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Auswahl der wissenschaftlichen Literatur zum Thema „Social participation – Zimbabwe“
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Zeitschriftenartikel zum Thema "Social participation – Zimbabwe"
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Mutsvairo, Bruce, und Lys-Anne Sirks. „Examining the contribution of social media in reinforcing political participation in Zimbabwe“. Journal of African Media Studies 7, Nr. 3 (01.09.2015): 329–44. http://dx.doi.org/10.1386/jams.7.3.329_1.
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Benefo, Kofi D., und Vijayan K. Pillai. „Determinants of women's non-family work in Ghana and Zimbabwe“. Canadian Studies in Population 30, Nr. 2 (31.12.2003): 389. http://dx.doi.org/10.25336/p6ng60.
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One objective of this paper is to evaluate the determinants of female non-family work in Africa. Selected labor force participation theories are tested using demographic and health survey data. The traditional kinship-oriented family organization in Africa, along with high fertility, have long been seen as factors that constrain women’s participation in the labor force, particularly in seeking formal sector employment. We use demographic and health survey data from two African countries, Ghana and Zimbabwe. Education emerges as the most important determinant of non-family work. Even if female education levels increase, single women may not gain easy entry into the informal economy managed by kinship-based social networks. A large proportion of these educated women may not find jobs if the formal economy does not expand. Results from Ghana and Zimbabwe are compared.
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Zembere, Monica. „Reconceptualisation of Democratic Citizenship Education Against Social Inequalities and Electoral Violence in Zimbabwe“. International Journal of Curriculum Development and Learning Measurement 2, Nr. 2 (Juli 2021): 1–9. http://dx.doi.org/10.4018/ijcdlm.2021070101.
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This article analyses the implications of a reconceptualised democratic citizenship education on universities in Africa with special emphasis on Zimbabwe. This is a qualitative research where data has been gathered through interviews and observation. Democratic citizenship education theory is used as a theory speaking to the argument. The arguments proffered in the research are that the concepts of DCE, education, and democracy that are rooted in liberal ideas of education have the potential to develop critical thinking necessary for political participation, justice, and political tolerance. The findings are that an African university education can teach students to become human with others, meaning students are taught to respect and value human dignity as dictated by Ubuntu.
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Ncube-Murakwani, Pamela. „A qualitative investigation of adolescent participation in Care Groups for improved maternal and child nutrition: experiences from rural Zimbabwe“. World Nutrition 12, Nr. 2 (30.06.2021): 32–47. http://dx.doi.org/10.26596/wn.202112232-47.
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The Amalima program in Matabeleland North and Matabeleland South Provinces of Zimbabwe, an intervention funded by the United States Agency for International Development (USAID) Office of Food for Peace, promoted Care Groups from 2014-2020. Care Groups are community peer- to- peer support groups that provide a platform for promoting optimal nutrition and health for pregnant and lactating women, as well as children 6-23 months of age through training sessions run by community group leaders to promote recommended maternal, infant and young child nutrition practices. A qualitative study was conducted to describe adolescent mother inclusion and participation in Care Groups, highlighting key enablers and barriers for participation. A total of 28 in-depth interviews were conducted with adolescents in Care Groups, as well as adolescents not participating in Care Groups. Focus group discussions were also held with family members of adolescents. The key enablers for Care Group participation by adolescent mothers were found to include the motivation to learn how to take care of their children, the social and interactive benefits, family support, and positive facilitator attitudes. Key barriers to participation were workload and chores at home, lack of family support, and lack of adolescent-friendly approaches amongst facilitators. Key recommendations include training facilitators on adolescent-friendly approaches and group dynamics so they can better understand and relate to adolescents.
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Tarisayi, Kudzayi Savious. „A school in distress: The manifestations of poverty at a selected satellite school in the Masvingo district, Zimbabwe“. Journal of Geography Education in Africa 2, Nr. 1 (30.10.2019): 48–60. http://dx.doi.org/10.46622/jogea.v2i1.2526.
