School of Education

Simon Bheki Khoza

Simon Bheki Khoza

Position

Associate Professor

Discipline

Curriculum & Education Studies

Email

khozas@ukzn.ac.za

Contact Number

031-260-7595

Campus

Edgewood Campus

Office Address

CS147

Degrees Held

  • B.Ed Hnrs
  • M.Ed (Educational Technology)
  • PhD (Curriculum/Educational Technology).

Experience

  • 1 year Military experience;
  • 3 years Industrial experience;
  • 9 years College experiences;
  • 17 years University experiences.

Awards

  • Awards of being in the top ten at UKZN in terms of supervision (from 2014 to date).

Research Interests

  • Education: Mathematics with Chemistry Curriculum and Educational Technology

Teaching Interests

  • Curriculum Studies, Educational Technology, Mathematics, Science, Research, and Technical Education.

Students Supervision

Resent PhD/MED graduated students

  • Zuma, S. (2019). Reimaging Moodle as an Effective Learning Management System through the Experiences of Geography Lecturers at a Selected South African university. (UKZN 209506824).
  • Dlamini, M. (2018). Exploring formative assessment practices in Context-Based Science Curriculum in Swaziland: A case of Form 2 Junior Secondary School Science. (UKZN 213573760).
  • Kisaka, S.T. (2018). An Exploration of the Use of Moodle in Teaching MED Students at a University in Kenya. (UKZN 214548438).
  • Mabuza, D.C. (2018). Educators’ Reflections of the Swaziland Junior Secondary Integrated Consumer Science Curriculum: Towards Development of a Unique Content Area. (UKZN 216072198).
  • Makumane, M.A. (2018). Educators’ Enactment Strategies of the French Integrated Curriculum: An Action Research of Lesotho Educators. (UKZN 216076795).
  • Mpungose, C.B. (2018). Exploring lecturers’ reflections on the use of Moodle to teach Physical Sciences at a South African University. (UKZN 214581960).
  • Shoba, M.E. (2018). Exploring Teachers’ Experiences of Teaching English-Speaking Skill to Second Language Learners in Three KwaNdengezi Township Primary Schools. (UKZN 991234404).
  • Sodje, P.E. (2018). Exploring the Use of Internet Resource/s in Learning Mathematics at a TVET College in South Africa. (UKZN 202526688).
  • Budden, R. (2017). Exploration of factors that inform curriculum studies students to use e-resources in conducting Masters of Education dissertations at a South African university. (UKZN 205511283).
  • Ndlovu, E. (2017). Dynamics of implementing arts and culture programmes as a curriculum subject in Zimbabwe Secondary Schools. (UKZN 214584167).
  • Ndlovu, B.N. (2017). Exploring Teachers’ understanding of pedagogic practices in teaching Mathematical concepts in Grade 1: A Case Study in South African Primary Schools. (UKZN 204520072).
  • Pather, R. (2017). Library spaces in higher education: exploring academics’ understanding. (UKZN 201509725).
  • Fomunyam, K.G. (2016). Content and Ideology in Literature modules taught in a Cameroonian university (UKZN 212558999).
  • Dlamini, B.B. (2019). Teachers’ Approaches to the Teaching of Geography in Eswatini School. (UKZN 214583322) (MED Cum laude).
  • Khoza, M.E. (2019). Curriculum Managers’ Perspectives on Managing the Curriculum in Schools at King Cetshwayo District. (UKZN 218083975).
  • Mthabela, S.P.S. (2019). Exploring Educators’ Views about Parental Involvement in their Children’s Academic Work at a School in the Pinetown District. (UKZN 215082634).
  • Nzimande, C.H. (2019). Lecturers’ Reflections on the Teaching of Electrical Systems and Constrction NQF L4 NCV Curriculum at TVET College Campuses in KwaZulu-Natal. (UKZN 216075837).
  • Cobongela, J.M. (2018). Grade 12 Dramatic Arts Educators’ experiences of Implementing Curriculum and Assessment Policy Statement in Durban. (UKZN 209529815) (MED).
  • Matola, N. (2018). Experiences of International Postgraduate Students Lecturing in a University in KwaZulu-Natal (UKZN 207505799).
  • Morojele, M.M. (2018). Grade Four Educators’ Enactments of a Mathematics Curriculum in Two Township Schools at Mafukuzela-Gandhi Circuit. (UKZN 202511453) (MED).
  • Shozi, V.B.T. (2018). Exploring Educators’ Views on the Teaching of the Grade 9 Natural Sciences Curriculum and Assessment Policy Statement in the Zululand district, KwaZulu-Natal. (UKZN 204400299) (MED).
  • Khuzwayo, E.M. (2018). Assessment strategies used by Grade 9 Technology Educators in Umbumbulu Schools. (UKZN 9805884).
  • Ndhlovu, B.F. (2018). Reflections of Foundations Phase Teachers in Implementing Curriculum and Assessment Policy Statement (CAPS). (UKZN 210555280).
