Faculty Of Education & Social Sciences - Reformed Church University

Welcome to the Reformed Church University Faculty of Education and Social Sciences. We endeavor to be a world class centre of excellence in inclusive education and social sciences for a sustainable future.

Our Vision

To become a preeminent centre of excellence in inclusive human capital development through research, innovation and competence-based teaching and learning hub for the industrialization of Zimbabwe.

Our Mission

To address emerging socio-economic challenges through the development of inclusive-oriented human capital, excellence in heritage-based teaching, research, community engagement and innovation embedded in Christian values.

Faculty Dean: Dr. E. Rutoro

Academic Qualifications:

Doctor of Philosophy in Education (Specialising in Educational Management)
Master of Education in Educational Management
Bachelor of Science in Geography and Environmental Studies
Certificate in Education

Departments

Inclusivity

Dr A. Mavugara

(Chairperson)

Teacher Education

Mrs V. Dzviti

(Chairperson)

Social Work

Mr E. Ndlovu

(Chairperson)

Overview

The Reformed Church University, Faculty of Education and Social Sciences is a results driven faculty which houses the education and social sciences programmes. It was founded against a rich history of the Reformed Church in Zimbabwe (RCZ)’s extensive work in Special Needs Education since the 1930s. The RCZ founded the Copota School for the Blind and the Henry Murray School for the Deaf showing a great commitment to inclusivity. It was as a result of this commitment that, at the inception of the RCU, inclusivity and Special Needs education took centre stage and the university adopted inclusivity as its niche. The Faculty of Education and Social Sciences was put in place to house that niche through its degree programmes. Thus, the inception of the Faculty of Education and Social Sciences at the RCU. The faculty is committed to excellence through a results oriented drive rooted in inclusivity and evidence based practices. Our programmes, research, community engagement activities, innovations and future plans are oriented towards fulfilling the university vision of “Building a Legacy Through Inclusivity,” the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development’s Education 5.0 philosophy, Vision 2030, Agenda 2063 as well as the Sustainable Development Goals. We offer a wide variety of degrees in the education and social sciences fields for both undergraduate and post graduate levels. These programmes are responsive to contemporary academic and philosophical discourses in Zimbabwe, the region and the world at large. As a faculty, we work in partnership with other organisations so as to enhance scholastic experience at the RCU both for students and lecturers.

Our programmes are in touch with local, regional and global demands and our graduates are empowered with skills to operate in diverse situations. We offer critical programs in Education (inclusive education, early childhood development, information and communication technology, sports science, African languages, Mathematics education, Clothing and textile design technology, English and literacy Studies) and in the Social Sciences (Social Work and Research methods and Statistics). To guarantee that we embrace diversity and ensure that no one is left behind as a result of physical, social, political, cultural, ethnic, geographical location and economic variables, the Faculty offers a number of study options to its students. These encompass conventional, weekend classes and block release. This is the essence of ‘inclusivity’ – the cornerstone of the RCU vision.
The Faculty through its departments is involved in a number of community engagement activities with communities and stakeholders. These include a drive to create ‘INCLUSIVE COMMUNITIES’. As a faculty we have engaged communities, schools, organisations and churches in sign language training. The need for proficiency in sign language has given rise to the Diploma in Sign Language which is critical in today’s socio-economic space where there is need to embrace every client regardless of their need. We have also engaged nursing mothers who are in prisons with their young children in education, psycho-social support and skills development in the area of detergent making. This is meant to enhance their chances of better rehabilitation after serving their prison terms. Plans are underway to do a sensitisation campaign on drug and substance abuse and greater engagements in creating communities which are more inclusive.

COME AND JOIN THE RCU FACULTY OF EDUCATION AND SOCIAL SCIENCES TO REALISE YOUR DREAM AND TO BE EMPOWERED TO COMPETITIVELY PARTICIPATE IN THE LOCAL, REGIONAL AND GLOBAL ECONOMY!!!!!!!!!!

