Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.

The study explores the accuracy, misconceptions and opinions about global warming which is held by Great Zimbabwe University community on the causes, impacts and measures to alleviate global warming. A case study approach was carried out with questionnaires distributed to different groups within the University community. Stratified sampling was used to cater for the various groups. The sample population from each sub group was selected using random sampling in order to ensure a representative sample. The research showed that, all the students were aware of global warming unlike the staff. The students exhibited more knowledge on the causes, consequences and measures to curtail global warming. The staff required more information on global warming. Students followed more closely and cheaper sources of information on global warming than the staff. The study recommended workshops, seminars and paper presentations in order to increase the University awareness on global warming. The University curriculum should entail modules on global warming and climate variability.

ABSTRACT

No abstract

The purpose of the study was to examine the strengths and weaknesses of the current traditional marking and explore possibilities and challenges of introducing conveyor belt marking at Great Zimbabwe University. Individual interviews were carried out for students enrolled in the Bachelor of Education Programmes. Lecturers who have been involved in conveyor belt marking were purposefully sampled to answer questionnaires. There are possibilities of introducing belt marking at the Institution. Students were more supportive of using belt marking unlike the Lecturers who pointed out too many challenges before implementing it. The challenges experienced in belt marking were organisational and management of the marking process. The solutions to the challenges involved identifying subject specialists across the University departments, staff recruitment and in service training for Staff. Departmental Chairpersons and Subject Coordinators across Faculties need to liaise with each other for the smooth running of the marking.