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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

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Basic Entry Requirements

Diploma in Education (Primary).Two years teaching experience

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Basic Entry Requirements

Diploma in Education (Primary).Two years teaching experience

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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. Richard Makoni

makonir@africau.edu

extension 1267

Academic Qualifications
  1. 2015 Doctor of Education in Philosophy of Education, University of South Africa. Thesis Title: PEACE EDUCATION IN ZIMBABWEAN PRE-SERVICE TEACHER EDUCATION: A CRITICAL REFLECTION.
  2. 2001 Master of Educational Philosophy, University of Zimbabwe.
  3. 1995 Graduate Certificate in Education, University of Zimbabwe
  4. 1991 Bachelor of Arts (History and Economic History), University of Zimbabwe

University Teaching Experience
Areas of specialism:

Philosophy of Education, History and Economic History

  • 20 November 2008- present, Full-time Lecturer of Philosophy of Education, Africa University, Zimbabwe.
  • 01 April 2006- 19 November 2008: Full-time Lecturer of Philosophy of Education at Midlands State University, Zimbabwe.
  • Graduate courses taught to this date include Classical Philosophy, Social Philosophy, Philosophy for Children, Modern Philosophies of Education, Philosophy of Knowledge and the Curriculum, African Philosophy and Qualitative Research Methods.
  • Undergraduate courses taught to this date include Contemporary Philosophies of Education, Social and Moral Philosophy and Applied Educational Foundations, Philosophy of Education, History of African Education, Methods of Teaching History, Research Methods, School Organisation, Guidance and Counselling and General Methods of Instruction.

Undergraduate and Graduate Supervision

I have supervised an over 100 undergraduate research projects since 2006 and more than 50 graduate dissertations.

Institutional Offices & Professional Service
Offices held at Africa University
  • 01 January 2017 to date Head of Department for Education in the College of Social Sciences, Theology, Humanities and Education
  • 01 January 2015- to 31 December 2016: Deputy Dean in the Faculty of Education at Africa University
  • 01 July 2015- to date: Chairperson for the Africa University Student Recruitment Committee
  • 01 July 2010-present member of the Africa University Senate
  • Member of the Graduate Studies Committee at Africa University from January 2014 to date
  • Member of the Africa University Research Ethics Committee (AUREC) from January 2014 to date

Professional service:
  • Paper reviewer for the Association for Educational Assessment in Africa (AEAA) Journal
  • Paper reviewer for the African Journal of Special and Inclusive Education

Journal Articles:

  1. Makoni, R and Higgs, L. G (2016). The Nature of Peace Education in African Indigenous Knowledge Systems. Indilinga African Journal of Indigenous Knowledge Systems
  2. Makombe, P and Makoni, R. 2016. Effectiveness of the Environmental Education Programme in Secondary Schools in Mutasa District, Zimbabwe. Journal of Advanced Research and Review, 1 (16): 62-93.
  3. Chitiyo, M., Chitiyo, G., Chitiyo, J., Oyedele, V., Makoni, R., Fonnah, D., & Chipangure, L. (2014). Understanding the causes and management of problem behaviour in Zimbabwean schools: teacher perceptions. International Journal of Inclusive Education, 18(11), 1091-1106. doi: Doi 10.1080/13603116.2013.875068.
  4. 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, Vol.4, No.1:255-274. View publication.
  5. Munyaradzi, G and Makoni, R. 2012. Balance of Power between Copyright Owners and Music Teachers. Creative Education, Vol.3, No.2:205-207. View publication.
  6. Chipangure, L, Makoni, R and Mapfumo, J. 2010. Students’ Perceptions of an Effective Teacher at Three Secondary Schools in Mutare Urban, Zimbabwe. Zimbabwe Social Science Review, Vol.1, No.2:6-32.
  7. Chikunda, C, Marimbire, E and Makoni, R .2006. The Impact of Khomba, a Shangaani Cultural Rite of passage on the formal schooling of girls and women’s space in the Chikombedzi area of Zimbabwe. Indilinga: African Journal of Indigenous Knowledge Systems, Vol.5, Issue 2:145-156. View publication.

Invited Presentations: Conferences, Public Lectures, and Colloquia (from 2012)

2017

22 June
Paper presentation on ‘Creating peaceful people through peaceful teachers, College of Education at the University of South Africa

2016

15 Jan
Paper presentation, Mutare Teachers College, Zimbabwe

22 Jan
Paper presentation, Mutare Teachers College, Zimbabwe

28 Jan
Public Lecture, Marymount Teachers College, Zimbabwe

2015

22 Aug
Conference Paper on ‘Lecturers’ perception towards student evaluation of their teaching competencies at Africa University in Zimbabwe.’ Paper presented at the 13th International Conference on Private Higher Education in Africa, Addis Ababa, Ethiopia.