Postgraduate Programmes Offered

Master of Education Degree in Early Childhood Development
Master of Education Degree in Inclusive Education

Undergraduate Programmes Offered

Bachelor of Education Honours Degree in African Languages (Ndebele, Tshivenda,
Xitsonga)
Bachelor of Education Honours Degree in Early Childhood Development
Bachelor of Education Honours Degree in Foundations of English Language and Literacy
Education
Bachelor of Education Honours Degree in Inclusive Education
Bachelor of Education Honours Degree in Information and Communication Technology
Bachelor of Education Honours Degree in Mathematics
Bachelor of Education Honours Degree in Religious and Family Studies
Bachelor of Science Honours Degree in Research Methods and Statistics
Bachelor Of Science Honours Degree In Social Work
Bachelor of Education Honours Degree in Sports Science
Bachelor of Education Honours Degree in Textile and Clothing Design Technology

Short Courses Offered

Certificate in Braille
Certificate in Caregiver Infant Toddler Programme
Certificate in Child Care
Certificate in Management of ECD Centres
Certificate in Program Monitoring and Evaluation
Certificate in Sign Language
Certificate in Social Work
Diploma in Guidance and Counselling
Diploma in Inclusive Leadership
Diploma in Sign Language

Research Areas

1. Education in inclusive settings
2. Gender and educational management
3. Impact of gender based cultural practices on educational management
4. Education in Christian settings
5. Culture and the empowerment of women
6. Inclusive education
7. Teacher education
8. Social services

Research Output

Rutoro, E. (2023). Disabling hegemonic discourses of ‘normalcy’: Towards a transformational Christ centered educational pedagogy. In Boyi, J.B., Manomi, D.I., Dalyop, R.N., &Zaka, A.P. (eds). Christian education and societal challenges: Essays in honor of Rev. Prof. Samuel Peni Ango. Nigeria, Edward Press. ISBN 978-978-798-525-0.

Rutoro, E and Chipika, C. (2021). Language and the social power base empowerment approach: An inclusion approach for Higher education. Ngwaru, J.M and Dreyer, L.M. (2021). Inclusivity in response to diversity and equal human rights. Stellenbosch, Reformed Church University in collaboration with Centre for African collaboration, Stellenbosch University. ISBN: 978-0-620- 93833-4(print).

Musendekwa, M and Rutoro, E. (2020). Contextualising Theology: Towards a heritage based Theology Curriculum in Examining a new paradigm of Heritage with Philosophy, Economy and Education: IGI Global

Ango, P.S and Rutoro, E. (2020). Education and public theology, in Agang, S.B; Forster, D.A and Hendriks, H.J. (eds) (2020). African Public Theology: ISBN: 9781783687664: United Kingdom, Langham Publishing

Rutoro, E and Rutoro, R. (2016). Biblical Equity Practiced in the Reformed Church in Zimbabwe in Quest for Gender Equity in Leadership: Biblical Teachings On Gender Equity and Illustrations of Transformation in Africa” House of Prisca and Aqiulla Series.

Rutoro, E. (2015). Geormophology and Mapwork: in Dirwai,C; Rutoro, E; Siwela, T.D; Mangena, F.Q; Marembo, F and Tizora, C .(2015). Environmental Science Main: Diploma in Education (Primary) Open and Distance Learning: Harare, University of Zimbabwe.

Rutoro, E. (2015). Environmental pollution and control: in Dirwai,C; Rutoro, E; Siwela, T.D; Mangena, F.Q; Marembo, F and Tizora, C .(2015). Environmental Science Main: Diploma in Education (Primary) Open and Distance Learning: Harare, University of Zimbabwe.

Rutoro, E. (2015).Your desire shall be to your husband and he shall rule over you: Desire and rule in traditional Shona understanding of marriage in Mouton.

E, Kapuma. G, Hansen. L and Togom. T (eds) (2015). Living with dignity: African perspectives on gender equality. Stellenbosch, EFSA.

Rutoro, E and Madimbo, M. (2015). Gender Equality from the perspective of single womanhood in the African Context in Mouton, E; Kapuma, G, Hansen, L and Togom, T. (eds) (2015) Living with dignity: African perspectives on gender equality. Stellenbosch, EFSA. Pp 325 -341

Rutoro, E and Nyaruwata, L.T. (2014). Communitarianism and the gender debate in education management in the Zimbabwean context (International Journal of Education and Research Vol 2 Number 5 May 2014)

Jenjekwa, V; Rutoro, E and Runyowa, J. (2013).Vestiges of sexism and gender stereotyping: ZIMSEC O’level English language paper 2 from 2007 to 2012 International Journal of Education and Research Vol 1 No 6 June 2013 pp

Julius Runyowa, Vincent Jenjekwa and Ester Rutoro (2013): Perceptions of parents, lecturers and trainee care givers on the Caregiver Infant Toddler Programme in Zimbabwe. Asian Academic Research Associates 1(18). December, 2013. Available onhttp://www.asianacademicresearch.org/2013_paper/december_md_2013/45.pdf.

