Department of Education

About the department

The Department of Education was established in 1996. Its core business is to train teachers who would serve effectively and proficiently in high schools.
Additionally, the Department upgrades qualified teachers (diploma holders of primary and secondary education and those with a first degree) in terms of quality teaching and further professional development so that they can continue to be relevant to the teaching profession.
The Department of Education’s primary goal is the development of value-centred educational leadership through the preparation of competent, moral and effective teachers, teacher educators, curriculum developers, administrators and researchers who will ensure excellence at all educational levels.
The Department assumes the responsibility to teach all students so that they will attain high standards of academic performance, show concern for improving the human condition, and have a desire for service.
The Department of Education shall seek to transmit equitably the social, economic, and cultural experiences of African nations, in general of those nations from which its students come and in particular. This shall be done with full cognisance of the changing needs of Africa and the global environment.
In working towards achieving its mission, the Department of Education seeks to equip young women and men who will be able to:
  1. Analyse human development and learning theories and apply these to classroom situations; explain and use knowledge in the foundations of education in various educational contexts;
  2. Develop and implement educational objectives and programmes;
  3. Diagnose student needs and evaluate student learning;
  4. Contribute effectively in the cognitive, affective, and psychomotor domains of learning;
  5. Communicate effectively;
  6. Establish positive relationships with students to enhance learning;
  7. Demonstrate ability in classroom management;
  8. Establish collegial relationships;
  9. Demonstrate competence and continuing growth in the content area(s) and/or professional area(s);
  10. Show the importance of basic human rights and its application in all aspects of life whether it be political, religious, economic, or social;
  11. Instil in students the ability to see beyond ethnic, tribal, and national boundaries for the human society; and
  12. Reflect the principles of Africa University.
Basic Entry Requirements

5 ‘O’ level passes including English language and Mathematics. At least two GCE Advanced level passes. ‘A’ level passes in the proposed teaching subject

Click here for More information about this programme.


Basic Entry Requirements

5 ‘O’ level passes including English language and Mathematics. At least two GCE Advanced level passes. ‘A’ level passes in the proposed teaching subject.

Click here for More information about this programme.


Basic Entry Requirements

5 ‘O’ level passes including English language and Mathematics. At least two GCE Advanced level passes. ‘A’ level passes in the proposed teaching subject

Click here for More information about this programme.


Basic Entry Requirements

5 ‘O’ level passes including English language and Mathematics. At least two GCE Advanced level passes. ‘A’ level passes in the proposed teaching subject.

Click here for More information about this programme.


Basic Entry Requirements

A good first degree in relevant areas e.g. Agriculture and Natural Resources, Agronomy, Crop Science, Horticulture or related fields

Click here for More information about this programme.


Basic Entry Requirements

Diploma in Education (Primary).Two years teaching experience

Click here for More information about this programme.


Basic Entry Requirements

Diploma in Education (Primary).Two years teaching experience

Click here for More information about this programme.


Basic Entry Requirements

A good first degree in relevant areas Two GCE ‘A’ level passes in the proposed teaching subject. Be employed as a full time teacher in an approved School/College.

Click here for More information about this programme.


Basic Entry Requirements

A good first degree in relevant areas and at least two years work/teaching experience.

Click here for More information about this programme.


Basic Entry Requirements

A good first degree in relevant areas and at least two years work/teaching experience.

Click here for More information about this programme.


Academic Staff

Dr. Victoria I. Oyedele

oyedelev@africau.edu

1026

Academic Qualifications
  1. Ph.D., M.A. (Obafemi Awolowo University, Nigeria)
  2. (B.Sc.Ed. (University of Ife, Nigeria)

Publications In Refereed Journals:

