Graduates
Sylvia F. Hammond
A semi-retired HR Director, Ma Sylvia is committed to the implementation of skills development, manages the www.skills-universe.com social media site, and consults on the implementation of skills and employment equity. Currently, under the supervision of Dr Muthivhi applying CHAT to an examination of the influence upon occupational identity of skills development processes in the construction informal SME workplace
Kwame Kumador
David is a lecturer in child and family studies at the Department of Family and Consumer Sciences at the University of Ghana. He is currently a doctoral student at the Department of Early Childhood Education, University of Pretoria, South Africa. His research topic is cultural-historical analysis of the pedagogy of children with learning difficulties within piloted inclusive ECE public schools in Ghana. He is supervised by Professor Muthivhi.
Isiguzo Gladys Kelechi
Gladys had her first and second degree is in special education (Hearing Handicap) and is currently a PhD in Early Childhood Education at the University of Pretoria. Her research topic is on sociocultural case study of learning and development among learners with hearing impairment in Nigeria special school context. She is currently working as a senior medical social officer at the Federal Teaching Hospital Abakaliki in Ebonyi State in Nigeria.
Scholastica Maletsose Mamogale
Schola is a professional teacher in Early Childhood Development. She has 32 years teaching experience in early childhood development in South Africa; notably, in mathematics education in the Foundaon Phase and curriculum and instructional design and development. She is currently pursuing a PhD at the University of Pretoria on teachers’ mediaon of quality cultural tools in teaching geometric concepts in primary school classroom.
Sitabile Chivasa
Sitabile Chivasa is a primary school teacher and a part-time lecturer at the Zimbabwe Open University. She is a PhD student at the University of Pretoria, South Africa and is currently examining preschoolers learning and development within the Zimbabwean sociocultural context.
Rose Rushton (Brien)
Rose is a full-time lecturer in Foundation Phase Numeracy at CPUT Mowbray, Cape Town, South Africa. She is currently enrolled in a PHD at the University of Pretoria, South Africa under the supervision of Professor Azwihangwisi Muthivhi. Research title is towards at CHAT model of play-based pedagogy for teaching numeracy in a diverse South African Grade R classroom.
Sophie Deliwe Sibanda
Sophie is a teacher and a Departmental Head at Ikwezi-Khanyeng School in Benoni and a part-time lecturer of IsiZulu at the University of Pretoria. She is currently a PhD student at the Department of Early Childhood Education at the University of Pretoria. Her research interests pertain to African Languages and how language is used to develop young minds and their mathematical problem-solving skills. Sophie is a strong believer in the power of selecting instructional practices and techniques which nurture and facilitate learning and development in ways that appropriate children’s stage of development.
Penehafo Olivia Kaulinge
Penny is currently a Distance Education coordinator at the Namibian College of Open Learning (NAMCOL) in Namibia. She is PhD-Candidate at University of Pretoria under the supervision of Prof. Azwihangwisi Muthivhi. She is researching on cultural-historical analysis of pedagogical practices of multi-grade in Namibian primary school system.
Amel Ahmad
Amel is a lecturer in Social Foundation of Education Systems in Saudi Arabia and Comparative Education Philosophy at the Al-Imam Muhammed Ibn Saud Islamic University in Saudi Arabia. She is doctoral student at the University of Cape Town and is researching on transformative agency and identity development in adolescent learners: a cultural-historical analysis of the changing context of schooling in Riyadh, Saudi Arabia. She is supervised btg Prof Azwi Muthivhi.
