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The healthcare sector across most global south countries is challenged by various issues and this includes poor service delivery. The delivery of quality service within healthcare institutions is complicated by unprecedented emigration of healthcare workers to the global north. The other challenges include, poor funding and infrastructure, limited medical resources, equipment, and shortage of health care experts. As such this study examines how on and off the job training of healthcare workers impact service delivery. Adopting a quantitative paradigm, the paper identifies the training provided to healthcare workers and examines the effectiveness of the training for effective service delivery. A closed-ended structured questionnaire was used to elicit responses from 80 healthcare workers at Manama Mission Hospital in Gwanda, Zimbabwe. Findings revealed that practical hands-on experience (on-the-job training) supported with effective supervision and guidance from more experienced health workers aids effective service delivery. Training targeted at effective service delivery, constant assessment, and provision of constructive feedback from senior staff members are crucial measures for an effective healthcare system. Beyond constant training, measures must be put in place to ensure the retainment of healthcare experts within the country as an overstretched healthcare system will continue to battle with ineffective service delivery. This study adds to the body of knowledge related to employee training of healthcare workers within Zimbabwe. [ABSTRACT FROM AUTHOR]

The pandemic has compelled Higher Education Institutions around the world to resort to Emergency Remote Learning (ERL). This abrupt 'pivot to online' learning has exacerbated existing challenges in Higher Education, particularly in South Africa. This paper interrogates whether the sudden move to ERL has compounded or ameliorated existing academic challenges for students in Higher Education Institutions. The study summarised herein draws on 'critical humanising pedagogy', an approach that centres student needs in the teaching and learning process. In exploring student experiences and perceptions of ERL, the study adopted a qualitative approach, with specific focus on students from one of SA's top five universities. A perturbing finding is that teaching and learning under ERL has regressed into impersonal methodologies, devoid of any notion of pedagogy as the science and art of teaching. More unsettling is that ERL has alienated and disengaged students from learning as a collaborative process. The increased transactional distance between students and academics has desensitised the latter to the peculiar challenges students encounter in the virtual classroom. The study recommends Higher Education should consider student difficulties in adapting to online remote learning and find ways of fostering student-centred pedagogy in virtual classrooms. [ABSTRACT FROM AUTHOR]