used to present research results using quantitative analysis and descriptions for clarifications. Findings indicated that assessment of practical skills virtually remains a chall...
Enhancing Global Citizenship Through TVET in Zimbabwe
Advances in Educational Technologies and Instructional Design, 2022
Several nations include technical and vocational education and training curricula in general educ... more Several nations include technical and vocational education and training curricula in general education as a vehicle to promote economic and human capital development, eradicate poverty, unemployment, and inequality. This chapter analyzed TVET provision in Zimbabwe and its role in enhancing global citizenship among students through literature study of education evaluation reports, policy documents, and current research papers. Literature study indicated that the current TVET in Zimbabwe is blamed for a local learner skills-job mismatch and lack of specific emphasis on addressing global citizenship. The chapter argues that TVET in Zimbabwe should improve on enhancing global citizenship education for global labor participation of the graduates. More should be done to equip students with responsive skills compatible with modern technologies embracing the fourth industrial revolution. TVET curricula need to inculcate entrepreneurial and soft skills to produce socially relevant graduates ...
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Papers by Tawanda Chinengundu
Technology and Design (BTD) in secondary teachers’ colleges which is expected to play a significant role in
BTD in producing graduate teachers who can apply proficiency and expertise to the real world of work. The
research was motivated by research that revealed mixed feelings about CBC implementation in teachers’
colleges. The objectives focused on the challenges faced regarding implementing CBC in BTD, and
strategies in the progressing curriculum to improve its implementation process. The study was based on the
CIPP (Context, Input, Process, and Product) evaluation model. A qualitative case study approach was used
to gather the stakeholders’ perceptions. Research participants were selected using purposive sampling.
Interview schedules and focus groups were used in collecting data. The most significant finding of this study
is that CBC was partially implemented in teachers’ colleges. However, several impediments were discovered
to beset the CBC implementation processes emanating from institutional, infrastructural, and policy issues,
and other associated barriers. Based on these findings, the study recommends the harmonisation of college
and secondary school curricula, conducting staff retraining workshops, the introduction of an internship
programme for both lecturers and student teachers to construction companies, and the provision of adequate
resources for CBC implementation. Additional policy and practice recommendations are also proposed as
possible corrective measures.
Keywords: Competence-Based Curriculum, Building Technology and Design, Internship, Harmonised curriculum
Training (TVET) institutions across Botswana, South Africa, and Thailand. Utilising a systematic
review methodology, the research examines international policies, government reports, and peerreviewed journal articles relevant to inclusive education in the TVET sector. The objective is to
present an overview of current practices, policies, and guidelines, assess the provision of inclusive
facilities and amenities in these institutions, and identify the challenges encountered. Despite inclusive
education policies in the three countries, the TVET sector continues to inadequately address the
diverse inclusive needs of students and other stakeholders. TVET facilities in these nations remain
systemically segregated, thereby excluding individuals with special needs. The literature indicates that
effective inclusive practices depend more on the institutional implementation of inclusive processes
than students' abilities. The findings reveal gaps in both policy and practice, highlighting that many
TVET teachers lack training in inclusive education pedagogies. Furthermore, there are inadequate
funding mechanisms to modernise existing infrastructure, acquire specialised equipment for
laboratory work, and support inclusive pedagogies and assessments. Leaders within TVET institutions
must recognise the exclusionary barriers faced by individuals and develop solutions to overcome these
obstacles.