This paper sought to gain insight into the implementation of the new Competence-Based Advanced Level Human Geography framework during COVID-19 era. The methodological lens comprised of the interpretivist paradigm and qualitative approach guided the data sourcing and analysis. The sample was made up of thirty Advanced Level Geography students and six teachers selected through snowballing.  Data sourced through the literature method and personal interview were analyzed according to emerging themes. Findings acknowledged the existence of policies enabled the creation of safe learning environments during the COVID-19 era. The implementation of the new framework during the COVID-19 era was grounded in student-centred approach augmented by e-learning platforms. However, during this era some challenges were encountered in the implementation of the new framework. In conclusion through the implementation of the new framework during the COVID-19 era learning activities shifted from the traditional face-to-face to online student-centered interactions. It’s recommended that through partnerships schools can invest heavily in ICTs for smooth operations amidst disasters

This paper sought to gain insight into e-learning and its influence on teachers’ professional development in Zimbabwe. The methodological lens used in interrogating this issue comprised of the interpretive paradigm and qualitative approach. As sources of data fifty participants were purposively selected. Data was generated the through literature method, focus group discussion and in-depth interviews. Analysis of the sourced data was narrative in nature buttressed by emerging themes. Findings acknowledged the existence of policies enabled the introduction of e-learning in teacher training institutions. It was further revealed that the implementation of the new framework that enabled the inclusion of e-learning in teachers’ training courses. From the discussion it can be concluded that e-learning is indeed of much attention in various sectors of the education system to enable professional growth. The study recommended the provision of e-learning professional development and support to all college departments to ensure its successful integration into daily teacher training routines.