Dissertations / Theses: 'Career development – Zimbabwe – Case studies'

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Dzinavatonga, Naison. "Community participation and project sustainability in rural Zimbabwe: the case of Sangwe communal lands." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/130.

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Development thinkers and practitioners have been pondering over community participation for the last decades. Some even called the 1980s a decade of participation in development discourse while others also view the current decade of social movements, Non-Governmental Organizations, and Community-Based Organizations as a manifestation of organized community participation. The Sangwe Communal Lands is one such area that researchers in the last decades have been pondering over the role of community participation in project sustainability. Likewise this study evaluates the effectiveness of community participation in Sangwe where it has been hypothesized that the current participation discourse has not lived up to its billing of ensuring sustainable projects. The research therefore explores some of the politics surrounding community participation in Sangwe and Zimbabwe at large. From one angle to the other, the research overviews some of the different theoretical orientations, goals, processes and practices that are commonly used but not always recognized to constitute genuine community participation. The research is intended to clarify some of the differences that emerge when projects are designed, and to stimulate discussion about community participation more generally. This study shows that the local communities who in this case are the reason for being of NGOs and their programmes are quite critical in development projects undertaken in their own areas. This to a larger extent determines the success of development initiatives at all levels. Such a scenario calls for a proper sustainable and pro-rural community legal and policy framework as a pre-requisite for sustainable projects. The study further highlights the need for development workers and agents to change their attitude towards communities and their indigenous knowledge systems. They need to co-opt community indigenous knowledge as a system that has a unique contribution to sustainable development. Above all, attitude change is the pillar for the New World System and 21st century development paradigm that respects local values, concerns, culture, and aspirations and that these should be taken on board in the management of development programmes.

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Larsson, Lidén Lisbeth. "Democracy grassroots movements and rural development : case studies from Zimbabwe, Zambia and Kerala /." Uppsala : Swedish Univ. of Agricultural Sciences (Sveriges lantbruksuniv.), 2000. http://epsilon.slu.se/avh/2000/91-576-5770-X.pdf.

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Taruvinga, Amon. "Economics of wetland cultivation in Zimbabwe: case study of Mashonaland East Province." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/d1001002.

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Wetlands are stocks of natural resources limited in supply, in the middle of unlimited human wants with multiple uses to society, presenting an economic problem in as far as their rational and sustainable use is concerned. To that end, conflicting recommendations have been forwarded regarding wetland cultivation as a possible land use across the globe and from within the same regions. On one extreme, wetland cultivation has been linked to degradation of wetlands with pure wetland conservation as the prescribed viable and sustainable land use option to society. Closer to reality, partial wetland conversion to crop land has been found compatible with wetland bio-diversity; implying that partial wetland cultivation is the prescribed wetland use option viable and sustainable to societies, a dictum mainly claimed by rural communities. With that conflicting background and based on the “Safe Minimum Standard” approach, a ban on wetland cultivation was maintained in several early environmental policies in Zimbabwe as a basis for legislative protection of wetlands, a position that is still legally binding in current statutes. Contrary to that, rural communities have responded by invading wetlands as a coping strategy in pursuit of the claimed values of wetland cultivation, further conflicting with standing policies. This scenario has managed to “lock” and is currently locking the claimed 1,28 million hectares of wetlands in Zimbabwe in a “legal-operational impasse”, at a cost to the entire nation since no meaningful investment is possible in wetlands when there is a legal conflict.

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Nyathi, Daina. "Evaluation of poverty alleviation strategies implemented by non-governmental organisations (NGOs) in Zimbabwe: a case of Binga rural district." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/507.

