| SEAG121 |
Climatology and Climate Modeling |
The course, Climatology and Climate Modeling is designed to engage Undergraduate students in the Bachelor of Education degree in Geography who are supposed to teach up to Advanced level. An interactive and problem solving approach is designed to help the Undergraduate students in scientific and critical thinking. An integrated approach that includes topical issues such as Climate Change education as well as Education for Sustainable Development (ESD) is also advocated where Information and Communication Technologies (ICTs) turn out to be the main method of facilitation. |
| SEAG122 |
Economics of the Environment |
This provides students with extensive grounding in how economic theories and principles can be applied to the environment. It covers the interdependence between the environment and the economy, tools of economic analysis, government intervention in environmental policy, valuing environmental benefits and costs, as well as recent trends and developments in environmental economics. Upon graduation, students are expected to be highly motivated and capable teachers who appreciate the role of economics in sustainable in environmental management. |
| SEAG123 |
Indigenous Knowledge Systems and Environmental Management |
This course provides students with a solid background on how indigenous knowledge systems (IKS) can be used to manage the environment. The course compares and contrasts Western Science and IKS; it examines why IKS should be part of environmental management, and how IKS can be applied at both micro-level and macro levels. Upon graduation, students are expected to be highly motivated and capable teachers who value IKS and can use it in environmental management. |
| SEAG124 |
Development Geography |
This course introduces students to theory and practice in development geography, focusing in particular on the experiences of more economically developed countries (MEDC’s) and less economically developed countries (LEDC’s). The course uses the theories and models of economic geography to explain growth rates, patterns and disparities in economic development at regional, national and global scales. Students are also expected to analyse economic development policies adopted by Zimbabwe in the last three decades from a spatial perspective. |
| SEAG111 |
Innovation and Entrepreneurship |
The module gives an introduction to concepts and skills necessary to successfully commercialize new products and services in relation to education 5.0. it teaches students the skills to analyze business opportunities and articulate them as a compelling business description and pitch to an audience of investors, customers and business partners. It further teaches students the skills to manage and develop innovations. |
| SEAG211 |
Global Change, Environmental Hazards and Human Response |
The module explores the nature and scope of global change science, environmental hazards and human response. It covers measurement, observation, monitoring, prediction and mitigation of environmental hazards so as to prepare students for effective disaster response and management. Responses to earthquake, drought and cyclone disasters are covered. |
| SEAG221 |
Geomorphology |
The course covers Nature, Scope and Methods of Geomorphology, Major structural features of the earth, Major structural features of the earth. The evolution of the continents and oceans, Continental Drift to plate tectonics, the evolution of the continents and oceans, Continental Drift to plate tectonics and Rocks, Weathering and Landforms, Factors and processes of soil formation are studied. |
| SEAG212 |
Green agriculture |
Zimbabwe economy is agro-based and this makes this module crucial to students. Understanding the agro-ecological regions is domiciled in this module. Under Education 5.0 this module clearly links agriculture production and agro-industries, without agro-products then agro-industries run shirt of raw materials. The module therefore links agriculture with job creation on the farms and in the industries. |
| SEAG222 |
Hydrology and Fluvial Processes |
The module covers The Hydrological Cycle, Distribution of water resources and their interrelationships, The water balance, Temporal and spatial changes in the water balance, Hydrological Processes, Evapotranspiration, Infiltration, Percolation, Through flow, Surface runoff, Base flow, Interception, Infiltration Excess flow, Saturation overland flow, Dynamic contributing area, River discharge, Hydrographs, Catchment area modification and Water pollution. |
| SEAG312 |
Portrayal of Planet Earth on Maps: A critical Appreciation |
The module explores how the earth is represented in various context including geographical perspectives on physical features and eco-systems. It also covers mapwork issues like interpreting scales understanding projections reading contours and analyzing spatial data and examining how these portrayals and skills shape our understanding of earth systems and our role within them. |
| SEAG313 |
Spatial Population Analysis |
The module covers the evolution, nature, scope and practice in Population Geography and Development. Source and use of population data with reference to Zimbabwe, population data collection methods and their limitations, analysis, representation and interpretation of population data for industrial development and innovation. Theories of population dynamics, the Demographic Transition Theory (DTT) in Europe and in the less developed world. Population policy issues in Zimbabwe and elsewhere and the debates around resources and HIV/AIDS. |
| SEAG315 |
Theory and Practice of Geography and Environmental Science Instructions |