Ester Rutoro, Vincent Jenjekwa, Julius Runyowa and Raviro Chipato (2013): Gender equity dilemma and teacher education in Zimbabwe: The quest for gender justice. International Journal of Education and Research, ISSN: 2201-6333 (print) ISSN: 2201- 6740 (online). Available on http://www.ijern.com/journal/October-2013/35.pdf

Vincent Jenjekwa, Ester Rutoro and Julius Runyowa (2013): Inclusive Education and the primary school teacher education curriculum in Zimbabwe: The need for a paradigm shift. The International Journal of Humanities and Social Studies 1(3): 21-28, September 2013. Available on www.theijhss.com Rutoro, E. (2012). Gender Transformation: On teaching gender in the Shona Culture in Men in the pulpit, women in the pew? Addressing gender inequalities in Africa. Stellenbosch, EFSA- 2012.)

Rutoro, E .2012). An analysis of the impact of socio-cultural factors on the effectiveness of gender sensitive policies in educational management. The case of Masvingo Province: Doctor of Philosophy Thesis submitted to the Zimbabwe Open University, Harare (June 2012)

Rutoro, E. (2012). Gender Transformation: On teaching gender in the Shona Culture in Men in the pulpit, women in the pew? Addressing gender inequalities in Africa. Stellenbosch, EFSA- 2012.)

Department of Social Work

Focus Area

The department of Social work focuses on equipping students with practical skills that enable them to acquire specific competencies and engage in reflective thinking and scholarly pursuits. The department is guided by the social development frame work in search of the ideals of social justice and social inclusion based on the understanding that poverty, inequality and social exclusion are the greatest challenges to human security not only in Zimbabwe but internationally as well. Accordingly, the department of social work promotes innovative ways of responding to these challenges. It benchmarks its programmes against regional and international best practices in social work education and practice.

Objectives

The department of social work is expected to accomplish the following specific objectives:
To produce students with basic knowledge and skills of various interventions for addressing problems of individuals, groups, organizations, communities and societies;
To enhance students’ critical thinking ability and their communication skills in the Social Work profession; equip students with necessary research methods in various fields of practice so that they can effectively utilize them to mitigate societal problems;
Produce students who appreciate diversity and promote mutual respect.
Recognize intra and inter agency cooperation in advancing teaching, community outreach, research and innovation in the training of professionals.

Degrees Offered

BACHELOR OF SCIENCE HONOURS DEGREE IN SOCIAL WORK

Achievements

RESEARCH

Establishment of research groups within the department
Conducted proposal and dissertations VIVA VOCE for level 4 students.
Carried out fieldwork oral presentations
Conducted onsite fieldwork supervision

COMMUNITY SERVICE

Prison visits for students and staff in collaboration with the department of teacher education.

