Trends in Human Resource Development in Zimbabwe

2016 ◽  
pp. 228-251
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

Trends in Human Resource Development in Zimbabwe

2015 ◽  
pp. 51-81
Author(s):  
Stanley Mpofu
Keyword(s):  
Continuing Education ◽  
Human Resource Development ◽  
Human Resource ◽  
Informal Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Resource Development ◽  
University Education ◽  
Education Programs ◽  
Innovation In Education

The rebranding of adult learning at CONFINTEA V (1997) as an integral component of human resource development for sustainable development paved the way for greater flexibility and innovation in education provision. This chapter illustrates how this development has challenged the traditional methods of teaching and learning in Zimbabwe. Accordingly, the chapter show-cases three major trends that have emerged, namely, the formalization of non-formal education and vice versa, the “universalization” of continuing education and the non-formalization of informal education. Whereas the formalization of non-formal education has occurred throughout the education system (from school through to university) the non-formalization of formal education has been confined to university education. The “universalization” of continuing education is evident in the adoption by universities of many continuing education programs that were traditionally beyond their scope. And, informal education has been non-formalized via trade-testing of informal artisans such as carpenters and builders.

Exploring the Boundaries of Diversity and Inclusion in Human Resource Development

2019 ◽  
Vol 18 (2) ◽  
pp. 173-195 ◽  
Author(s):  
Torrence E. Sparkman
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Social Cognitive ◽  
Resource Development ◽  
Multiple Identities ◽  
Research And Practice ◽  
Marginalized Communities ◽  
Diversity And Inclusion ◽  
Value Diversity

This article reviews literature focused on diversity and inclusion in human resource development (HRD) journals. A focused analysis of articles published from 2010 to the present reveals shifting conceptualizations of diversity inside and outside the Academy of Human Resource Development. This integrative review summarizes the types of diversity articles presented and captures the frameworks, approaches, and foci of current diversity and inclusion research. The influence of social cognitive psychology becomes apparent, as the awareness of multiple identities and experiences becomes central to teaching and learning how to value diversity. The findings also suggest that research and practice in the context of marginalized communities, and non-Western countries, is crucial to broadening the scope of diversity and inclusion in both dominant and nondominant cultures. After categorizing the articles, a discussion of recent theories, pedagogy, and utility follows. The review concludes with a discussion of practice and research implications.

Pandemonium, panic and the pandemic: implications for human resource development from an unplanned shift to online learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Petra A. Robinson ◽  
Maja Stojanović ◽  
Zachary Z. Robinson ◽  
Renata Russo Lyons
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Human Resource Development ◽  
Human Resource ◽  
Teaching And Learning ◽  
Resource Development ◽  
Virtual Learning ◽  
Virtual Learning Environment ◽  
Multiple Perspectives ◽  
Content Type

Purpose This paper aims to explore the experiences of a high school senior, a doctoral student, a university professor and an online academic coach with a rapid, unplanned shift to online learning in the USA during the COVID-19 pandemic to understand the challenges and distinct skills they identify as essential for success in a 100% virtual learning environment. Design/methodology/approach Through scholarly personal narratives (SPNs), the researchers shared details and authentic knowledge regarding their experiences and perceptions of successful teaching and learning in a 100% online learning environment. Findings The main goal was to identify necessary skills for success in a 100% virtual learning environment resulting from an unplanned shift. The findings show a need for learner and teacher self-directedness in developing a variety of nontraditional, critical literacies. Originality/value In light of the imposed and unplanned educational shifts in teaching and learning, this study has strong practical implications for human resource development offered through an analysis of multiple perspectives. This research may lead to a better understanding of how, in a period of rapid, unexpected shifts, individuals need to use self-directedness to leverage personal and professional development opportunities to adapt and succeed in the new environment. Additionally, the authors use an innovative critical theoretical framework to outline the skills the participants report as useful for success in an online classroom during a period of rapid, unexpected shifting.

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