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Although there is a plethora of studies on poverty in schools, poverty in satellite schools in Zimbabwe remains a neglected phenomenon. Satellite schools are newly established temporary schools which are attached to a registered school. This paper derives from a study that focused on the social capital influences of communal farmers and land reform beneficiaries on satellite schools in the Masvingo district, Zimbabwe after the year 2000. The study drew on the capability approach by Sen (2000) and the poverty pyramid by Baulch (2011). The study was qualitative and it was positioned in the interpretive paradigm. The paper reports on one case study of communal farmers in the Masvingo district. Four semi-structured interviews and a focus group discussion with a purposive sample of ten participants were carried out in the Sambo community. Qualitative content analysis was utilized to analyse the findings and draw conclusions. The manifestations of poverty at Sambo satellite school were infrastructure challenges; physical resources allocation; a natural resource challenge; and learners’ participation in extra-curricular activities with other schools. Due to a multiplicity of manifestations of poverty, Sambo satellite school was clearly in distress. It is recommended that the Zimbabwean government provide additional funding to support satellite schools that are located in poor, environmentally challenging contexts.
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Madziva, Cathrine, und Martha Chinouya. „‘This word volunteer is killing us’: Making sense of volunteering in social welfare provision for orphans and vulnerable children in rural Zimbabwe“. International Social Work 60, Nr. 5 (12.11.2016): 1126–40. http://dx.doi.org/10.1177/0020872816672518.
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This qualitative study explored how volunteers delivering social welfare to orphans and vulnerable children through a community initiative supported by donors made sense of volunteering during a period of hyperinflation in Zimbabwe. Findings confirm that volunteering in Africa is influenced by a normative value system embedded in Ubuntu. Volunteering emerged as contradictory given the contextual prevalence of the social obligation discourse rather than individual choice as embedded in the European sense of voluntarism. Volunteering masked the cost of participation, thereby potentially making poverty worse for the poor in a context without a formal welfare system.
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Dombo, Sylvester, und Victor M. Gwande. „GATEWAY TO NATIONAL ECONOMIC AND SOCIAL DEVELOPMENT? AN ANALYSIS OF THE USES AND ABUSES OF THE ZIMBABWE NATIONAL YOUTH SERVICE IN RELATION TO THE AFRICAN YOUTH CHARTER“. Commonwealth Youth and Development 14, Nr. 1 (07.03.2017): 65–77. http://dx.doi.org/10.25159/1727-7140/1390.
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This study looks at the uses and abuses of the National Youth Service (NYS) as a vehicle to attain national economic and social development for the youth in Zimbabwe. started in 2001, the NYS has in its short life span attracted both admirers and enemies both locally and externally. Whilst proponents of the NYS argue that it is the best way to integrate the youth fully in all aspects of the economy, in line with the dictates of the African Youth Charter, enemies have argued that the NYS has been nothing but an attempt to sacrifice developmental aspirations on the altar of political expediency. This study looks at the politics surrounding the implementation of the African Youth Charter, particularly article 15, which states that member states should institute NYS programmes to engender community participation and skills development for entry into the labour market. This paper asserts that the NYS in Zimbabwe was implemented before the adoption of the African Youth Charter in 2006 and that this has raised concern among the youth that no attempts have been made to harmonise the two. As a result, instances of the NYS being abused for partisan ends have been rife, leading to calls to rebrand the NYS in line with the provisions of the youth charter. Therefore, besides the issue of perception, this paper argues that lack of resources and discord within the unity government led to the failure by the government to fully implement the African Youth Charter in the Zimbabwean context.
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Macheka, Mavis Thokozile. „Great Zimbabwe World Heritage Site and sustainable development“. Journal of Cultural Heritage Management and Sustainable Development 6, Nr. 3 (21.11.2016): 226–37. http://dx.doi.org/10.1108/jchmsd-09-2015-0030.
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Purpose The purpose of this paper is to assess the extent to which Great Zimbabwe World Heritage Site has contributed to the sustainable development of the local people who live in its vicinity. What is critically important to underscore is the value of the site to society. Design/methodology/approach The relevant data were collected through questionnaires, personal interviews and site visits. Findings The paper reveals that cultural heritage has affected sustainable development of local communities living in its vicinity in social and cultural terms. There is promotion of Shona traditions through exhibitions and selling of curios by local people at community projects such as the Shona Village and the Great Zimbabwe Nemanwa Craft Centre. The two projects also generate revenue to the local communities. However it was established that a number of benefits from the site such as employment creation are temporary and unsustainable. The main challenge for effecting sustainable development to local communities is lack of community participation. Originality/value Most researchers are arguing that sustainability of cultural heritage is much more difficult compared to natural heritage but the findings reflect that cultural heritage through Great Zimbabwe World Heritage Site could be an essential engine and valuable resource for sustainable development.
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Saidi, Umali. „BaTonga Culture: A Rich Heritage“. DANDE Journal of Social Sciences and Communication 2, Nr. 1 (01.01.2017): 45–60. http://dx.doi.org/10.15641/dande.v2i1.40.