Research Output

Tarisayi, K. , Munyaradzi, E. , Jimu, C. & Chendume, P. (2023). Pushing and shoving: Tales of contestation at selected satellite schools in Zimbabwe . Education & Youth Research , 3 (1) , 1-11 . DOI: 10.59041/eyor.1296105
Jimu, C., Govender, K., Kanyemba, R., & Ngbesso, M. O. (2021). Experiences of intimate relationships, stigma, social support and treatment adherence among HIV- positive adolescents in Chiredzi district, Zimbabwe. African journal of AIDS research : AJAR, 20(3), 214–223. https://doi.org/10.2989/16085906.2021.1979059
Christopher Jimu, Roselyn Kanyemba, Kudzayi Savious Tarisayi, Kemist Shumba & Kaymarlin Govender (2023) An exploration of female healthcare workers’ experiences during the COVID-19 pandemic in Bindura, Zimbabwe, Cogent Social Sciences, 9:1, DOI: 10.1080/23311886.2023.2218725
Kanyemba R, Govender K and Jimu C (2021) Living With a Stigmatized Identity; Perceptions of Disclosure, Coping, and Medication Adherence Among Adolescent Boys and Young Men in Chiredzi-Zimbabwe. Front. Public Health 9:628725. doi: 10.3389/fpubh.2021.628725
Mlambo F. and Ndhlovu E. (2021) Access to Information on COVID-19 For Persons With Visual Impairment in Masvingo Zimbabwe, AfriFuture Research Bulletin, Transforming Africa’s Future Today, Volume 1, Issue 2 2021, 36-46.
Ndhlovu E. and Mudzingwa N. (2022) Disability inclusion and accessibility in Zimbabwe: Sharing Views and Experiences of blind and partially sighted persons living in the city of Bulawayo: The Journal of Public Space World Blind Union. https://doi.org/10.32891/jps.v7i2.1606
Magavude, T.J., Chikwaiwa, B.K., Semwayo. L., Mwapaura K (2021) Bullying among children in Zimbabwe: Professional social work in Zimbabwe: Putting children first Endenvale South Africa: Beyond the Vale Publishing.
Mwapaura. K., Chikoko. W., Zvokuomba. K Tafadzwanashe J. Magavude (2021). Contemporary juvenile delinquency issues in Zimbabwe: Professional social work in Zimbabwe: Putting children first Endenvale South Africa: Beyond the Vale Publishing.
Belamino Kurauone Chikwaiwa, Anotida Mavuka, Mavis Wadzanai Chirumbwana, Tafadzwa Magavude, and Progress Dzimati in Mabvurira,V. Murenje, M. and Mundau, M. (Eds) Professional Social Work in Zimbabwe: Putting Children First. Endenvale South Africa: Beyond the Vale Publishing.
Mwapaura K, Magavude T.J, Munyanyi, S, Rufurwokuda A Chisosa T.A The adversities in the lives of street children with disabilities during COVID-19 pandemic: The case of Masvingo, Zimbabwe: Journal of Social Issues in Non-Communicable Conditions and Disability.
Mabvurira, V., Muchinako, G. A. and Maushe, F. (2012). Attitudes, knowledge and perceptions about homosexuality among undergraduate Social Work students at the University of Zimbabwe, School of Social Work. IJARMSS, 2 (8).
Nyoni, C., Maushe, F., Mugumbate, J. and Chigondo, E. E. (2012). Rethinking Disability in an African setting: the case for Zimbabwe. Research Journal of Social Sciences and Management, Volume: 02, Number: 08
Maushe, F., Nyoni, C., Chigondo, E. E., Rangarirai, F. (2013). Prevention of mother- to-child transmission (PMTCT) and social work response. ZENITH International Journal of Multidisciplinary Research, 3(1), 75-83
Mugumbate, J., Maushe, F. and Nyoni, C. (2013). Ruralisation of urban areas: Reversing development in Zimbabwe. International Journal of Advanced Research in Management and Social Sciences, 2 (7), 13-30
Maushe, F. (2014). In Search For The Right To Education: The Role Of The Basic Education Assistance Module (Beam) In Promoting Access To Education In Zimbabwe. Journal of Development Administration, Volume 1(1), 1-20
Maushe, F. and Nyoni, C. (2014). Caring for people with HIV and AIDS and their families: Social work response. Research Journal of Social Sciences and Management, Volume: 03, Number: 11, 15 30.
Maushe, F. & Mugumbate, J. (2015). We Are on Our Own: Challenges facing child headed households (CHH), a case of Seke Rural Area in Zimbabwe. African Journal of Social Work, 5 (1), 33-60.
Kurevakwesu, W. and Maushe, F. (2020). Towards Afrocentric Social Work: Plotting a New Path for Social Work Theory and Practice in Africa through Ubuntu. African Journal of Social Work. Volume 10, Number 1. Special Issue on Ubuntu Social Work. pp. 30-35
Kurevakwesu, W. and Maushe, F. (2020). No Gender Equality, No Progress: The impact of increased women participation in policy making and practice in Africa (under review)
Mugumbate, J. and Maushe, F. (2014). Fundamentals and eclecticism. In J. Mugumbate (2014). Promoting Social Work for Zimbabwe’s Development, 46-64. Bindura: Bindura University Press
Maushe, F. (2014). Rural Migration: Calls for Growth Point Policy Revival. In J. Mugumbate, Dodo O., Maushe, F., Ruparanganda, L., Zembere, M., Makwerere, D., Ngwerume, E. and Mtetwa, E. (2014). Development Policy & Practice: Making use of population census data in Zimbabwe, 55-74. Harare: IDA Publishers
Maushe, F. (2014). Caring for children in need: addressing gaps in current programming. In J. Mugumbate (2014). Promoting Social Work for Zimbabwe’s Development, 102-114. Bindura: Bindura University Press
Rudo Mukurazhizha and Francis Maushe (2022) Parenting Issues in Zimbabwe, Professional Social work in Zimbabwe. Putting children first. Edited by Vincent Mabvurira, Mutsa Murenje and Mulwayini Mundau. Beyond The Vale Publishing South Africa.