  • Ndlovu, V.P. (2018). Experiences of Grade 9 teachers teaching Financial Literacy (Accounting) in Zululand district schools. (UKZN 204400659).
  • Nduku, N.F. (2018). Teaching strategies used by Grade 12 teachers to teach Agricultural Sciences in Pinetown district. (UKZN 205520529).
  • Ntuli, Y.B. (2018). Exploring Teaching Strategies Used by Grade 4 Teachers When Teaching English First Additional language in Primary Schools Under Gingindlovu Circuit. (UKZN 202000982).
  • Nkohla, M.B. (2017). Educators’ reflections on their practices of Agricultural Sciences Curriculum and Assessment Policy Statement. (UKZN 216074125) (MED Summa cum laude).
  • Buthelezi, M.P. (2017). Music Education in South African Schools: Exploring teachers’ experiences in the teaching of traditional African music. (UKZN 211556503).
  • Mbotho, T.S. (2017). Exploring the challenges teenage mothers encounter when re-enrolling at a high school in the rural areas of Port Shepstone (UKZN 208526300).
  • David, W.A. (2016). Exploring school managers’ reflections on their experiences of managing CAPS In the city of Bloemfontein (UKZN 215078938).
  • Galane, C.M.M. (2016). Subject Advisors’ reflections of the supervision of Grade 3 Mathematics CAPS implementation in Mpumalanga Province (UKZN 209539404).
  • Mc Knight, M. (2016). TEACHERS’ EXPERIENCES OF INDIGENOUS KNOWLEDGE SYSTEMS (IKS) FOUND IN THE LIFE SCIENCES CURRICULUM: A CASE STUDY OF LIFE SCIENCES TEACHERS AT A HIGH SCHOOL IN THE PINETOWN DISTRICT (UKZN 971162797).
  • Mqadi, L.S. (2016). An exploration of the experiences of grade ten Life Orientation teachers towards the teaching of Physical Education in schools under UGu District, KwaZulu-Natal (UKZN 213570035).
  • Mutesi, M. (2016). EXPIRIENCES OF GRADE NINE LEARNERS IN LEARNING MATHEMATICS AT A SECONDARY SCHOOL IN UMZIMKHULU (UKZN 211559282).
  • Mpungose, C.B. (2016). Teachers’ reflections of the teaching of grade 12 physical sciences CAPS in rural schools at Ceza Circuit (UKZN 214581960).
  • Nhlongo, A.H. (2016). Exploring Teachers’ Experiences of Teaching CAPS Life Skills (Physical Education) in the Foundation Phase (UKZN 210555140).
  • Shange, D.S. (2016). An exploration of teachers’ experiences in teaching Grade 10 Geometry within Curriculum and Assessment Policy Statement (CAPS) in UMbumbulu circuit (UKZN 208526300).
  • Zuma, S. (2016). Teachers’ reflections on teaching Geographical Information System (GIS) at grade 11 within CAPS at a township school in the uMhlathuze Circuit (UKZN 209506824).
  • Zuma, T.H. (2016). THE EXPLORATIONOFTEACHINGSTRATEGIES FOR GRADE 5 MATHEMATICS CAPS IN THREE PRIMARY SCHOOLS AT KWANDENGEZI CIRCUIT IN PINETOWN DISTRICT. (UKZN 982207092).
  • Majola, M.X. (2015). Exploring formative assessment practices, strategies and tools used by university academics in facilitating a first year accounting module. (UKZN 205511587).
  • Mlaba, S.M. (2015). The implementation of the CAPS by Grade Ten Business Studies at two particular high schools in Ugu District. (UKZN 213570073).
  • Mogami, D.T. (2015). Exploring Music Educators’ experiences on the implemented Junior Secondary music curriculum in Botswana. (UKZN 981208380).
  • Budden, R. (2014). An evaluation of the use of online resources by facilitators and students in the teaching and learning of Curriculum Context & Change: A case study at a higher education institution in South Africa. (UKZN 205511283).
  • Duma, A. (2014). Teaching methods used by Grade seven teachers in teaching Social Science. (UKZN 212558765).
  • Gounden, A. (2014). Construction of learning outcomes by Life Orientation lecturers using teaching/learning resources for their lessons at an identified Further Education and Training College. (UKZN 212560184).
  • Kehdinga, G.F. (2014). Student Teachers’ Experiences of Teachers Professional Identity with in context of Curriculum Change in a university in KwaZulu-Natal. (UKZN 212558999).
  • Tshabalala, D.T. (2014). Exploring the use of the internet resources in teaching Grade 12 History class in a public high school: A case study of a high school in Ethekwini South. (UKZN 9151615).
  • Naidoo, S. (2014). Teaching resources used by university tutors in teaching Post Graduate Certificate in Education (PGCE) Curriculum modules at a university in Durban. (UKZN).
  • Draai, J.A.L. (2014). The experiences of campus managers in learning International Computer Drivers Licence software programs in an FET College in KwaZulu-Natal. (UKZN).