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There is a tendency in which so called ‘developed’ ethnic groups, given their economic, political and social advantage placing them at the ‘center’, are the chanters of development even for the groups considered to be at the periphery. Ironically, in heritage terms, so called marginalized groups have had much of their heritage less contaminated by forces of modernity as has been the case with much of the BaTonga culture. This article explores the BaTonga culture and heritage as the Zimbabwean aquaculture from which its consumption, preservation and use can benefit other ethical groups in the country. Using results from studies by Saidi (2016a) as well as complementary studies by Mashingaidze (2013) and Ndlovu (2013), this article establishes the richness of BaTonga culture which subsequently feeds the rich Zimbabwe multicultural heritage. The article argues that heritage utilization reflects the active participation of its owners pointing to the character of the culture making heritage management a priority for any African country seeking its true identity. Further, the article argues that a rich heritage is a shared commodity regardless of ethnic-specific dichotomies in oriented communities like Zimbabwe. Given this basis, the article shows that public spaces, media and the education curriculum are expected to uphold and incorporate all aspects of heritage such as BaTonga cultural realities in order to foster tolerance, acceptance as well as visibility and ultimately cultural and economic development of all ethnic groups in nation building.
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Mazonde, Nomusa B., und Teresa Carmichael. „The influence of culture on female entrepreneurs in Zimbabwe“. Southern African Journal of Entrepreneurship and Small Business Management 8, Nr. 1 (01.12.2016): 10. http://dx.doi.org/10.4102/sajesbm.v8i1.101.
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<strong>Background:</strong> There is an increasing interest in female entrepreneurship, not only to realise the potential for economic growth, but also in light of the opportunities for female expression, emancipation, agency and empowerment. Literature has found that many female entrepreneurs are profoundly affected by the traditional sociocultural context in which they operate, and that they have needed to work around patriarchal barriers in order to succeed. This study explores the ways in which they do this.<p><strong>Aim:</strong> The aim of this paper was to contribute to an understanding of how female entrepreneurs in a patriarchal African society can work within cultural constraints to achieve success within their own terms of reference.</p><p><strong>Setting:</strong> The study took place in Zimbabwe among female entrepreneurs who had recently formalised their businesses</p><p><strong>Methods:</strong> Using a qualitative interpretive research design, in-depth, face-to-face interviews were conducted with 43 African female entrepreneurs running their own businesses in the Zimbabwean cities of Harare and Bulawayo.</p><p><strong>Results:</strong> The complex interplay of macro- (national cultural characteristics), meso- (institutional and social factors), and micro- (individual identity) level factors shaped the ways in which the women dealt with the shackles of patriarchy, inequality and high power distance that had historically impeded their economic participation. Through their own agency, they mobilised their public and private identities separately, balancing the seemingly incompatible roles of home-maker vs entrepreneur.</p><p><strong>Conclusion:</strong> Zimbabwean women successfully managed the interaction between their different social roles and identities to balance domestic obligations with income generation to better the lives of their families.</p>
Dissertationen zum Thema "Social participation – Zimbabwe"
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Gibney, Laura (Laura Margaret). „Limitations of a state-initiated and controlled system of worker participation in industry : the Zimbabwean example“. Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65488.
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Chimange, Mizeck. „Implementation of the Zimbabwe National Orphan Care Policy: implications of partnership between government and civil society“. Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1007188.
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The study focused on the exploration of the implication of partnership between the government and civil society organizations in the implementation of the Zimbabwe National Orphan Care Policy (ZNOCP). The study was carried out in Masvingo District in Zimbabwe to explore on the feasibility of inter-organizational interaction in policy implementation and how it affects the service delivery system. The study incorporated government departments, civil society organizations and ward councillors who stood as the custodians of the people. The study was intended on unveiling the different contextual aspects that exist between government departments and civil-society organizations (CSOs) as individual and separate entities and how the compromising of their values would affect the partnership. Looking at the hierarchical and bureaucratic features of government institutions, the study also intended to understand how this could be concealed and compromised with CSOs‟ open agendas in public policy implementation to ensure effective service delivery to the people. The 5C protocol, critical variables in policy implementation which are policy content, context, capacity, commitment of those entrusted with the implementation process and also clients and coalitions were used as the yardsticks. These variables acted as a yardstick on which to analyze the partnership between the Zimbabwean government and the civil society in the implementation of the Z.N.O.C.P, their different attitudes, bureaucratic settings, organizational culture, values, norms, and how their readjustments or failure affect the service delivery system. It also became imperative to look at the government legislations that govern the CSO space of operation and financial aspects to understand the implications of partnership between government and civil society. An understanding of these aspects leads to an increased understanding of the feasibility of state-CSO partnerships and its implications on policy implementation.
