We are happy to release Volume 2 Issue 1 of the Journal of Inclusive and Innovative Practices which contains six articles.
The first article by Farisai Mlambo deals with how the inclusive education policy is being adhered to in high school education in Zimbabwe. The paper reports that learners with visual impairment find it difficult to learn in an inclusive set-up due to unavailability of Braille resources.
The next article by Bernard Musukutwa and Rose Nyatondo concludes that cashless transactions lead to the growth of Zimbabwe’s growth domestic product through enhancing bank performance.
The study by Logic Magwa explores strategies used by Zimbabwean teachers to promote learner autonomy in Masvingo rural schools. Various forms of promoting autonomous learning were proposed. Albert Mufanechiya, Tafara Mufanechiya and Matseliso Makgalwa assess curriculum access through technological tools in Zimbabwe’s rural day secondary schools. The study reveals that rural day secondary school learners have no access to contemporary digital technology, thereby impoverishing curriculum access.
The study by Ester Rutoro examines the potential and sustainability of heritage based pedagogies within the context of the Karanga of Masvingo. The study concludes that by infusing heritage- based pedagogies into contemporary education systems, educational outcomes can be greatly enhanced.
The last article by Etwin Machibaya investigates causes, attitudes, perceptions and impact of single parenthood among the Karanga people. The study reveals that single parenting is a common reality whose situation should be appreciated in society.
Prof. G.T. Ndamba
Chief Editor

Title	Pages
Availability and Access of Braille in Inclusive Education: A Case Study of High Schools in Masvingo Urban, Zimbabwe	pp 1 - 13
The Nexus Among Cashless Economy, Bank Performance and Economic Growth in Zimbabwe 2014-2021	pp 14 - 33
Enhancing Autonomous Learning for Academic Success in Zimbabwean Secondary Schools.	pp 34 - 46
Assessing Curriculum Access through Information Communication Technology at Selected Zimbabwean Rural Day Secondary Schools	pp 47 - 64
Efficacy of Heritage-Based Pedagogies in Improving Contemporary Educational Outcomes: Perspectives from the Karanga Context around Great Zimbabwe	pp 65 - 93
Single Parenthood: A Borrowed Culture and a Dilemma for the Karanga People of Masvingo, Zimbabwe	pp 94 - 110
Call for Papers & Guide for Authors	pp 111 - 115