http://hdl.handle.net/11189/2904 Sun, 16 Aug 2026 09:58:16 GMT 2026-08-16T09:58:16Z http://hdl.handle.net/11189/9989 Title: Sign language marginalisation in early childhood development education in Zimbabwe: towards linguistic inclusivity Authors: Nendauni, Lutendo; Matende, Tawanda Abstract: This study addresses a gap in the literature by examining the marginalisation of sign language in early childhood development education (ECDE) in Zimbabwe and proposing an inclusive approach for Deaf education. Using a qualitative descriptive methodology, researchers focused on two mainstream schools that accommodate Deaf learners and two special schools for the Deaf. Data collection included a literature review, observations, and semi-structured interviews, framed by the Critical Language Policy framework. Findings highlight a shortage of qualified ECDE teachers and the predominance of the direct method and audio-linguicism as key factors marginalising sign language. Additionally, limited parental involvement and a lack of language acquisition support hinder Deaf learners’ development. The study advocates for increasing learning facilities and qualified sign linguists and establishing inclusive teaching and learning policies to improve Deaf education in ECDE settings. Mon, 01 Jan 2024 00:00:00 GMT http://hdl.handle.net/11189/9989 2024-01-01T00:00:00Z http://hdl.handle.net/11189/5280 Title: Applying research-based learning in medical education through the route of special study modules: Notes from the UK Authors: Hassan, Salochana Lorraine Abstract: Involvement in research has largely been the privileged domain of academics and postgraduate students – with few examples in the literature of undergraduate students’ engagement in research. In the UK, however, Special Study Modules (SSMs) feature prominently in undergraduate medical programmes. This is in response to the requirements laid down by the General Medical Council, which stated that medical students need to be trained in the methodology of research. The purpose of this article is to describe and discuss the contextualization of research-based learning through Special Study Modules in the undergraduate medical programme at a University in the UK. Students were given support through: 1) Training and development in research methodology; 2) formative feedback on their research proposals; and 3) supervision of their research projects. The research output was a poster presentation, which constituted the summative assessment. Students not only acquired knowledge and skills, but were also responsible for producing knowledge through research-based learning. The article concludes by describing the challenges and merits of applying research-based learning through the route of SSMs. Although the method for research-based learning discussed in this article is located in medical education and in the form of SSMs, it can be applied in any other discipline. Key words: Research-based learning, Special Study Modules, medical education, generic skills, problem-solving, assessment rubric. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/11189/5280 2013-01-01T00:00:00Z http://hdl.handle.net/11189/5279 Title: Conceptualizing Programme Evaluation Authors: Hassan, Salochana Lorraine Abstract: The main thrust of this paper deals with the conceptualization of theory-driven evaluation pertaining to a tutor training programme. Conceptualization of evaluation, in this case, is an integration between a conceptualization model as well as a theoretical framework in the form of activity theory. Existing examples of frameworks of programme evaluation from the literature have been conjugated to yield a conceptualization model for the evaluation of the tutor training programme at the Cape Peninsula University of Technology in South Africa. In order to take the study to a higher level of deep analysis, this paper argues for the application of activity theory in the research design and subsequent data collection and analysis. Since evaluation can be a daunting and complex task, the adoption of theory was intended to provide a fulcrum for the study and therefore, this paper argues, becomes an integral part of evaluation. In addition, the application of activity theory in programme evaluation has not been well explored elsewhere and therefore, this paper transcends this limitation by making a case for the use of activity theory in programme evaluation, in particular, tutor training programmes. Tue, 01 Jan 2013 00:00:00 GMT http://hdl.handle.net/11189/5279 2013-01-01T00:00:00Z http://hdl.handle.net/11189/3128 Title: Professional development through formative evaluation Authors: Nsibande, R; Garraway, James Sat, 01 Jan 2011 00:00:00 GMT http://hdl.handle.net/11189/3128 2011-01-01T00:00:00Z