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Manyuchi, Raymond Freddy. „The role of civil society organisations/non-governmental organisations (CSOs/NGOs) in building human capability : the case of Africa Community Publishing Development Trust (Zimbabwe)“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20086.
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Thesis (MPhil)--Stellenbosch University, 2012.ENGLISH ABSTRACT: The study represents an analysis of the role of civil society organisations/non‐governmental organisations (CSOs/NGOs) in building human capabilities through knowledge construction. It assesses the effectiveness of community publishing in building human capabilities under challenges they face in the environment they are operating in. The complex environment CSOs/NGOs are operating in is dealt with. It will be demonstrated that CSOs/NGOs give marginalised communities, especially women, children and the disabled, a platform where they can organise themselves and give them an opportunity to influence policy and development of their community. Community development has many interpretations. This study focuses on communities as central agents responsible for their own development. When communities participate in their own development, they are engaging in an educational process which is both formal and informal in nature. The education process helps them to understand their situations better. This type of education called ‘popular education’, is based on the belief that people involved in the process have important knowledge that they have acquired from their experiences in life and the education they receive mainly consists of dialogue between different knowledge sets that they possess. In the process, when people participate actively in the development of their communities, a sense of ownership is developed. For the purpose of designing the study, observation of the direct involvement of staff from local government, Africa Community Publishing Development Trust and partner organisations as well as working with communities from Shamva, Umzingwane and Buhera provided the basis. It is noted that party politics affects the development of a CSO/NGO sector that is capable of building human capabilities. It is, therefore, clear that government should create an enabling environment that is free from violence and rule of law should be respected as this helps CSOs/ NGOs to implement capability building programmes conducive for all communities to participate in the development of their areas.
AFRIKAANSE OPSOMMING: Die studie ontleed die rol van burgerlike organisasies/nie‐regeringsorganisasies (BOs/NRO's) in die bou van menslike vermoëns deur middel van kennis konstruksie. Die studie beoordeel die effektiwiteit van die gemeenskap uitgewery in die bou van die menslike vermoëns en die uitdagings wat hulle in die gesig staar in die omgewing waar hulle hul bevind. Die komplekse omgewing waarin BOs / NRO’s hul bevind word inmiddels behandel. BOs/NRO's gee gemarginaliseerde gemeenskappe veral vroue, kinders en gestremdes 'n platform waar hulle hul self kan organiseer en gee hulle ' n geleentheid om beleid te beïnvloed en hul gemeenskap te ontwikkel. Ontwikkeling van die gemeenskap het baie interpretasies. Die studie fokus op die gemeenskappe as sentrale agente wat verantwoordelik is vir hul eie ontwikkeling. Wanneer gemeenskappe betrokke is in hul eie ontwikkelings proses, neem hulled deel aan ’ n opvoedkundige proses wat van nature beide formeel en informeel is. Die opvoedkundige proses help hulle om hul situasies beter te verstaan. Hierdie tipe van Onderwys genaamd "gewilde onderwys", is gebaseer op die oortuiging dat mense wat betrokke is in ‘n proses belangrike kennis besit as gevolg van persoonlike lewenservaringe, die opvoeding wat hulle ontvang bestaan hoofsaaklik uit dialoog tussen die verskillende kennis stel dat hulle besit. Wanneer mense aktief deelneem in die ontwikkeling van hul gemeenskappe, word 'n gevoel van eienaarskap ontwikkel. In terme van die ontwikkeling van die studie het die direkte betrokkenheid van die personeel van plaaslike regering, ACPDT en vennoot organisasies asook die werk met die gemeenskappe van Shamva, Umzingwane en Buhera die basis gevorm van die studie. Politieke partye beinvloed die ontwikkeling van die BO/NRO‐sektor en dit stel hulle in staat om menslike vermoëns op te bou. Die regering moet 'n instaatstellende omgewing skep wat vry is van geweld en waar die oppergesag van die reg gerespekteer word. Dit sal BO’s/NRO's help om vermoëns bouende programme te implementeer wat gemeenskappe die geleentheid sal gee om deel te hê aan die ontwikkeling van hul gemeenskap.
