• Teaching under-resourced languages: An evaluation of Great Zimbabwe University's initiatives in the teaching of Tshivenda and Xichangana 

  Mabuto, Morgen Peter; Ndlovu, Samblo (Routledge Taylor & Francis Group, 2014-10-29)

  Tshivenda and Xichangana, like other minority languages in Zimbabwe, are only taught up to Grade 3 of elementary education in areas where they are spoken. Chishona and isiNdebele are the only indigenous languages that are ...
• Nurses’ Perceptions of Continuing Education and Barriers: Case Study of a Prison Hospital in Zimbabwe 

  Dube, Denis; Mabuto, Morgen Peter (International Journal of Multidisciplinary Approach and Studies, 2017-08)

  The study sought to examine prison hospital nurses’ perceptions towards continuing education and barriers following declining participation trends. A case study method comprising a randomly selected sample of twenty-nine ...
• Resource or Resort? - New Undergraduate Students’ Perceptions of A University Library In Zimbabwe 

  Mabuto, Morgen Peter; Tendai, Praymore (Pearl Research Journals, 2015-11)

  In an age when libraries have been transformed into curators of knowledge and societal values today’s libraries are a target from patrons for improved service. This research examined the nature of new university undergraduate ...
• Decoding School Mottoes: A Case of Selected Schools in Zimbabwe 

  Nyoni, Mika; Nyoni, Tsitsi; Mabuto, Morgen Peter (Greener Journal of Art and Humanities, 2014-01)

  This paper, which falls in the onomastic paradigm, looks at purposively selected school mottoes in terms of their place in the life, not only of the pupils who pass through the institutions but also in terms, of their ...
• The Farmer in the Yoke- Effects of Humanitarian Aid on Rural Farmers of Mberengwa Ward 17 (2005-2007) in Zimbabwe 

  Mabuto, Morgen Peter; Mpamhadzi, Vincent (Greener Journal of Social Sciences, 2013-04)

  The study sought to investigate the effects of donor aid on rural farmers of Mberengwa Ward 17 who received agricultural inputs between 2005 and 2007and continue to depend on humanitarian aid. The research used a descriptive ...
• ‘To Be Or Not To Be An Adult Educator’: Attitudes of Non-Governmental Organizations towards the Great Zimbabwe University Adult and Continuing Education Diploma 

  Mabuto, M.P. (International Journal of Academic Research in Progressive Education and Development, 2013-01)

  The study sought to investigate the attitudes of Masvingo-based Non-Governmental Organizations (NGOs) towards the Diploma in Adult and Continuing Education Programme offered by Great Zimbabwe University following a noticeable ...
• Master of Education students’ experiences and views towards use of WhatsApp platform in lecture deliveries during Covid-19 lockdown at a university in Zimbabwe 

  Makaye, Jeriphanos; Gonye, Jairos (Great Zimbabwe University, 2020)

  The subsequent lockdown of schools and universities world over, in response to the Covid-19 pandemic has led these institutions to adapt more online modes of teaching so as to mitigate the effects of disruption to learning. ...
• Images of Covid-19 in selected socially-mediated WhatsApp messages shared in Zimbabwe 

  Nyoni, Mika (Great Zimbabwe University, 2020)

  This paper employs the Reader Response criticism to analyse a selection of artified posts inspired by the Covid-19 pandemic and shared in WhatsApp groups by Zimbabweans. Social media groupings are the ‘in-thing’ today-this ...
• Higher education pedagogy in crisis: Challenges in teaching and learning during the Covid-19 era in Zimbabwe 

  Mupa, Paul (Great Zimbabwe University, 2020)

  Covid-19 placed higher education pedagogy in a crisis, particularly in Zimbabwe. This study explores the pedagogical challenges that have been caused by the Covid-19 pandemic in the Zimbabwean higher education system. The ...
• Harnessing WhatsApp group communication for university teaching and learning during Covid-19 in Zimbabwe: Successes, challenges and prospects 

  Mhindu, Admire (Great Zimbabwe University, 2020)

  The emergence of theCovid-19 global pandemic has thrown the education system into disarray in Zimbabwe and beyond as national lockdowns have been instituted in order to curb its spread. Face-to-face teaching was abandoned ...
• Factors influencing the attitudes of rural Zimbabwean high school teachers towards remote online teaching and learning in Chivi district, Zimbabwe. 

  Pisirai, Cuthbert; Mugomba, Jonah; Matsvange, Melody (Great Zimbabwe University, 2020)

  Curriculum change is not a haphazard affair and requires systematic planning on the part of the planners and the user system. If the user system is not in-serviced for the envisaged change, the change is most likely to be ...
• Exploring teaching-learning challenges faced by Zimbabwean university pre-service students during the Covid-19 pandemic 

  Mufanechiya, Albert; Mufanechiya, Tafara; Mudekunye, Janet (Great Zimbabwe University, 2020)

  Covid-19 has changed the world order and created a new normal in all facets of life, including formal access to higher education. The closure of universities disconnected students from their everyday on-campus face-to-face ...
• Challenges in e-learning for visually impaired secondary school learners during the Covid-19 lockdown period in Masvingo District schools 

  Mlambo, Farisai; Musimeki, Henry; Machibaya, Etwin (Great Zimbabwe University, 2020)

  The purpose of this study was to identify the challenges encountered by secondary school learners with visual impairment as they were preparing to write their examinations during the Covid-19 pandemic period in Masvingo ...
• Technology and its impact in post Covid-19higher education 

  Mawere, Talent; Chigada, Joel; Sambo, Paul (Great Zimbabwe University, 2020)

  One wonders how the education landscape will look like in the post Covid-19 pandemic era. The itchy question is: What role will technology play in the new normal within the higher education sector, particularly in Zimbabwe? ...
• Zimbabwe higher education institutions’ preparedness in responding to Covid-19 induced disruptions to education 

  Beans, Hessie; Maireva, Chrispen; Muza, Cecilia (Great Zimbabwe University, 2020)

  This paper explores the preparedness of Zimbabwe’s Higher and Tertiary Education institutions and their response to the disruptions to teaching and learning caused by the Covid-19 pandemic. The pandemic affected the education ...
• Cover Page. Volume 1, Issue 2 (Special Issue) 2020 

  Unknown author (2020)
• Editorial Comments (Special Issue) 

  Makaye, Jeriphanos (2020)
• Unhu/Ubuntu and examination malpractice in Zimbabwe: Perceptions of selected stakeholders from Masvingo urban secondary schools 

  Viriri, Eunita; Makaye, Jeriphanos (JoNVER, 2020)

  National and international examination boards are an epitome of any sound education system. The running of examinations before, during and after each seating is a cause for concern in Zimbabwean secondary schools as cases ...
• The use and misuse of additive, adversative and causal conjunctions in first-year students’ academic arguments at two state universities in Zimbabwe 

  Mareva, Rugare; Gonye, Jairos; Mhindu, Admire (JoNVER, 2020)

  The study investigated first-year undergraduate students’ use, misuse, and non-use of additive, adversative and causal conjunctions in academic writing at two state universities in Zimbabwe. The inquiry was informed by ...
• Selected primary school teachers’ perceptions of implementing the Competence-Based Curriculum in Zimbabwe: Heartaches and opportunities 

  Mufanechiya, Albert; Mufanechiya, Tafara (JoNVER, 2020)

  The study examines conversations among Zimbabwean primary school teachers about their experiences with the new Competence-Based Curriculum (CBC) (2015-22) being implemented by the Ministry of Primary and Secondary ...

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