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The problem this research seeks to address is about the ineffectiveness of NGOs’ strategies implemented in the rural areas of Binga District in Zimbabwe. The research has been basically influenced by personal concerns which I believe have influenced the selection of the research problem. My main concern is the deepening of poverty in Binga District. Lack of infrastructure like roads, shortage of schools leading to high illiteracy levels, shortage of clinics and hospitals, lack of clean water, high unemployment levels are the indicators of poverty in Binga. Country wide, the district is regarded as one of the poorest districts. The purpose of this study was to evaluate the effectiveness of the poverty alleviation strategies implemented by NGOs in the rural areas of Zimbabwe specifically in Binga. Today there are more than fifteen NGOs that operate in Binga and they specialise in different areas ranging from food distribution, education, agriculture, conservation and advocacy. What matters most is that despite the number of NGOs operating in Binga, poverty is still intensifying and widening. Through the research, it was found that most NGOs’ strategies in Binga focus on relief than developmental aid. Also when addressing poverty, NGOs use the trickle down approach than the bottom up approach. Moreover, the strategies implemented in Binga do not address the needs of the poor. The political instability in Zimbabwe is also believed to be a serious stumbling block to the operation of NGOs in Binga and the rest of the country. Finally, the research recommends NGOs to use the participatory approach as well as the sustainable livelihoods approach in dealing with poverty. Again, NGOs need to monitor and evaluate their projects because most of their projects are not monitored and evaluated properly. Above all the NGOs’ strategies for alleviating poverty need to be reviewed.

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Mundau, Mulwayini. "The impact of donor-funded community empowerment projects on poverty alleviation: a case of selected projects in Chiredzi district of Zimbabwe." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1005637.

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The aim of the study was to carry out an investigation into the impact of donor-funded community empowerment projects on poverty alleviation. The data for this study were from the use of triangulation method of data collection which enhanced the assessment of the impact of donor funded community empowerment projects on poverty alleviation with specific focus on selected projects in the Chiredzi district of Zimbabwe. The findings of the study show the need for adoption of empowerment inclined practices by the local NGOs. There is need for community involvement in decision making, project ownership, and clear lines of communication with the NGOs, among others. However the findings also show the strength in linking project members with relevant institutions, and training, in order to ensure sustainability of community projects in ensuring community empowerment towards poverty eradication.

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Mukwambo, Robson. "Social learning in community based natural resource management project (CBNRM) : a case study of Chipembere gardening project in Zimbabwe." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1016363.

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This investigation of social learning processes in the Chipembere gardening project was conducted in Rockvale village one in Sebakwe communal area in the Midlands province of Zimbabwe. In essence, the study sought to explore how the Chipembere gardening project as a community-based natural resource management initiative (CBNRM), was reflecting and supporting social learning processes of change. It also sought to enrich and deepen an organizational understanding of social learning and to generate ideas and draw recommendations that could be used to strengthen learning in other CBNRM projects. The research was undertaken as a qualitative case study with data generated through semi-structured interviews with individuals and groups. It also included an analysis of project documents and an extended period of participant observation on site and in the gardening activities. Data were indexed and coded for generating analytical memos that were used to extract and represent the scope of social learning interations within the developing project. The study found that within the Chipembere gardening project a wide range of learning interactions were significant in shaping the developing project. Furthermore, these interactions were earmarked as the major drivers of social learning processes within the project. The study concluded that the social learning interactions amongst the gardeners in the Chipembere community garden were instrumental in fostering change that enhanced community livelinhoods and wellbeing.

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Joyal, Donna Marie. "Case studies of the recruitment, selection, retention and career development of women in the Navy." Thesis, Monterey, California. Naval Postgraduate School, 1993. http://hdl.handle.net/10945/25726.

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This thesis provides professors and Navy facilitators curricula to be used in personnel and human resource management courses. The study presents four cases that follow a female naval recruit through several phases of her career development. Material in the case studies relates to recruitment, selection, training, retention, and career development of women in the Navy. Teaching notes are provided for each case to assist and guide facilitators in conducting classroom discussion. An overall analysis discusses the cases in relation to current Navy policy and career development theory

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Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.