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Mandipa, Esau. „A critical analysis of the legal and institutional frameworks for the realisation of the rights of persons with disabilities in Zimbabwe“. Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/18613.
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The Zimbabwean society views persons with disabilities (PWDs) ‘as useless
liabilities that have no role to play in society.’ The Zimbabwean Government has
also forgotten PWDs since they are not mentioned in all the country’s national
budgets. This has led to uncountable barriers faced by PWDs in their bid to be
included as equal members of the society. Some of the barriers are constant
discrimination, sheer poverty, lack of access to mainstream public services and
stigma. Hundreds to thousands of PWDs beg for alms in the streets of every
town and city. Zimbabwe then has to be reminded that all PWDs have:
a right to enjoy a decent life, as normal and full as possible, a right which lies at the
heart of the right to human dignity. This right should be jealously guarded and forcefully
protected by all states party to the African Charter in accordance with the well
established principle that all human beings are born free and equal in dignity and
rights.
Thus, the era of silence when it comes to the realisation of the rights of PWDs in
Zimbabwe has to come to an end. All PWDs in Zimbabwe should know that it is
by right and not by privilege to be guaranteed full and effective participation,
and inclusion in society. It is time for Zimbabwe to embrace all the rights for
PWDs without any hesitation. It is time for humanity to celebrate the inherent
dignity, individual autonomy, independence and the right not to be
discriminated against for all PWDs. Every lawmaker in Zimbabwe has to be reminded to delete from the statute books all laws which view disability as a
medical problem and instead, pass laws which are in line with the human rights-based approach which is a more enlightened, realistic and people-centred
approach to disability. No time to play but plenty of time to work…!Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2011.
http://www.chr.up.ac.za/
nf2012
Centre for Human Rights
LLM
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Masuku, Elisa. „School principals' experiences of the decentralisation policy in Zimbabwe“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1490.
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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: The decentralisation of power in education is part of a global process that has become part of the education reform policies of most countries. Decentralisation, which is typified by the redistribution of power to local levels, is claimed to serve a variety of ends from democratization to efficiency, empowerment of stakeholders to improved quality of education. It is, however, a complex process that is difficult to capture as power is seen to manifest in multiple ways. During the nineties Zimbabwe, against the background of a massive increase in enrolments, for a variety of reasons including the improvement of the quality of education, embarked on the re-distribution of administrative and financial power in the Ministry of Education, Sport and Culture. The implementation of this policy revealed major discrepancies between the intentions of government and the way it translated in educational sites. The aim of this study is to explore how the intentions of decentralisation in education as a policy aimed that the improvement of the quality of education is experienced by school principals. An interpretative methodology with in depth interviews, focus groups, some observations and document analysis were employed to engage in the debates about decentralisation. Although this was a small study the findings concurred with studies of decentralisation in other countries where it was found that the re-distribution of power in education manifests differently in different contexts in the same country. In countries such as Zimbabwe where resource limitations and restructuring concomitantly took place the experience of principals revealed that conditions arose that could not be seen to be conducive to the improvement of the quality of education such as the ambiguity of the meaning of who is responsible for what, the power struggles as government was seen to recentralise crucial roles, increased workloads of principals due to the devolving of administrative and supervisory functions to school level, loss of teachers and other specialist functionaries conducive to a drop in standards and the challenge to parents who had to contribute increasingly to enable schooling of their children. These findings are indicative of the claims from studies in other countries that decentralisation as a policy for whatever reason is seldom more than political rhetoric to decentralise conflict. Exploring the intersection between the literature on decentralisation and parental involvement of education, however, revealed the opening up of other spaces that enabled local power relations to develop in creative ways as parents got increasingly involved in schools. Apart from the challenges related to the redistribution of power as authority delegated, devolved or deconcentrated from government, this study revealed that power manifests in relations and interactions not necessarily ascribed to the intentions of policy, neither as a substance or function only.
