Abstract:
The questions Wakadzidzei? Wakadzidzepi? Wakadzidziswa nani? are critical
and essentially influence the activities and focus of many education systems. The
introduction of modular learning not only facilitated education following the
novel COVID19, but also answers these critical questions on what should matter
at the end of any education, what skills and demonstratable knowledge a learner
acquired through education, where he/she studied or who taught him/her. This
qualitative research examines existing literature on modularisation in a bid to
demonstrate the implications of the approach and how it should ideally be
implemented vis-à-vis current practice as established through discussions with
educators from different universities in Zimbabwe. Literature reveals that the goal of modularisation is theory-practice integration through the impartation of
relevant skills and knowledge. The article concludes that challenges, including
time constraints, lack of skills and sufficient knowledge among educators on
teaching in modular instruction, render the educator poorly equipped for this
approach and, in turn, render modularisation ineffective. When effectively and
correctly implemented, the question Wakadzidzei? should be the main concern
for all education stakeholders as opposed to individual institutions or educators.
