On May 7, 2024, the Ministry of Primary and Secondary Education launched the Heritage-Based Curriculum (HBC) [1]. The primary objective of HBC is to prepare students for active citizenship and instill in them a deep appreciation for the Zimbabwean philosophical principles of unhu/ubuntu/vumunhu. Furthermore, HBC emphasizes the preservation and transmission of cultural, historical, and traditional knowledge [2]. Teachers play a crucial role in the implementation of this curriculum, as they are often referred to as curriculum implementers [3]. This paper is guided by four key questions: (1) What is your understanding of HBC? (2) How do you perceive teacher preparedness? (3) In what ways can teachers be supported to ensure effective curriculum implementation? (4) What challenges do teachers encounter during the implementation of HBC? This study focuses on teacher preparedness for HBC implementation, specifically in the Gutu District of Masvingo Province, Zimbabwe. It is grounded in curriculum theory, which provides a framework for various curriculum-related tasks, including design, development, implementation, and supervision. The methodology employed purposive sampling, along with focus groups and interviews with secondary school teachers in the Gutu district. Research findings indicated that HBC had not yet been introduced in schools, teachers had not undergone in-service training, and they were unprepared for the new curriculum. The timing of the May 7, 2024, launch, combined with the lack of teacher engagement, can be likened to the Igbo proverb about “going for a cry without eyes.” This study advocates for a grassroots approach to curriculum implementation, which recognizes the essential role of teachers in this process [4]. Additionally, the study recommends comprehensive in-service training for teachers prior to the introduction of HBC to ensure effective implementation. Engaging parents as stakeholders can further enhance deep learning by promoting inquiry-based approaches [5]. Ultimately, the study concludes that HBC holds significant potential to cultivate patriotism and reinforce the Zimbabwean philosophy of ubuntu/unhu/vumunhu, thereby contributing to the decolonization of the curriculum.

Background: The significance of how occupational noise can influence attitudes towards occupational noise exposure, susceptibility to hearing loss and job performance has generally been neglected in the past studies.Objectives: The aim of this study was to determine the impact of occupational noise on attitudes towards occupational noise exposure, susceptibility to hearing loss and job performance of manufacturing small and medium enterprises (SMEs) workers in Zimbabwe.Method: A survey was conducted involving 250 respondents, including manufacturing SME workers, and the hypotheses were analysed by applying structural equation modelling.Results: Occupational noise had a positive and significant effect on attitudes towards occupational noise exposure and perceived susceptibility to hearing loss amongst manufacturing SME workers. In addition, attitudes towards exposure to occupational noise and the perceived susceptibility of hearing loss have had a positive and significant impact on manufacturing SME workers’ job performance.Conclusion: The novelty of the research is its analysis of occupational noise as an indicator of attitudes towards occupational noise exposure and susceptibility to hearing loss as well as job performance. This study provides practitioners with beneficial implications. Collective knowledge on occupational noise could help manufacturing SME managers in recognising the perceptions of employees on occupational noise and how it ultimately affects job performance. Moreover, this study is intended to add new knowledge to the current body of African occupational noise literature – a context that has not received much research attention in developing countries.

Leadership continuity is essential for maintaining organizational performance, strategic stability, and long-term competitiveness. Nevertheless, many organizations encounter challenges during leadership transitions, often due to inadequate succession planning, insufficient leadership development frameworks, and the diminishing of organizational memory. This conceptual paper examines the relationship between succession planning, leadership development, and organizational memory. Succession planning enables organizations to proactively identify and prepare future leaders, thereby minimizing disruptions resulting from leadership changes. Leadership development is focused on systematically equipping high-potential employees with the essential skills, competencies, and experiences needed to step into leadership roles. Additionally, organizational memory—composed of institutional knowledge, historical insights, and experiential learning—plays a crucial role in safeguarding strategic knowledge and leadership expertise during transitions. The integration of these three components creates a robust leadership pipeline, reduces the risks associated with leadership voids, and fortifies the retention of institutional knowledge. This paper provides a critical analysis of existing literature concerning executive transitions, talent management, and knowledge retention, aiming to establish interlinks among these variables. The study emphasizes how organizations can utilize structured mentorship programs, knowledge transfer strategies, and leadership development initiatives to facilitate seamless leadership transitions. Furthermore, it addresses the obstacles to effective leadership continuity, such as short-term mindsets in succession planning, the failure to institutionalize leadership knowledge, and resistance to leadership changes. This conceptual paper adds value to both academic research and managerial practices by synthesizing insights from human resource management, strategic leadership, and organizational behavior. The findings highlight the necessity for organizations to embrace a comprehensive approach to leadership continuity, integrating succession planning, leadership development, and organizational memory into a unified strategy. The paper concludes with recommendations for policymakers, HR professionals, and corporate leaders on promoting sustainable leadership transitions in dynamic and competitive environments.

Emerging economies within the BRICS+ group face concurrent challenges related to environmental degradation and social inequality, requiring innovative approaches to sustainable development. Social entrepreneurship (SE) has become an essential mechanism that links macro-level strategies such as renewable energy adoption, green finance, and institutional reform with community-led, environmentally conscious initiatives. This comprehensive review consolidates empirical evidence from China, India, Brazil, South Africa, and Egypt, highlighting various SE models that support the transition to environmentally sustainable practices. Examples include digital engagement platforms like Ant Forest in China, decentralised solar energy solutions with integrated financing by SELCO in India, cooperative circular economy projects in Brazil and South Africa, and regenerative hybrid governance by SEKEM in Egypt. The findings suggest that SE initiatives contribute to significant environmental and social impacts, including the reduction of approximately 3 megatonnes of CO₂ annually, electrification of 2 million households, diversion of 2.5 megatonnes of waste, and the creation of $1.2 billion in income, with social benefits exceeding those of traditional green technologies. Despite these successes, challenges remain in scaling interventions, addressing digital divides, and promoting inclusive participation. Recommendations include formalising waste cooperatives, implementing results-based financing models, adopting open-source measurement, reporting, and verification (MRV) systems, and fostering knowledge exchange within the BRICS nations. This review positions social entrepreneurship as a vital but often overlooked element in Nationally Determined Contributions (NDCs), providing scalable and inclusive pathways toward sustainable and equitable green development in the Global South.

This study examines the impact of entrepreneurial challenges on student motivation at the Innobiz Centre for Entrepreneurship and Innovation at Durban University of Technology (DUT). Based on the Theory of Planned Behavior, the research analyzes how financial, psychological, experiential, and time-related obstacles influence students’ attitudes, perceived behavioral control, and subjective norms, ultimately affecting their entrepreneurial intentions. A quantitative methodology was employed, collecting data from 76 student entrepreneurs through structured questionnaires, which were analyzed using descriptive and inferential statistics, including Spearman’s rho correlations. The findings indicate that while intrinsic motivators—such as autonomy, passion, and the excitement of entrepreneurship—have a strong positive effect on motivation, external challenges significantly influence perceived behavioral control and entrepreneurial self-efficacy. The lack of institutional and community support exacerbates cultural stigma and restricts collaboration, while financial and academic limitations appear to operate independently of peer networks. This study highlights the essential role of incubator support structures in enhancing entrepreneurial resilience and suggests the need for targeted interventions to address systemic barriers, promote interdisciplinary engagement, and cultivate intrinsic motivation. These insights are valuable for designing more inclusive and effective entrepreneurial ecosystems within higher education.