Selected Publications

2011-2018

  • Khoza, S.B. (2018). Can Teachers’ Reflections on Digital and Curriculum Resources Generate Lessons? Africa Education Review, 1(2018), 1-16. doi: 10.1080/18146627.2017.1305869
  • Fomunyam, K.G. & Khoza, S.B. (2018). Managing Curriculum Politics of Responsiveness in a Cameroonian Universty. International Journal of Management and Applied Science, 4(2), 49-57.
  • Khoza, S.B. (2017). Master of Education Students’ Reflections: Which Curriculum Reasons are Promoted or Limited by Skype Resources? Progressio: South African Journal for Open and Distance Learning Practice, 39(2), 1-19. http://doi.org/10.25159/0256-8853/2405 
  • Khoza, S.B. (2016a). Can curriculum managers’ reflections produce new strategies through Moodle visions and resources? South African Journal of Education, 36(4), 1- 9.
  • Khoza, S.B. (2016b). Is Teaching without Understanding Curriculum Visions and Goals a High Risk? South African Journal of Higher Education, 30(5), 104-119.
  • Ngubane-Mokiwa, S.A & Khoza, S.B. (2016). Lecturers’ Experiences of Teaching STEM to Students with Disabilities. Journal of Learning for Development – JL4D, 3(1), 37-50.     
  • Khoza, S.B. & Manik, S. (2015). The Recognition of ‘Digital Technology Refugees’ amongst Post Graduate students in a Higher Education Institution. Alternation, 17(2015), 190-208.  
  • Khoza, S.B. (2015d). Using curricular spider web to explore a research facilitator’s and students’ experiences. South African Journal of Higher Education, 29(2), 122-143.
  • Khoza, S.B. (2015c). Student teachers’ reflections on their practices of Curriculum and Assessment Policy Statement. South African Journal of Higher Education, 29(4), 179-197.
  • Khoza, S.B. (2015b). Can Turnitin come to the rescue: from teachers’ reflections? South African Journal of Education, 35(4), 1- 9.
  • Khoza, S.B. (2015a). Can s/he learn a lesson with Postgraduate students’ views? If yes, what lesson? Mevlana International Journal of Education, 5(3), 43-55.
  • Khoza, S.B. (2014b). Lecturers’ Views On Experiences Of A Post Graduate Honours Research Module Implemented Curriculum. Mevlana International Journal of Education, 4(3), 26-39.
  • Khoza, S.B. (2014a). Is Chemistry everything to Engineering students? Let their experiences talk. South African Journal of Higher Education, 28(2), 502-514.
  • Khoza, S.B. (2013b). Learning Outcomes as understood by ‘Publishing Research’ facilitators at a South African university. Mevlana International Journal of Education, 3(2), 1-11.
  • Khoza, S.B. (2013a). Can they change from being digital immigrants to digital natives? Progressio: South African Journal for Open and Distance Learning Practice 35(1), 51-68. 
  • Maharajh, L.R., Davids, M.N & Khoza, S.B. (2013). Is team-teaching learner-friendly or teacher-centered? Mode of delivery in a postgraduate module. Alternation, 9(2013), 150-168.
  • Khoza, S.B. (2012). Who helps an online facilitator to learn with students in a day? Mevlana International Journal of Education, 2(2), 75-84.
  • Khoza, S.B. (2011). Who promotes web-based teaching and learning in high education? Progressio: South African Journal for Open and Distance Learning Practice 33(1), 155-170.

