Kudakwashe Manokore
- Courses: 0
- Website: https://www.nust.ac.zw/fste
Title and Full Name
Mr. Kudakwashe Manokore
Position
Lecturer
Contact Details
0773334622
kudakwashe.manokore@nust.ac.zw
Courses being Taught
- Set Designs
- Design Analysis
- Design Project
- Aesthetics, Ergonomics and Energy
- Intellectual Property and Design
- Workshop Technology & Management
- CAD Product Design
- Visual Inquiry
- Design Materials & Technology
- Nature of Design and Technology
- History of Design
- Theoretical Foundations in Stem Education.
Education including Awards and Honours
Master of Teacher Education (MTed) (UZ); Bachelor of Technical Education (Hons)(NUST); N.D Tech-Voc Education; N.D Textile Design (HEXCO).
Work History (Public/Private Sectors)
Zimbabwe School Examinations Council (ZIMSEC), Harare: 2014 - 2020.
Hillside Teachers’ College: 2003- 2014
International Work Experience
Not applicable
Membership in Professional Organizations
Not applicable
Research Interests
Assessment in Technical and Vocational Education Research Groups/Consortia
Publications, Research Projects, Exhibitions, Conferences, etc.
Manokore K, Sibanda L., Shava G., Mangena A, Muzari T, Sibanda Z. and Mkwelie
- (2023) Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering, and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe, British Journal of Multidisciplinary and Advanced Studies: English Lang., Teaching, Literature, Linguistics & Communication, 4(5),1-20
Revenge. L, Chingozha. P., Mkwelie. N., Gwebu., Manokore K., & Muzari. T.
(2022) Moving from the Edge to the Centre; the Role of ZimbabweHigher Education in Achieving Education for Sustainable Development: Addressing the Quality Imperative. International Research in Academic World. 1 (15)78-84 https://academicjournal.ijraw.com/
Manokore, K., & Chiwiye, T. (2021). Teachers’ Assessment Competencies: An
Imperative for the Successful Implementation of Continuous Assessment (CA) in the Updated Zimbabwean School Curriculum. In F. Machingura & O. Hapanyengwi-Chemhuru (Eds.), Unpacking the Competence-Based Curriculum Framework (2015-2022) for Sustainable Development in Zimbabwe. (pp 209 – 223). Harare: The Academic Research Centre P.B.C
Manokore. K & Shava. G. (2021). Examining the Transformative Changes
Introduced in Educational Assessment: Implications on sustainable development goals in Higher Education. International Journal of Research and Innovation in Social Science. 5(4) 105-111. www.rsisiinternational.org
Shava. G.N., Manokore, K., Mhlanga, E., Mpofu, M., Phuthi, N., Mkwelie, N.,
Mangena, A. (2021). Mainstreaming Education for Sustainable Development, The Transition Towards Achieving Sustainable Development Goal 4 On Quality in Higher Education. International Journal of Research in Education Humanities and Commerce. 2 (6) 69-88. http://www.ijrehc.com/currentissue.php
Manokore K, Sibanda L., Shava G., Mangena A, Muzari T, Sibanda Z. and Mkwelie
- (2023) Integrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering, and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe, British Journal of Multidisciplinary and Advanced Studies: English Lang., Teaching, Literature, Linguistics & Communication, 4(5),1-20
Revenge. L, Chingozha. P., Mkwelie. N., Gwebu., Manokore K., & Muzari. T.
(2022) Moving from the Edge to the Centre; the Role of ZimbabweHigher Education in Achieving Education for Sustainable Development: Addressing the Quality Imperative. International Research in Academic World. 1 (15)78-84 https://academicjournal.ijraw.com/
Manokore, K., & Chiwiye, T. (2021). Teachers’ Assessment Competencies: An
Imperative for the Successful Implementation of Continuous Assessment (CA) in the Updated Zimbabwean School Curriculum. In F. Machingura & O. Hapanyengwi-Chemhuru (Eds.), Unpacking the Competence-Based Curriculum Framework (2015-2022) for Sustainable Development in Zimbabwe. (pp 209 – 223). Harare: The Academic Research Centre P.B.C
Manokore. K & Shava. G. (2021). Examining the Transformative Changes
Introduced in Educational Assessment: Implications on sustainable development goals in Higher Education. International Journal of Research and Innovation in Social Science. 5(4) 105-111. www.rsisiinternational.org
Shava. G.N., Manokore, K., Mhlanga, E., Mpofu, M., Phuthi, N., Mkwelie, N.,
Mangena, A. (2021). Mainstreaming Education for Sustainable Development, The Transition Towards Achieving Sustainable Development Goal 4 On Quality in Higher Education. International Journal of Research in Education Humanities and Commerce. 2 (6) 69-88. http://www.ijrehc.com/currentissue.php
Shava, G.N., Manokore, K., Mhlanga, E., Mkwelie, Phuthi, N., Mangena, A., Mpofu,
Sibanda, Z., & Chasokela, D. (2021). Sustainable Development: The Transition towards Achieving Agenda 2030 Global Goals. International Journal of Latest Research in Humanities and Social Science IJLRHSS.5(2)09-21 www.ijlrhss.com
Manokore. K. Chiwiye. T. & Charumbira. G. (2016) Continuous Assessment (CA)
Capacity Building Project for the Zimbabwe School Examinations Council (ZIMSEC) Staff and Teachers: Lessons Learnt. AEAA Journal of Educational Assessment in Africa, 11 (2016)200-218
Conference presentations
- Continuous Assessment (CA) Capacity Building Project for the Zimbabwe School Examinations Council (ZIMSEC) Staff and Teachers: Lessons Learnt. AEAA Journal of Educational Assessment in Africa, Victoria Falls 2016.
- Implementing Performance and Authentic Based Assessments on real performances in
PESMD Displays practical components: A new experience for Zimbabwe School Examinations Council. SAEAA Botswana, 2019.
- Teachers’ Assessment Competencies: An Imperative for the implementation of
Assessment Reform in the Updated Zimbabwean School Curriculum. AEAA Uganda,
2017.
- Accounting for Qualitative Grade Threshold judgments of ‘O’ and ‘A’ Level Subject components by Zimbabwe School Examinations Council (ZIMSEC) Principal Marking
Supervisors (PMS). AEAA Uganda, 2017.
- Inclusivity and Sustainable Development: A Case for Zimbabwe Higher Education toward the Universal Design University (FSTE 2nd Annual Education for Sustainable Development Interdisciplinary Research Conference, 2022)
- ESDIR Conference 2021-2023
Community Service/Engagement
Ministry of Primary and Secondary Education (MoPSE) Assessment Framework Committee.
FSTE-ZITF committee representative Stepping up to Her Place Institution, South Africa, curriculum development