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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate environmental education across the curriculum of secondary teacher education. The study first develops a theoretical framework drawing on systems thinking. In particular it uses the holistic and constructivist perspectives embedded in systems thinking to describe a number of analytic frameworks that are used as a guide to investigate participation, capacity development and project sustainability in the St²eep case study. The research methodology comprises a qualitative case study approach, which contains elements of an instrumental, evaluative and critical case study. Data-collection methods include document analysis, focus group discussions, focus group interviews, semi-structured face-to-face interviews and participant observation. Data analysis follows the constant comparative method of coding and categorising data as outlined by Strauss and Corbin (1998). The outcomes of this research show that participation processes in St²eep evolve around the interactions between a political dimension and a learning dimension. The political dimension relates to giving the project stakeholders a critical voice, allowing them to shape the project and involving them in the decision-making process. This approach has fostered an ongoing learning process in a small team of committed stakeholders based on the principles of collaborative learning, team learning and action research. Participation was shown to enhance capacity-development processes at individual and institutional level by the provision of support through learning teams, and by the renegotiation of responsibilities and power relations between lecturers involved in St²eep, donor representatives and college administrations. The strong operational role of the donor organisation was seen as a serious threat towards individual and institutional capacity development since it creates a functional but artificial and independent project system within the college system and takes over any local institutional support structure that it might seek to develop. Fostering continuous learning and capacity development, St²eep’s participatory approach was shown to contribute to a better understanding of the interconnectedness of factors that influence future sustainability of the project and the implementation of environmental education. This has assisted in the development of different scenarios on the sustainability of the project. The research shows that the project-ustainability planning process draws directly from St²eep’s ongoing learning process, with individual and institutional capacity development featuring strongly in the different scenarios, and with the external context such as the economic situation and the low priority of environmental education being recognised as important factors that need to be considered. Drawing on the findings from the case study, this study makes a tentative recommendation that donor organisations should focus more on capacity-development initiatives and avoid taking on a strong operational role in project activities. The research also recommends that there is need for a deliberate focus on both the political and learning dimensions of the participation process in order to foster local ownership. Making the learning aspect much more central in St²eep is presented as a possible strategy for motivating a larger number of college lecturers to become involved in the project and the implementation of environmental education. The study also urges St²eep to combine the different scenarios that have emerged during the project sustainability planning process and to focus on the benefits that stakeholders want to see sustained.

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Brown, David 1951. "A case study of the structures and processes involved in the socialization and development of middle management personnel in the private sector /." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61127.

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The purpose of this study was to determine how one organization from the private sector managed the socialization and development of its middle management personnel at the growth career life cycle stages of its managers: recruitment and hiring, entry-level, mid-career, and the retirement stage. The organization studied was a Quebec based retail chain composed of twenty stores located in Quebec and Ontario.
The findings indicated that there was a discrepancy between what the organization stated it was doing and what its middle management perceived was actually occurring. In three out of the five career life cycle stages, as described in the review of literature, the necessary formal structures and processes required to accomplish the socialization and development of the organization's middle management personnel were nonexistent. In only two of the career life cycle stages did the organization have in place a formal structure and set of processes relating to the specific socialization and development stages of its employees. (Abstract shortened by UMI.)

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Mak, Yau-kay Winnie, and 麥幼姬. "The roles and training needs of staff in the Hong Kong Polytechnic: perceptions and implications for staffdevelopment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955861.

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Campbell, Carol L. "Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2072.

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School districts face tremendous budget challenges and, as a result, professional development has been "trimmed" from many school budgets. (Habegger & Hodanbosi, 2011). School administrators responsible for planning professional development face a daunting task and often focus on PowerPoints, district mandated training, one-shot presentations, and workshops that are delivered by expensive experts. These types of activities lack teacher collaboration, time for sharing of ideas and opportunity for reflection and analysis (Torff & Byrnes, 2011, Coggins, Zuckerman & Mckelvey, 2010). The problem addressed in this study is that teacher professional development is usually planned by school administrators who are provided little support or training. This study used the problem-based learning approach designed by Bridges and Hallinger (1995) to determine the usefulness of a handbook for principals to utilize as they plan professional development. The handbook was developed, field tested and revised using Borg and Gall's (2003) research and development cycle. This qualitative study included surveys, observations, interviews and workshops to determine the usefulness of the handbook. The study consisted of preliminary field testing and product revision followed by the main field testing. The main field test was a workshop for K-12 school and district level administrators on how to use the handbook in planning meaningful, ongoing teacher professional development. The data collected in this study determined that the handbook,Teachers Teaching Teachers: Designing Successful Teacher Professional Development on a Shoestring Budget, is a useful tool for school administrators responsible for planning teacher professional development.

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Anderson, Ingrid Mari. "Early Childhood Educators' Perception of Oregon's Professional Development System: A Hermeneutic Phenomenological Study." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/2080.

