Dr. Henry Chinhara

Qualifications

  •  PhD (UFH, SA);
  • Med (MSU, ZIM);
  • B.Ed (UZ)
  • Dip.Ed (UZ);
  • PGDHET (UFH) PGDECD (Wheelock, USA)

Cell: +263 774 197 554
Email: hchinhara@buse.ac.zw; chinharah@gmail.com

Research interests

  • Psychosocial support
  • Early childhood Development
  • Quality Assurance
  • Critical thinking
  • Transformative philosophy in Education
Research publications
  1. Murtadlo, M., Albana, H., Nisa, Y. F., Izazy, N. Q., Sumiati, N. T., Dewi, M. S., & Henry, Chinhara. (2025). Inclusive education in Africa: Transforming higher education in low-income countries. Scientific African, e02708.
  2. Chinhara, H., &Kuyayama, A., (2025). Exploring the Readiness of Early Childhood Development Environments to Integrate ICT: Assessing Stakeholder Capacity. Current Research Journal of Social Science and Humanities, (Volume 8 Issue 1)
  3. Chinhara, H., & Kuyayama, A. (2024). Challenges to the provisioning of equitable quality education opportunities in inclusive early childhood development classes attached to primary schools: A case of one district in Zimbabwe. Social Sciences & Humanities Open, 10, 100957.
  4. Nyarugwe, R., Rudhumbu, N., Chinhara, H., & Kurebwa, J. (2022). Strategies used by church-run teachers’ colleges to promote effective institutional management in Zimbabwe. Academic Research International, 13(1), 13-1.
  5. Nyarugwe, R., Rudhumbu, N., Chinhara, H., & Kurebwa, J. (2022). An Analysis Of Institutional Management Challenges Faced By Church-Run Institutions As A Result Of Corporate Governance.
  6. Nyarugwe, R., Rudhumbu, N., Chinhara, H., & Kurebwa, J. (2021). Corporate governance practices and their effect on institutional management in Church-Run teachers’ colleges in Zimbabwe. Academic Research International, 12(2), 71-84.
  7. Chinhara, H. (2021). Strategies used in inclusive early childhood development classes attached to primary schools in the South Eastern district in Zimbabwe. International Journal of Research and Innovation in Social Science, 5(5), 432-441.
  8. Matshoba, T., Shumba, J., Chinhara, H., & Nkhatau, N. (2021). Exploring issues of quality in centre-based ecce programmes: A case of eastern cape. In EDULEARN21 Proceedings(pp. 11808-11816). IATED.
  9. Henry, Chinhara., & Namhla, S. (2020). Continuous professional development for inclusive ECD teachers in Chiredzi Zimbabwe: Challenges and opportunities. Scientific African, 8, e00270.
  10. Chinhara, H. (2016). Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe: towards a holistic and inclusive framework(Doctoral dissertation, University of Fort Hare).
  11. Chinhara, H., & Rembe, S. (2018). Health, Nutrition, Safety and Security in Early Childhood Development Programmes in Zimbabwe: What are the Implications to Children with Special Education Needs? Anthropologist, 33(1-3), 91-103.
  12. Chinhara, H., Toyin, A. M., & Jenney, S. (2017). Nurturing critical thinking in preschool settings: Implications to ECD teaching practices. PONTE International Journal of Science and Research, 73(12).

 

Book Chapters

  1. Shumba, J., Rembe, S., Adewumi, T., Chinhara, H., Shumba, S., & Maphosa, C. (2019). Maintaining safety nets and peace for children and youth at risk. In Cultivating a           culture of nonviolence in early childhood development centers and schools (pp.         82-100). IGI Global.
  2. Shumba, J., Maphosa, C., Trivedi. S., and Chinhara, H. (2021). The Global, African, and South African Landscape: Provisioning of Early Childhood and Education Care. In             Adele, M., Sotuku, N., Schmidt, K., & Phatudi, N., (Eds) (2021). Early Childhood      Care and Education (0-4) A Transdisciplinary approach (84-106). Oxford  University Press, Cape Town.
  3. Ntombana R., Kim, S., Chinhara, H., and Nkomo Sikhangezile (2021). In Adele, M. Sotuku, N., Schmidt, K., & Phatudi, N., (Eds.) (2019). Early Childhood Care and Education (0-4) A Transdisciplinary approach (267-283). Oxford University Press, Cape Town.

 

Faculty of Science Education