AFRIKAANSE OPSOMMING: Die desentralisering van mag in die onderwys maak deel uit van ʼn wêreldwye proses van onderwyshervorming. Desentralisasie, wat deur die herverspreiding van mag na plaaslike vlakke gekenmerk word, is veronderstel om aan ʼn verskeidenheid doele te beantwoord – van demokratisering tot die verhoging van doeltreffendheid, die bemagtiging van belanghebbendes, en die verbetering van onderwysgehalte. Desentralisasie is egter ‘n komplekse proses waaraan moeilik uitvoering gegee kan word, aangesien mag in verskeie gedaantes voorkom. In die negentigerjare het Zimbabwe, teen die agtergrond van ʼn drastiese toename in inskrywings, die herverspreiding van administratiewe en finansiële mag in die Ministerie van Onderwys, Sport en Kultuur onderneem. Dié stap is aan verskillende redes toegeskryf, waaronder die verbetering van onderwysgehalte. Die toepassing van die beleid het egter groot teenstrydighede aan die lig gebring tussen die regering se voornemens, en hoe dié voornemens uiteindelik prakties in onderwysinstellings ten uitvoer gebring is. Die doel van hierdie studie is om skoolhoofde se ervaring van onderwysdesentralisasie as beleid te ondersoek. Die studie is vanuit ‘n interpreterende benadering gedoen met diepte-onderhoude, fokusgroepe, ʼn paar waarnemings sowel as dokumentontleding. Ongeag die beperkte omvang van die studie, stem die bevindinge ooreen met dié van navorsing oor desentralisasie in ander lande, waar bevind is dat herverspreiding van mag in dieselfde land in verskillende kontekste verskillend realiseer. In lande soos Zimbabwe, waar herstrukturering te midde van hulpbronbeperkinge plaasgevind het, het skoolhoofde bepaalde omstandighede ervaar wat nié die verbetering van onderwysgehalte sou kon bevorder het nie. Dít sluit in onsekerheid oor die onderskeie partye se verantwoordelikhede; die magstryd toe die regering kernrolle sentraal beheer; swaarder werklaste vir skoolhoofde nadat administratiewe en toesigfunksies na skoolvlak afgewentel is; ʼn verlies aan onderwysers en ander spesialisamptenare, wat op sy beurt standaarde laat daal het, en ouers se groter verantwoordelikheid om al hoe meer by te dra ten einde hulle kinders se opvoeding te verseker. Hierdie bevindinge strook ook met dié van studies in ander lande, naamlik dat desentralisering as ʼn beleid om watter rede ook al selde meer is as politieke retoriek ten einde konflik te desentraliseer. Nadere ondersoek van die verband tussen navorsing oor desentralisasie, en dié oor ouerbetrokkenheid by onderwys het egter daarop gedui dat desentralisering wel nuwe moontlikhede kan ontsluit vir die skeppende ontwikkeling van plaaslike magsverhoudinge namate ouers al hoe meer by skole betrokke raak. Buiten die uitdagings met betrekking tot die herverspreiding van mag namate regeringsgesag gedelegeer, afgewentel of gedekonsentreer word, dui dié studie daarop dat mag soms ook in verhoudinge en wisselwerkings geopenbaar word wat nie noodwendig met die voornemens van die beleid verband hou nie, en dit mag voorts nie as net substansie of net funksie tot uiting kom nie.
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Schellpeper, Almuth [Verfasser]. „The Prospect of Mobile Journalism and Social Media for African Citizens : A Comparative Study About Participation in Public Debate in Zimbabwe, Zambia and South Africa / Almuth Schellpeper“. Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2020. http://d-nb.info/1221488007/34.
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Mufanechiya, Tafara. „Community participation in curriculum implementation in Zimbabwean primary schools“. Thesis, 2015. http://hdl.handle.net/10500/20115.
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Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value.
The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation.
The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants.
The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Chitambo, Beritha Ruth. „The expectations of mothers regarding community participation in antenatal care at the Chinamhora Clinic in Goromonzi District, Zimbabwe“. Diss., 2001. http://hdl.handle.net/10500/16538.
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Community participation has been hailed as the panacea for most community programmes.
Community participation at high levels empowers communities, increases self-reliance, selfawareness
and confidence in self-examination of problems and seeking solutions for them
Behavioural changes are promoted and utilisation and support of services is facilitated, which is
of great importance in antenatal care and generally in this present day of HIV/AIDS. The
purpose of this study was to determine the extent to which women were participating in the
provision of antenatal care. Secondly, the study sought the pregnant women's perceptions and
expectations regarding their participation in the provision of antenatal care and to find out at
what level if any, the women wanted to be involved in the provision of antenatal care.
The theoretical model guiding this study was Rifkin' s model for evaluating community
participation. A guided interview was conducted with 30 conveniently selected pregnant
mothers residing in the area of the Chinamhora clinic. The results indicated limited participation
in the five process indicators of community participation.
However, all the women regarded community participation as being important. The majority of
the women wished to be involved at high levels of participation.