The Module, Theory and Practice of Geography and Environmental Science Instruction is aimed at producing products who are supposed to teach at and beyond Advanced Level, be innovative and enhance community engagement and job creation through geographical pedagogies. An interactive and problem-solving approach is designed to help the Honours students in scientific and critical thinking to enhance innovation for industrialisation in line with Education 5.0 ethos. A blended ODeL and limited face to face approach on the teaching and learning of topical issues such as the integration of cross cutting issues in all learning areas of geography. These include climate change, disaster risk reduction and gender and inclusivity when looking at topics such as geomorphological processes, earthquakes, cyclones, tsunamis, floods, landslides and water resources management innovations. This Advanced level teacher is also equipped with skills that are compatible with today’s technology and s/he is supposed to operate comfortably in subject based software packages and internet skills in order to come up with innovations that are aligned to the country’s vision of an upper middle-income economy. The Module’s Continuous Assessment Work is weighted at 60% whilst the Final Examination is weighted at 40%. A total of 3 pieces of work comprises the Module Continuous Assessment Work whilst a 3-hr exam concludes the module assessment. |
| SEAG316 |
Science, Mathematics and Technology Transformative Pedagogy for Industrial and Innovation |
The Module, Science, Mathematics and Technology Transformative Pedagogy, is aimed at producing products who are supposed to teach beyond Advanced Level, be innovative and enhance community engagement and job creation through transformative pedagogies in Geography. The module focus is to explore the concepts, theories and application of Transformative Pedagogy in the teaching of Geography in Secondary Schools. The thrust of the module is to understand the concepts of transformative pedagogy, develop critical thinking among Geography teachers and apply transformative pedagogy in real world educational context. The geography learners will examine how education can be a tool for social change by adopting innovative and transformative teaching strategies. An interactive and problem-solving approach is designed to help the Honours students in scientific and critical thinking to enhance innovation for industrialisation in line with Education 5.0 ethos. A blended ODeL and limited face to face approach on the teaching and learning of topical issues such as the integration of cross cutting issues in all learning areas of geography, is applied in this transformative pedagogy module. These include climate change, disaster risk reduction and gender and inclusivity when looking at topics such as geomorphological processes, earthquakes, cyclones, tsunamis, floods, landslides and water resources management innovations. This Advanced level teacher is also equipped with skills that are compatible with today’s technology and s/he is supposed to operate comfortably in subject based software packages and internet skills in order to come up with innovations that are aligned to the country’s vision of an upper middle-income economy. This transformative pedagogy module’s Continuous Assessment Work is weighted at 60% whilst the Final Examination is weighted at 40%. A total of 3 pieces of work comprises the Module Continuous Assessment Work whilst a 3-hr exam concludes the module assessment. |
| SEAG311 |
Industry and Space |
Industrialisation is a key dimension of national development in modern society and education is a crucial driver of the process, hence an effective education in this regard has to be transformative in intent, design, and outcomes. This module looks at the motivations, processes, products and effects of industrialisation in societies in general and in Zimbabwe in particular. The role of STEMS education for industrialisation is examined at greater depth as a specific case. Learning activities include debates, field visits to industrial parks, and design of industrial production action schemes. Students are expected to produce papers presented orally and in written formats on various problematic issues associated with the phenomenon of industrialisation. |
| SEAG314 |
Spatial Agroecology |
The module examines the immense variety of spatial patterns in nature and their ecological consequences with reference to wildlife management. It is centred on how specific spatial arrangements of organisms, populations, and landscapes influences ecological dynamics. Habitat loss and fragmentation in wildlife parks are analysed using species-area curves, meta-population and meta-community theories. Fieldwork for the course is conducted in selected National Parks of Zimbabwe. |
| SEAG318 |
Transport Geography |
Transport geography detects, describes, and explains transportation spaces regarding location, form, function, and genesis from an urban and regional perspective. It examines the use and suitability of various modes of transport in environments e.g. public transit, personal cars, and railroads in cities of the Developing World in general and Zimbabwe in particular. |
| SEAG225 |
Teaching Practicum |
This module affords students the experience of teaching an A-level Physics class under the guidance of a mentor. Students undergo formative assessment by the mentor and administration at the school as well as by the University Lecturers |
| SEAR360 |
Research Project |
This module introduces students to a culture and practice of knowledge generation and utilization through research activity in general and within the physics domains in particular. This in part prepares them for post graduate work and to function more as teacher researchers in the field. |