Degree Programmes

BACHELOR OF SCIENCE HONOURS DEGREE IN SOCIAL WORK DURATION:

Four (4) years full time programme.
Four (4) years block release programme.

ENTRY REQUIREMENTS:

To qualify for entry into the programme a candidate must have: passed five (5) ordinary level subjects including English and Mathematics with grade “C” or better. In addition a candidate must have obtained a pass in any two (2) ‘A’ level subjects. obtained a Diploma (complete qualification) in Social work or any other equivalent tertiary qualifications.
NB: Notwithstanding the provisions of the General Regulations for undergraduate degrees governing entry to undergraduate programmes, a student who has passed mathematics at another University or done a professional course with substantial statistical or quantitative components may be considered as satisfying the “O” Level mathematics requirements for entry into the programme. attained a satisfactory standard of performance on any entrance test which the University may devise for the purposes of entry.
Other qualifications acquired by a candidate that may be approved by the Senate.

Mature Entry

Candidates can be accepted for mature entry if they have five (5) O-levels including English Language and Mathematics and have worked for a welfare organisation for more than three years. The said candidates should be at least twenty-three (23) years
old.

CAREER PROSPECTS:

The following are some fields of social work involvement: Education, Local Authorities (Housing and Community Services), Recreation, Drought Relief, Correctional Services (eg. Police, Courts, Probation), Special Groups (eg. Children, Persons with Disabilities, Youths, Elderly, Refugees), Physical Rehabilitation, Family and Child Welfare services, Community Organisation and Development Agencies, Counselling and Guidance, Administration of both Public and Private Organisations, Department of Social Services, Research, Monitoring and Evaluation, Hospitals, Mental Health Institutions, Non-Governmental (Local and International) Organisations, Churches, Children’s Homes, Industry (Human Resources and Training).

Programme Structure:

The curriculum for Bachelor of Science Honours Degree in Social Work comprises at least forty (40) courses, including a work-related learning report, continuous assessment at work and a dissertation. Each course is worth twelve
(12) credits except work related learning and dissertation which are one hundred and twenty (120) and twenty-two (24) credits respectively. The student is expected to accumulate a minimum of four hundred and eighty
(480) credit points and maximum of five hundred and forty (540) credits to be considered to have met the requirements of the Bachelor of Science Honours Degree in Social Work.

Part 1 = 144 credits
Part 2 = 144 credits
Part 3 = 120 credits
Part 4 = 132 credits
Total = 540 credits

Certificates

CERTIFICATE IN SOCIAL WORK

DURATION: One year programme.

ENTRY REQUIREMENTS:

To qualify for entry into the programme a candidate must have: Passed five (5) ordinary level subjects including English with grade “C” or better.

CAREER PROSPECTS:

The following are some fields of auxiliary social work involvement: Education, Local Authorities (Housing and Community Services), Recreation, Drought Relief, Correctional Services (eg. Police, Courts, Probation), Special Groups (eg. Children, Persons with Disabilities, Youths, Elderly, Refugees), Physical Rehabilitation, Family and Child Welfare services, Community Organisation and Development Agencies, Counselling and Guidance, Administration of both Public and Private Organisations, Department of Social Development, Research, Monitoring and Evaluation, Hospitals, Mental Health Institutions, Non-Governmental (Local and International) Organisations, Churches, Children’s Homes, Industry (Human Resources and Training).

Programme Structure:

The curriculum for Bachelor of Science Honours Degree in Social Work comprises at least twelve (12) courses, including a work-related learning report and continuous assessment. Each course is worth six (6) credits except work related learning are thirty –six (36). The student is expected to accumulate a minimum of one hundred (108 ) credits
SEMESTER 1 =36.credits
FIELDWORK =36credits
SEMESTER 2 = 36 credits
TOTAL = 108 CREDITS

CERTIFICATE IN MONITORING AND EVALUATION

DURATION: Six months block release programme.

ENTRY REQUIREMENTS:

To qualify for entry into the programme a candidate must have: Passed five (5) ordinary level subjects including English and Mathematics with grade “C” or better. In addition a candidate must have attained a Diploma (complete qualification) or studying towards a diploma or degree.

