Redesigning Teacher Education in the Wake of Covid-19 and Future Emergencies: A Case of Zimbabwe

Abstract

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 as an alternative, though without auditing the lecturers’ capacities and skills. Informed by the Appreciative Inquiry Model (AIM), this interpretive case study used virtual meetings and WhatsApp discussions to explore the professional limitations of Zimbabwe university lecturers on using the online platforms and their reactions to Teachers Education Programmes in the wake of Covid-19 and future emergencies. 12 lecturers drawn from three purposively selected Zimbabwean universities participated in the case study. Data were generated from questions developed in a way that encouraged the appearance of the Appreciative Inquiry Model stages. Findings suggest that some lecturers in Zimbabwe and possibly in other developing countries are inadequately trained to use online platforms. Institutions of Higher Education are therefore suggested to regularly audit their lecturers’ skills and professionally capacitate them for re-tooling and aligning in order for the skills to match the dictates of future emergencies.

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

“…Findings show that the "affordability and accessibility" can be achieved by "subsidising internet costs" and "advocating for zero-rated educational websites" by the government of Zimbabwe in collaboration with different stakeholders. Furthermore, the "engagement" was identified as "fostering parent and community involvement", and also the "collaboration with local organisations" (Chigama & Goronga, 2022;Chimbunde, 2021;Dhliwayo & Jita, 2023;Dube, 2020;Dube et al, 2022;Kangara et al, 2022;Mabika & Marevesa, 2022;Magocha, 2021;Mandikiana, 2020;Maphosa, 2021;Mavengano & Marevesa, 2022;Ministry of Primary and Secondary Education, 2020;Moyo, 2022;Moyo et al, 2020;Nhongo, 2022;Nhongo & Siziba, 2022;Nhongo & Tshotsho, 2021;Nyagadza et al, 2022;Phiri, et al, 2020;Tsimba et al, 2020;Zinyemba et al, 2021). It was clear that policy and governance should focus on developing regulatory frameworks to govern online education, ensuring quality standards, and security measures as a roadmap to the challenges faced.…”

“…Millions of children globally, with 4.6 million in Zimbabwe alone, have faced educational disruptions due to the COVID-19 pandemic (Chimbunde, 2021;Chirisa et al, 2021;Dube, 2020). The uncertainty surrounding the duration and impact of the COVID-19 outbreak on education became evident when it began spreading in Zimbabwe in March 2020, leading to a nationwide lockdown (Netsianda, 2020;United Nations Zimbabwe, 2020).…”

“…Furthermore, the implementation of collaborative initiatives involving partnerships between state mobile operators, such as NetOne and TelOne, alongside Liquid Telecom, developmental agencies like USAID, non-governmental organisations such as the Africa Foundation and Oxfam, and prominent technology entities like Facebook, Microsoft, and Huawei played a crucial role in ensuring access to previously inaccessible communities. The subsequent COVID-19 outbreak underscored the imperative for pioneering educational strategies grounded in sustainable energy sources and widespread internet access (Chazovachii & Mawere, 2021;Chimbunde, 2021;Chirisa et al, 2021;Dhliwayo & Jita, 2023;Higherlife Foundation, 2017;Macheka et al, 2022). The urgent need for such advancements was particularly pronounced in rural ecologies, where the absence of reliable electricity and internet infrastructure resulted in a substantial portion of students being deprived of educational opportunities.…”

PC Towards Understanding Zimbabwe’s Competence-Based Science Curriculum and its Implications on the Study of Science, Technology, Engineering and Mathematics

“…The curriculum which was inherited from colonial governments in most African nations was targeted at producing students that were strangers in their own homes (Mgqwashu 2016). Thus, the education system was seen as producing products with a narrow comprehension of themselves (Chimbunde 2023). In this regard, the new government embarked on a long and arduous curriculum reform process to address the imbalances left behind by the settler regime.…”

Dynamics of implementing mainstream english curriculum at a school for the deaf in Eswatini.

“…Maslow (1970) argues that teachers should be flexible and be ready to explore new paths and ideas, including identifying their defences and being ready to give them up. Chimbunde (2021) contends that lack of confidence in most teachers is caused by their lack of readiness to migrate their teaching to online platforms. Readiness comes with capacitating teachers to be acquainted with such technological innovations.…”