  • Khoza, S. B. (2019). Lecturers' Reflections on Curricular Spider Web Concepts Transformation Strategies. In E. N. Ivala & C. L. Scott (Eds.), Transformation of Higher Education Institutions in Post-Apartheid South Africa (1 ed., pp. 15-26). New York: Routledge - Taylor & Francis Group.
  • Govender, N & Khoza, S.B. (2017). Technology in Education for Teachers. In Education Studies for Initial Teacher Development, edited by Ramrathan, L; Le Grange, L & Higgs, P. Cape Town: Juta & Company (PTY) Limited (pp. 66-79).

  • Khoza, S.B. & Mpungose, C.B. (2018). Lecturers’ Needs of the Moodle Curriculum at a South African University. Proceedings of the 13th International Conference on E-Learning (ICEL), held at the Cape Peninsula University of Technology (CPUT), in Cape Town, South Africa on the 5th – 6th July 2018. Published by Academic Conferences and Publishing International Limited, 1(2018), 171-178.
  • Khoza, S.B. (2017). Is this Moodle for personal, societal and/or professional space/s when students reflect?
  • Proceedings of the 12th International Conference on E-Learning (ICEL), held at The Central University of Florida, Orlando, US on the 1st – 2nd June 2017. Published by Academic Conferences and Publishing International Limited, 1(2017), 122-128.    
  • Khoza, S.B. & Mpungose, C.B.  (2017). Can self, them and/or it come to academics’ rescue of Turnitin? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 24th – 26th April 2017. Published by African Academic Research Forum, 1(2017), 1-11.
  • Khoza, S.B. (2016a). …from the other side of Moodle/Technology in Education of Postgraduate Students’ Reflections.  Proceedings of the 11th International Conference on E-Learning (ICEL), held at Universiti Sains Islam Malaysia (USIM), Kuala Lumpur, Malaysia on the 2nd – 3rd June 2016. Published by Academic Conferences and Publishing International Limited, 1(2016), 79-86.    
  • Khoza, S.B. (2016b). Can Educational Technology be defined from South African University Facilitators’ Understanding…? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 24th – 26st April 2016. Published by African Academic Research Forum, 1(2016), 22-33.
  • Khoza, S.B. (2015). Can the interface between EndNote, Discussion Forum and Turnitin come to the rescue: students’ reflections? Proceedings of the South Africa International Conference on Educational Technologies (SAICET), held at Manhattan Hotel, Pretoria, South Africa on the 19th – 21st April 2015. Published by African Academic Research Forum, 1(2015), 135-152.
  • Khoza, S.B. (2014). A lecturer’s reflective experiences on becoming a published scholar: Curriculum in context. ‘Proceedings of the 8th Annual Teaching and Learning in Higher Education Conference’ held at the University of KwaZulu-Natal, South Africa, Pinetown on the 25-27 September, 2014. Published by UKZN Teaching and Learning Office, 1(2014), 93-103.
  • Khoza, S.B. (2013). Awareness is a Function of Educational Technology in e-Learning. Paper presented at the ‘Proceedings of the 8th International Conference on e-Learning’ held at the Cape Peninsula University of Technology, South Africa, on the 27-28 June, 2013. Published by Academic Conferences and Publishing International Limited on ICEL 2013 Proceedings, 2(2013), 231-238.