  1. V. I. Oyedele and O.J. Ehindero 1999, Investigative Laboratory : An Approach to Biology Instruction. Nigerian Journal of Research and Development in Primary and Secondary Education, Vol. 1, p. 70 - 75.
  2. (
  3. V. I. Oyedele 2004, Students’ Misconceptions of Scientific Phenomena and the Effect on Teaching and Learning Processes, Journal of the Namibia Educational Research Association (NERA). Vol. 2, p 51– 62.
  4. V.I. Oyedele 2004, Effect of Students’ Learning Method on their
    • Achievements: A Case Study of Concept-Mapping in Namibia.
    • Journal of the Namibia Educational Research Association (NERA). Vol. 3, p 15 – 26.
  5. V. Oyedele, B. Chisaka, J. Jaibes & L. Chipangure (2008). Perceptions on the Influence of School Factors on Pupils’ Achievement in Primary Schools in Chimanimani Educational District. The Zimbabwe Bulletin of Teacher Education, University of Zimbabwe. Vol. 14, Issue 2, p 150 – 167.
  6. V. I. Oyedele 2009, Effect of Self generated Concept-Mapping Instructional Strategy on the Achievement of Students in Evolutionary Concept. Zimbabwe Journal of Educational Research., Vol. 21, no. 1, p 1 - 14 .
  7. V. Oyedele, A. Mamvuto, & L. Nhiwatiwa (2010). Teachers’ Perceptions on the Effectiveness of Women Leadership in Mutare District Schools. Zimbabwe Journal of Educational Research., Vol. 22, no. 2, p 170 - 179 .
  8. James D. Quarshie and Victoria I Oyedele (2011), University, Education District and Schools Collaboration in the Preparation of Local Level Educational Leaders: The Zimbabweans Experience. Procedia –Social and Behavioral Sciences, Vol. 29, pp1236 – 1243.
  9. V. Oyedele, J. Rwambiwa & A. Mamvuto (2013), Using Educational Media and Technology in Teaching and Learning Processes: A case Study of the Trainee Teachers at Africa University. Academic Research International, Vol.4, No.1, p292 – 299.

Research Papers Accepted For Publication

  1. V. Oyedele, J. Quarshie & M. Tholanah (2011), The Role of School Development Committees in Teacher Retention: A Case Study of Buhera District Primary Schools in Manicaland Province. Zimbabwe Journal of Educational Research, University of Zimbabwe.
  2. V. Oyedele & R. Moyana, D. Munasirei & Y. Oyedele (2012).The Impact of Computer- Assisted Instruction on Secondary Students’ Achievement in Geography. Zimbabwe Journal of Educational Research, University of Zimbabwe.

Published Books

  1. V. Oyedele (2003). Educational Research and Statistical Methods. Windhoek: University of Namibia. – ISBN 99916 63 05-3
  2. Oyedele, V. (2010). Curriculum Development Book Reader. Windhoek: Zebra Publisher. – ISBN 978-99945-64-06-4
  3. Oyedele, V. (2010). Curriculum Development Module 1. Windhoek: Zebra Publisher. – ISBN 978-99945-64-07-1
  4. Oyedele, V. (2010). Curriculum Development Module 2. Windhoek: Zebra Publisher. – ISBN 978-99945-64-10-1
  5. Oyedele V. (2010). Essentials in Educational Measurement and Evaluation. Windhoek: Zebra Publisher. – ISBN 978-99916-854-6-5.
  6. Oyedele, V. (2011). Research Methods for Education Students. Windhoek: Zebra Publisher. – ISBN 978-99945-64-53-8.

Mr. Richard Makoni

makonir@africau.edu

extension 1267

Academic Qualifications

M.Ed., B.A., Grad. C.E. (University of Zimbabwe)

  1. Nyandoro, J, Mapfumo, J and Makoni, R. 2013. Effectiveness of School Development Committees in financial management in Chimanimani West Circuit primary schools in Zimbabwe. Academic Research International, Issue: Vol.4, No.1.
  2. Makoni, R. and Munyaradzi, .(2012). Balance of Power between Copyright Owners and Music Teachers. Creative Education, 3, 205-207. doi: 10.4236/ce.2012.32032. Chipangure, L, Makoni, R and Mapfumo, J. 2010. Students' Perceptions of an Effective Teacher at Three Secondary Schools in Mutare urban. Zimbabwe Social Sciences Review Vol.1 No.2.
  3. Chikunda, C, Marambire, E and Makoni, R. (2006). The impact of Khomba: a Shangaan cultural rite of passage - on the formal schooling of girls and on women's space in the Chikombedzi area in Zimbabwe. Indilinga: African Journal of Indigenous Knowledge Systems, Vol.5, No.2 pp 145-156.