Title and Full Name

Mr. Kudakwashe Manokore

Position

Senior 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

1. (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

1. (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