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Since 2011, the state of Oregon has embarked on a comprehensive educational policy change to create a unified birth to twenty educational system. As part of the birth to age five early childhood and family investment strategy, mandated participation in Oregon professional development system is required for all early childhood educators working in Office of Child Care licensed programs. To date, research on early childhood educators' experience in professional development systems has focused primarily on experiences with regulatory systems. This hermeneutic phenomenological study explored how four early childhood educators made meaning of their experiences of professional engagement in Oregon's state professional development system. As a researcher-participant, I conducted a two-part interview with these early childhood educators. First, we revisited the experience of the professional development journey in collage, followed by narrative semi-structured interviews. The researcher employed Dahlberg's (2006) concept of "bridling the experience" (p. 16) as a way to develop an understanding of early childhood educators' professional practice and the intersection between practice and professional engagement in Oregon's professional development system for childhood care and education. The collage and narrative dialogues illuminated the essence of each individual's experience. Experiences such as the intersection of personal professional self, acts of professional engagement, and the emotional nature of participants' work all emerged from the collage and interview process. Three essential themes emerged from the data interpretation and discussion, namely, (a)Personal and Professional Self: Intertwining Personal Experience and Professional Identity, (b)Curves Ahead: Maneuvering Rivers, Roads, and Paths, and (c)The Journey and the System are Asynchronous: "You Guys Figure that Out, Good Luck." Through the emergence of essential themes, participants demonstrated that their experiences while unique also shared common characteristics of what it means to be an early childhood educator in Oregon living with policy in the classroom. It is now the turn of policy makers and program managers of Oregon's professional development system to recognize the strength and wisdom of the voices in the early childhood classroom.

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Chinamasa, Emmanuel. "Development of lecturer research skills in higher education institutions : case of mentoring at Mentors University in Zimbabwe." Thesis, 2015. http://hdl.handle.net/10500/18812.

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Lecturers’ research output in higher education in Zimbabwe is low in general and at Mentors University (pseudonym) in particular. Although lecturers at Mentors University are expected to publish to avoid career stagnation, most lecturers are not tenured due to lack of publications in peer refereed journals with an aggregate impact factor of 0.5. The study aimed at formulating a model for developing lecturers’ research skills and its empirical testing to address the problem. A literature review examined theories of competency development and mentoring models. The informal group mentoring strategy was structured for application in a qualitative participatory action research design. A questionnaire captured factors influencing lecturer research output from a purposive sample of 260 lecturers at Mentors University. Another purposive sample of five lecturers participated in implementing the informal group mentoring intervention for model empirical testing. All participants had failed to publish, were available volunteers and committed to the intervention. The intervention comprised determining qualities of publishable papers through desk research; an evaluative reading of published and rejected papers; peer discussion of the strengths and weaknesses of papers; practice of research; the oral reporting of findings; peer evaluation of papers and the incorporation of peer critique into papers to improve quality prior to paper submission to journals. Survey findings indicated that research output was affected by a lack of both research and publishing skills and mentoring by research supervisors. Participants in the intervention entertained misconceptions of problem formulation, research design and application of probability sampling concepts. Computer skills for data analysis and oral presentation were poor. Further, the university had no policy for lecturer research skills development. As a result of the intervention, all five participants published a paper. The study concluded that lecturers can develop research skills for publication by forming informal mentoring groups; obtaining the services of a mentor; and applying the informal group mentoring model. It was recommended that the universities include development of research skills in their policies and train mentors for the application of the informal group mentoring research skill development model in new universities in Zimbabwe.
Educational Management and Leadership
D. Ed. (Education Management)

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Chabaya, Raphinos Alexander. "Academic staff development in higher education institutions : a case study of Zimbabwe state universities." Thesis, 2015. http://hdl.handle.net/10500/21930.

