Pedagogics, Curriculum Transformation, and the Future of Teachers’ Colleges in Zimbabwe

edited by Costain Tandi, Christopher Munyaradzi Mabeza and Wilson Zivave

This pioneering volume explores Zimbabwe’s evolving educational landscape and offers crucial insights into the future of teacher training. Authored by leading education experts, it examines the core concepts of curriculum innovation and modularization, highlighting their vital role in transforming teaching practices and improving student learning outcomes in Zimbabwean Teacher Colleges. By directly addressing the ongoing curriculum transformation, the book analyses its strengths, weaknesses, challenges, and opportunities, providing a visionary path for the future of teacher education in Zimbabwe. Drawing on rigorous research and practical examples, it underscores the need to adapt teaching methods to the evolving educational demands of a rapidly changing Zimbabwean society. Championing the power of modularization, this resource is an essential guide for all committed to building a more inclusive and transformative education system.

Christopher Munyaradzi Mabeza

Christopher Munyaradzi Mabeza holds a PhD in Social Anthropology from the University of Cape Town, South Africa. He researches on adaptation to climate in southern Africa by smallholder farmers, the barefoot researchers. Dr Mabeza is intrigued by smallholder farmer innovative strategies to climate variability and has published on managing climate, work that draws on his intimate knowledge of rural Zimbabwe.

Wilson Zivave

Wilson Zivave, PhD from UNISA, lectures in Religious Studies at Hwange College of Education and part-time at the Zimbabwe Open University. He holds a PGDE from the Zimbabwe Open University and has authored 24 textbooks for Zimbabwe’s education ministry, co-edited 2 academic books, and published 29 book chapters and articles.