The results of this study should be valuable to health care professionais in formulating strategies
and modifying existing programmes to enhance community participation, with the
decentralisation of health services in Zimbabwe.Health Studies
M.A. (Advanced Nursing Sciences)
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Ntini, Edmore. „The participation of rural based teachers in community development activities in the Chivi district, Masvingo, Zimbabwe“. Thesis, 2006. http://hdl.handle.net/10500/1023.
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Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented.DEVELOPMENT STUDIES
MA (DEVELOPMENT STUD)
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Mlambo, Sharon. „Income generating projects and the poverty of women : the case of Chinamora“. Thesis, 2000. http://hdl.handle.net/10413/5555.
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Rural women in Zimbabwe are disproportionately represented among the poor. Among the interventions taken to mitigate the poverty suffered by women is the concept of income-generating projects (lGPs). Government, non-governmental organisations and donor agencies support the IGPs. After years of channeling resources through the IGPs to alleviate the poverty of mostly rural women, it is necessary that we take stock of the benefits that have been realised. The aim of this thesis is to identify the benefits and
pitfalls of the IGPs in alleviating poverty. A case study of two projects in Chinamora communal lands in Zimbabwe demonstrates that IGPs do provide some benefits to participants and their households. Limited funding for start-up capital and lack of viable markets are among the major impediments to
increased benefits. There is evidence that women can successfully organise themselves and explore previously male dominated areas of production such as carpentry. This suggests that IGPs do have the potential to somewhat alleviate poverty. making it necessary for the supporting institutions to seriously consider improving the shortcomings presently plaguing IGPs.Thesis (M.Sc.)-University of Natal, Durban, 2000.
Bücher zum Thema "Social participation – Zimbabwe"
1
Imagining citizenship in Zimbabwe. Harare, Zimbabwe: Konrad-Adenauer-Stiftung in association with African Forum for Catholic Social Teaching, 2012.
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2
Mvududu, Sara C. Social forestry for rural development: The case of women's participation in social forestry activities in Zimbabwe : a study. Harare, Zimbabwe: Forestry Commission, 1990.
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3
Masiiwa, Medicine. The fast track resettlement programme in Zimbabwe and options for enhanced civil society participation. Belgravia, Harare: Friedrich-Ebert-Foundation, 2001.
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4
Zimbabwe Women's Bureau. National Conference. Community participation builds the future: A report on the Zimbabwe Women's Bureau Seventh Annual National Conference : Magamba Training Centre, Mutare, 30th August-1st September 1991. Cranborne, Harare, Zimbabwe: The Bureau, 1992.
Den vollen Inhalt der Quelle findenBuchteile zum Thema "Social participation – Zimbabwe"
1
Nenji, Simon, und Amasa P. Ndofirepi. „Rurality in Higher Education in Zimbabwe: Access, Participation and, Achievement“. In Rurality, Social Justice and Education in Sub-Saharan Africa Volume II, 3–21. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57215-0_1.
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Mpofu, Shepherd. „Blogging, Feminism and the Politics of Participation: The Case of Her Zimbabwe“. In Digital Activism in the Social Media Era, 271–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40949-8_13.
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3
Sachikonye, Lloyd M. „From ‘Equity’ and ‘Participation’ to Structural Adjustment: State and Social Forces in Zimbabwe“. In Debating Development Discourse, 178–200. London: Palgrave Macmillan UK, 1995. http://dx.doi.org/10.1007/978-1-349-24199-6_6.
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Deleglise, Dimpho. „Trends in SADC Mediation and Long-Term Conflict Transformation“. In The State of Peacebuilding in Africa, 215–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46636-7_13.
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Abstract While mediation efforts cannot lead to holistic societal transformations overnight, this chapter argues that the Southern African Development Community (SADC) has singularly failed to lay the groundwork for such transformations in its region. In reviewing the cases of SADC mediation and involvement in Lesotho, Madagascar, and Zimbabwe, the chapter probes why the organization has been unable to fulfill its long-term agenda for sustainable peace. To improve its prospects, SADC should seek to support long-term solutions which hinge both on the demilitarization of politics and investment in effective institutions of participation and development. The chapter uses as its departure point the systemic conflict transformation (SCT) framework to explain how SADC might achieve what is referred to in academic literature as “positive peace.”
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Sabao, Collen, und Tendai Owen Chikara. „Social Media as Alternative Public Sphere for Citizen Participation and Protest in National Politics in Zimbabwe“. In Advances in Social Networking and Online Communities, 17–35. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2854-8.ch002.