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This study investigated how institutional conditions and cultures enabled or impeded the development and implementation of academic professional development programmes in Zimbabwe State universities. The study was prompted by undervaluing of academic professional development in Zimbabwe State universities manifested by its absence in half of the institutions. Literature suggests that factors that enable or impede implementation of academic staff development programmes include irrelevant academic professional programmes and influence of departmental cultures. The critical theory paradigm guided this study because the intention was to change and transform teaching practices by gaining insights on academics‘ perspectives on conditions that influence implementation of academic staff development programmes. A qualitative study was employed where interviews, focus group discussions, documents and questionnaires were used. Two state universities were conveniently sampled from which sixteen academics, four deans, two Directors of the Teaching and Learning Centres and two Vice Chancellors were purposively selected to participate in the study. The research produced findings reflecting that disciplines have huge influence on the development and implementation of academic professional development in higher education institutions. The scholarship of research constrained the scholarship of teaching in higher education practice. It was realised that academics‘ research interests subordinate teaching interests and by implication academic professional development programmes. This influences academics to have negative attitudes towards academic professional development programmes resulting in poor uptake of the programmes. It also emerged from the findings that promotion policies favour research over teaching resulting in academics marginalising teaching in their academic roles. It also emerged clearly as well that good researchers are not necessarily good teachers and that holding a PhD does not translate an academic to be a good teacher. However, it also emerged that departmental cultures can be used to promote interdisciplinary research which academic professional development might embrace in its practice. The research experienced limitations in terms of time and threat to confidentiality but their effects were countered through control measures effected by the researcher. The study recommends that State universities should set up teaching and learning centres that will lead in the development of a culture that values teaching and learning in faculties in which academic professional development programmes will professionalize university teaching The study also recommends that academic professional development should address needs of academics for them to be relevant and that their approach should include formal courses such as Post Graduate Diploma in Higher Education in which teaching in higher education is valued
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

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Mtemeri, Jeofrey. "Factors influencing the choice of career pathways among high school students in Midlands Province, Zimbabwe." Thesis, 2017. http://hdl.handle.net/10500/23174.

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The study sought to investigate factors that influence the choice of career pathways among high school students in Midlands Province of Zimbabwe. The investigation serves as a springboard to establishing a career guidance model that would assist career guidance teachers in high schools in their endeavours to help students make career choice from a well-informed perspective. A survey design which was mainly quantitative in nature was used in this empirical study. A self-designed questionnaire was used in collecting data from the participants. One thousand and ten high school students and 20 career guidance teachers participated in the study. The Statistical Package for Social Sciences version 19 calculated the percentages that were used to analyse the data. The study revealed that family members, both nucleus and extended, had an influence on students’ choice of careers. The influence of mothers and fathers was rated highly as compared to other family members. The study also revealed that schools had an impact on high school students’ choice of careers. Career guidance, especially school career days, was cited as having a positive impact on students’ choice of careers. The geographical location of schools was cited as quite influential in the choices of careers by students. The study also revealed that peers had an influence on students’ choices of careers through peer advice and encouragement. However, the influence of gender on career choice was lowly rated. In other words, gender did not influence the students’ choice of careers. Several recommendations were made. The study recommended the training of parents, peers and teachers to enhance students’ choice of careers. It was also recommended that only trained career guidance teachers be allowed to teach career guidance. Lastly, the study also recommended a career guidance model to assist in helping students choose suitable careers.
Psychology of Education
D. Ed. (Psychology of Education)

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Mnkandla, Pana. "The role of microenterprises in poverty reduction: a case of the city of Bulawayo." Thesis, 2017. https://hdl.handle.net/10539/24721.

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A report on a research study presented to the Department of Social Work School of Human and Community Development, Faculty of Humanities University of the Witwatersrand in partial fulfilment of the requirements for the degree Master of Arts in Social Work in the Field of Social Development, March 2017
Poverty is one of the biggest challenges that the global community is struggling with. In attempting to address poverty, there has been a tilt towards a microenterprise approach to social development mostly in the global South. The purpose of the study was to explore the role of microenterprises in poverty alleviation and how microenterprises can be optimised as a strategy for poverty alleviation. The primary aim of the study was to explore ways in which microenterprises are contributing to the reduction of household poverty in Bulawayo, Zimbabwe. This was a qualitative study and a multiple case study design was employed. A semi-structured interview schedule was used during interviews with nine participants who had either gone through entrepreneurship or technical skills training and two key informants were selected based on their expertise in enterprise development. Purposive sampling was used to select the participants and thematic analysis was applied to analyse the collected data from all participants. The major findings of this study were that microenterprises have a pivotal role in ensuring basic sustenance, for example basic needs like rent, food, health care and education. All the participants had received business training, however, there still is a disjuncture between business knowledge and application. Challenges that affected participants in the study included lack of machinery, access to credit and lack of a market for their products as indicated in the findings of the study. The participants expressed that microenterprises are a step towards breaking the poverty cycle. The main findings of this study are that microenterprises as a tool in poverty alleviation manages only to afford people basic sustenance, however, it cannot alone be the panacea for poverty reduction, hence it should be seen amongst other interventions in social development.
XL2018