CAREER PROSPECTS:

The following are some fields of social work involvement:

Education, Local Authorities (Housing and Community Services), Recreation, Drought Relief, Correctional Services (eg. Police, Courts, Probation), Special Groups (eg. Children, Persons with Disabilities, Youths, Elderly, Refugees), Physical Rehabilitation, Family and Child Welfare services, Community Organisation and Development Agencies, Counselling and Guidance, Administration of both Public and Private Organisations, Department of Social Services, Research, Monitoring and Evaluation, Hospitals, Mental Health Institutions, Non Governmental (Local and International) Organisations, Churches, Children’s Homes, Industry (Human Resources and Training).

Programme Structure:

The curriculum for certificate in Monitoring and Evaluation comprises at least seven (7) courses, including a dissertation. Each course is worth six (6) credits.

The student is expected to accumulate a minimum of credit points and maximum of credits to be considered to have met the requirements of the Certificate in M and E.Part 1 = 36 credits
Part 2 = 48 credits
Total = 84 credits

Department of Inclusive and Special Needs Education

Focus Area

Welcome to the department of Inclusive and Special Needs education at the Reformed Church University. The department brings together people whose lives are impacted by special education needs and inclusion. The department’s main aim is to come up with meaningful change in the lives of people. The benefits of inclusive and special needs education are to be realized by both their families and society as a whole. Some unrivalled breath and depth of expertise across multiple specialisms and our broad approach to inclusion informs both our research and teaching.

Objectives

To become a world class center of excellence in diversity and equity.

Degrees Offered

We exist to work collaboratively, providing quality education and research aimed at producing innovative and morally upright graduates.

Archivements

Christianity- maintaining Christian principles leading to spiritual growth. Equity- affording equal opportunities to a diverse populace.
Knowledge- acquire relevant skills and information
Excellence-attaining and surpassing best practice
Integrity- upholding ethical and honest conduct in all our daily living.
Guiding Principles
Church commitment
Professionalism
Efficiency
Creativity
Transparency

Research Output

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Degree Programmes

BACHELOR OF EDUCATION HONOURS DEGREE IN SPECIAL NEEDS EDUCATION

DURATION:

Four (4) years full time programme.
Four (4) years block release programme.

ENTRY REQUIREMENTS:

Certificates

I am text block. Click edit button to change this text. Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.

Department of Teacher Education

Focus Area

The Department of Teacher department prides itself on being an inclusive centre of excellence in the design and implementation of inclusive Education, which is aligned to education 5.0 as well as the RCU mission, to prepare competent and reflective practitioners who are responsive to the diverse needs of society .In pursuit for excellence the department engages in hybrid teaching and learning model which offers an optimal blend of face to face and virtual learning opportunities that inculcate twenty first century skills suitable for students to teach ,research ,innovate and engage in community development programmes . We offer high-quality teaching and thoughtfully developed undergraduate and postgraduate programmes as well as short courses.

Objectives

The objectives of the Teacher Education programmes are to:

Inculcate in students self-reflective and critical thinking skills that promote innovative practice and learning using a variety of perspectives in the field of education.
provide candidates with the tools necessary to become effective, reflective and inclusive practitioners
develop in candidates respect for diversity and cultural differences and exceptionalities that will assist in meeting the needs of all people for an evolving inclusive global community.

Degrees Offered

Bachelor of Education Honours in Early Childhood Development (ECD)
Bachelor of Education Degree Honours In Mathematics
Bachelor of Education Degree Honours In Information and Communication Technology)
Bachelor of Education Honours in Research Methods and Statistics
Bachelor of Education Honours in History and Heritage Studies
Bachelor of Education Degree Honours In Sports Science
Bachelor of Education Honours in Textile and Clothing Design
Bachelor of Education Degree Honours In Religion and Family Studies
Bachelor of Education Degree Honours In African Languages
Bachelor of Education Degree Honours In Foundations of English Language and Literacy Education
Bachelor of Education Honours in African Languages Degree In Ndebele, Tsivenda and Xitsonga

Archievements

RESEARCH

Establishment of research groups within the department
Conducted proposal and dissertations VIVA VOCE for level 4 students.
Carried out fieldwork oral presentations
Conducted onsite fieldwork supervision

COMMUNITY SERVICE

Prison visits for students and staff in collaboration with the department of teacher education.