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The chapter examines and discusses the role and communicative potential of social media based platforms in citizen political participation and protests in Zimbabwe specifically focusing on the #thisflag movement on Facebook, Twitter and Whatsapp. #thisflag is a social media-based platform that rose to challenge the Zimbabwean government over the political and economic decay as well as rampant corruption characterising the country contemporarily. While a new phenomenon to Zimbabwe and Zimbabwean politics, the impact and communicative potential of social media as an alternative public sphere was recently tested in nationwide protest stayaway organised through the Facebook and Twitter movement under the #thisflag handle/brand. This chapter discusses the manners in which such social media platforms impact national politics in Zimbabwe as well as globally, specifically looking at the #thisflag movement as a case study.
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Sabao, Collen, und Tendai Owen Chikara. „Social Media as Alternative Public Sphere for Citizen Participation and Protest in National Politics in Zimbabwe“. In African Studies, 772–86. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3019-1.ch041.
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The chapter examines and discusses the role and communicative potential of social media based platforms in citizen political participation and protests in Zimbabwe specifically focusing on the #thisflag movement on Facebook, Twitter and Whatsapp. #thisflag is a social media-based platform that rose to challenge the Zimbabwean government over the political and economic decay as well as rampant corruption characterising the country contemporarily. While a new phenomenon to Zimbabwe and Zimbabwean politics, the impact and communicative potential of social media as an alternative public sphere was recently tested in nationwide protest stayaway organised through the Facebook and Twitter movement under the #thisflag handle/brand. This chapter discusses the manners in which such social media platforms impact national politics in Zimbabwe as well as globally, specifically looking at the #thisflag movement as a case study.
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Makwerere, David. „Democracy, Habermasian Sphere, Social Media, and Youth Participation in Governance in Zimbabwe“. In Participation of Young People in Governance Processes in Africa, 127–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9388-1.ch007.
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This chapter focused on the opportunities and challenges presented by social media in the democratization process in Zimbabwe. The chapter contends that youth participation on various social media podiums is very vibrant. The youth use social media to communicate issues affecting them and in most cases to express their displeasure with governing authorities. The types of the youth on social media can be categorized into three; the protestors, the defensive and the moderates. The protestors are those who simply use the platforms created by social media to vent their frustrations in a less constructive way. The defensive are those youths who believe in the status quo and are willing to defend the ruling elites at all costs. The moderates are those who believe that social media can be a platform for dialogue and constructive engagement.
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Zinyama, Tawanda. „Critical Examination of the Implications of Youth Unemployment in Zimbabwe“. In Participation of Young People in Governance Processes in Africa, 148–75. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9388-1.ch008.
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The chapter examines youth unemployment and its dimensions and characteristics in relation to overall unemployment. Youth unemployment has become increasingly recognized as one of the more serious social problems confronting Africa. There are many reasons why the government of Zimbabwe and society feel increasingly concerned about this problem. At the human level, failure to secure satisfactory employment upon completion of schooling and training can cause intense frustration, despair and alienation. It may also be associated with such social ills as drunkenness, drug-taking, violence, robbery and prostitution. From a material point of view, youth unemployment represents a tragic waste of skills and talents, resulting in lower production, increase in dependency burden on the rest of the society, and in the longer run, a gradual deterioration in the quality of national human resources. The potential consequences of high levels of youth unemployment at personal, social and national levels are thus serious and warrant sustained efforts to find solutions to these problems.
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Musarurwa, Hillary Jephat. „Using Social Entrepreneurship to Reverse Barriers to Socio-economic Youth Participation: An Example from Zimbabwe“. In Enterprise and Economic Development in Africa, 193–210. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/978-1-80071-322-220211010.
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Choguya, Naume Zorodzai. „Double Jeopardy“. In Advances in Religious and Cultural Studies, 35–54. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch003.
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Motivated by the thinness of gender-disaggregated literature on women and disability, the author discusses the position and condition of such women in Zimbabwe. Literature shows that women with disabilities experience double discrimination as women and as disabled persons. The author argues that women are marginalised from access to resources they need for their upkeep, personal security, and further human advancement. Furthermore, disability feeds on the already existing inequalities in society to produce heightened exclusion for them. Women face physical, attitudinal, and environmental barriers; live in poverty; and lack opportunities for gaining an education, finding employment, forming meaningful social ties, and participating meaningfully in their families and communities. This chapter makes calls for committed efforts towards a transition to an inclusive society, one that includes persons with disabilities in every facet of life.