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Mudzingwa, Kudzayiishe. "Perceptions of stakeholders on management development programmes for beginning secondary school heads in Zimbabwe." Thesis, 2018. http://hdl.handle.net/10500/25462.

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Text in English, abstract in English, Zulu and Sepedi
The education system in Zimbabwe has experienced a wide range of educational reforms and technological changes since the last half of the 20th century. These changes have resulted in a significant expansion of the duties and responsibilities that school heads are expected to perform in schools. Despite these changes, there has not been a comprehensive training programme meant to prepare newly promoted secondary school heads for the daunting task of school leadership in Zimbabwe. The study sought to examine the perceptions of stakeholders regarding management development programmes (MDPs) for beginning secondary school heads (BSSHs). The study employed the descriptive case study approach based on a qualitative research design. A total of 28 participants were initially selected for the study but only 27 took part. The participants comprised five BSSHs, five practising secondary school heads, four deputy heads and 10 senior teachers who were drawn from 10 selected secondary schools in Zaka district. Three school inspectors from the district education office in Zaka district also took part. The participants were purposively sampled using the maximum variation sampling approach to account for the differences of their professional categories. Individual semi-structured interviews were used to collect data from the BSSHs, practising secondary school heads and school inspectors, while focus group interviews were used to collect data from deputy heads and senior teachers. A review of relevant documentary sources such as vacancy announcement circulars, the Civil Service Commission (CSC) training and development policy and policy circulars from the Ministry of Primary and Secondary Education (MoPSE) was also undertaken. The findings indicated that there was a need for a management development programme that would equip newly promoted school heads with the relevant technical skills and competencies that would enable them to provide sound leadership to schools. The study established that BSSHs required knowledge and skills in financial management, instructional leadership, general administration, ICT, policy issues, human resources management, community relations, documentation and asset management.
Uhlelo lwezemfundo eZimbabwe seluhlangabenzane nezinkinga ezinkulu ezimayelana nezinguquko kwezemfundo kanye noshintsho kwezobuchwepheshe kusukela kuyisigamu sokugcina sekhulu leminyaka engama-20. Lezi zinguquko ziholele ekwandisweni okuphawulekayo kwemisebenzi kanye nezibopho okumele othishanhloko ezikolweni bayifeze. Ngaphandle kwalezinguquko, akukaze kwabakhona uhlelo lokuqeqesha olunzulu olulungiselela othishanhloko abasanda kuthola izikhundla ezintsha kulomsebenzi onzima wokuhola eZimbabwe. Isifundo sizohlola sibheke imibono yamadlelandawonye mayelana neZinhlelo Zokuthuthukisa Ukuphatha kwalabothishanhloko bezikole zamabanga aphezulu abasafufuza. Isifundo sizosebenzisa ucwaningo lwesifundo esichazayo olwakhelwe phezulu kocwaningo lokuklama oluphathelene nesimo. Kuye kwakhethwa abantu abangamashumi amabili nesishiyagalombili (28) kodwa babe ngamashumi amabili nesikhombisa (27) kuphela abaye babamba iqhaza. Abantu ababambe iqhaza behlise obekuhloswe ngalabothishanhloko abahlanu (5) bezikole zamabanga aphezulu abasafufuza, othishanhloko abahlanu (5) asebekhona kulo mkhakha emabangeni aphezulu, amaphini kathishanhloko yesikole amane (4), othisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu abayishumi (10) abakhethwe ezikolweni zamabanga aphezulu kuyisifunda sakwaZaka. Abahloli bezikole abathathu ababuya kuyisifunda somnyango wezemfundo kuso isifunda sakwaZaka nabo babamba iqhaza. Abantu ababambe iqhaza basampulwe ngenhloso ethile lapho kusetshenziswe indlela ephezulu yokuhluka kwesampuli ukuze kuphendulwe ngokuhluka ngokwezigaba zabo zemfundo. Izinhlolokhono ezihleliwe zomuntu ngamunye ziye zasetshenziswa ukuqoqa ulwazi kothishanhloko bezikole bamabanga aphezulu abasafufuza, othishanhloko asebekhona kulo mkhakha emabangeni aphezulu kanye nabahloli bezikole kwase kuthi izinhlolokhono zamaqembu zasetshenziselwa ukuqoqa ulwazi kumaphini onhloko bezikole nakothisha abasezingeni lokuphatha ngokwesikhathi asebe sisebenzile abaqokwe ezikolweni zamabanga aphezulu. Kuye kwabuyekezwa imibhalo yamaphepha efanele efana namasekhula amemezela izikhala zomsebenzi, iKhomishani Yomsebenzi Womphakathi yokuqeqeshwa nenqubomgomo yokuthuthukiswa kanye nenqubomgomo yamasekhula asuka kuNgqongqoshe weMfundo yamabanga Aphansi nawaPhezulu. Kuye kwatholakala ukuthi kunesidingo sezinhlelo zokuthuthukisa ukuphatha ezizohlomisa othishanhloko abasandukunyuselwa kulezi zikhundla ngamakhono afanele ezobuchwepheshe anamandla azobasiza ukuba babengabaholi abaqotho ezikolweni. Isifundo siye sathola ukuthi othishanhloko bezikole bamabanga aphezulu abasafufuza badinga ulwazi namakhono ngokuphathwa kwezimali, ubuholi obuqotho bokufundisa, ukuphathwa kwamabhuku jikelele, Ulwazi Lwezobuchwepheshe Kwezokuxhumana (ICT), okuphathelene nengqubomgomo, ukuphathwa kwabantu, ubudlelwano nomphakathi, kanye nokuphathwa kwemibhalo nempahla.
Peakanyo ya thuto go la Zimbabwe e itemogetše dimpshafatšo tša thuto le diphetogo tša theknolotši tše di fapanego go tloga nakong ya seripagare sa mafelelo sa ngwagakgolo wa bo20. Diphetogo tše di hlotše koketšo ye kgolo ya ditshwanelo le boikarabelo tšeo dihlogo tša dikolo di letelwago go di phethagatša dikolong. Ka ntle ga diphetogo tše, go bile le lenaneo la tlhahlo leo le feleletšego leo le diretšwego go beakanyetša dihlogo tša dikolo tše mpsha tšeo di sa tšogo godišwa go tlo lebana le modiro wo o tšhošago wa boetapele bja dikolo ka Zimbabwe. Thutelo e nyaka go hlahloba dikgopolo tša batho bao ba nago le dikgahlego malebana le mananeo a tlhabollo ya bolaodi (diMDP) a dihlogo tša dikolo tša sekontari tše di thomago (diBSSH). Thutelo e latetše mokgwatebelelo wa ditlhalošo wa nyakišišo ye e dirilwego ka ga tiragalo wo o theilwego go tlhako ya nyakišišo ka go utolla mokgwa wa bophelo bja setšhaba se itšeng. Palomoka ya batšeakarolo ba 28 e kgethilwe pele go thutelo eupša ba 27 ba tšere karolo. Batšeakarolo e be e le diBSSH tše tlhano, dihlogo tša dikolo tša sekontari tše tlhano tšeo di lego modirong, bathušahlogo ba bane le barutišibagolo ba 10 bao ba tšerwego dikolong tša sekontari tšeo di kgethilwego seleteng sa Zaka. Bahlahlobi ba dikolo ba bararo go tšwa ofising ya selete ya thuto ka seleteng sa Zaka le bona ba tšere karolo. Batšeakarolo ba kgethilwe ka maikemišetšo bjalo ka disampolo ka go diriša mokgwatebelelo wa maksimamo wa go tšea disampolo ka go fapana go hlaloša lebaka la diphapang ka go magoro a bona a diprofešene. Ditherišano tša motho a nnoši tša dipotšišo tšeo di sa latelego lenaneo leo le itšeng di dirišitšwe go kgoboketša datha go tšwa go diBSSH, dihlogo tša dikolo tša sekontari tšeo di lego mošomong le bahlahlobi ba dikolo, mola ditherišano tša dihlopha tšeo di nepišitšwego di dirišitšwe go kgoboketša datha ye e hweditšwego go batlatšadihlogo le barutišibagolo. Tekolo ya methopo ya maleba ya kanegelo ya ditiragalo go swana le mangwalophatlalatšwa, molaotshepetšo wa tlhahlo le tlhabollo wa Khomišene ya Mešomo ya Mmušo (CSC) le mangwalophatlalatšwa a melaotshepetšo go tšwa go Kgoro ya tona ya Thuto ya Praemari le Sekontari (MoPSE) le yona e phathagaditšwe. Dikhwetšo di šupile gore go bile le tlhokego ya lenaneo la tlhabollo ya bolaodi leo le tlo fago dihlogo tše mpsha tšeo di sa tšwago go godišwa mabokgoni le botsebi tša sethekniki tša maleba tšeo di tlo ba kgontšhago go phethagatša boetapele bjo bo kwagalago bja dikolong. Thutelo e utollotše gore diBSSH di be di nyaka tsebo le mabokgoni tšeo di nyakegago go bolaodi bja matšeleng, boetapele go tša dithuto,
Educational Leadership and Management
D. Phil. (Education Management)

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Mazarura, Onesimo L. "Exploring the dynamics of informal foreign currency trading : the case of Harare's black market traders." Thesis, 2008. http://hdl.handle.net/10413/912.

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Zimbabwe's economy has shrunk by 40 percent over five years (Bratton and Masununngure 2006:23). The country currently faces an unemployment rate of at least 80 percent, and an inflation rate of 165 000 per cent (BBC News, 8 /10/2008). Many Zimbabweans have turned to the informal sector as a source of livelihood and survival with formal employment estimated to constitute only 16 percent of the labour force in 2006 (Tibaijuka, 2005). The violation of political and civil rights as well as the state's approach to regulation of the economy has translated into low investor confidence. In addition the country has serious foreign currency shortages. The sheer scale of informality combined with radical attempts by the state to regulate these and other economic activities make Zimbabwe a unique context within which to understand the nature of the informal economy. Recent research on the Zimbabwean informal economy has focused on its destruction through the Operation Murambatsvina (Potts, 2007; Tibaijuka, 2005) as well as the nature and extent of cross border trading (Muzvidziwa, 1998). Other authors have explored the nature of the informal economy in crisis states in particular Zaire / Democratic Republic of Congo (MacGaffey, 1997; Dehart and Marysse, 1997). There however is no research which explores the dynamics of informal foreign currency trading in this or other contexts. The objective of this study is to explore the nature of informal foreign currency trading in Zimbabwe. The research aims to investigate the dynamics of informal foreign currency trading by tracing the role of state regulation in these operations, linkages between the formal sector and informal currency traders, the role of social networks, the lived experiences of traders involved and the social-economic benefits derived by these operations. The research approach drew on ethnographic methods. The researcher spent considerable time with the people whose realities the research aims to understand. In total 10 traders were observed and interviewed in January 2008. This research shows that excessive state intervention in the foreign exchange market leads to the emergence of informal foreign currency trading on the 'black market'. As the black market premium widens, the intensity of informality with regards to foreign currency trading increases. The existence of informal—formal linkages is strongly demonstrated by this research. It shows that there is a strong relationship between the informal currency traders and the private sector including other government entities. In order for this relationship to be sustained the research also reveals that social networks are essential for informal foreign currency traders. The study shows that informal foreign currency traders operate mainly from the streets and rented office space although deals can done from any environment as long as it is secured from law enforcement agencies. The benefits of informal foreign currency trading accrue more at the household level (micro level) rather than the macro level. This research reveals that in a state of economic crisis the formal economy fails to provide adequate basic services and commodities. As a result, an informal economy is created to ensure the supply of scarce goods and services. The study shows that Zimbabwe's economy has managed to sustain itself despite economic collapse. Informal activities are identified as playing critical role in sustaining the population of the country. The study shows that foreign currency is being traded entirely on the parallel market. Private sector and government entities totally rely on informal foreign currency traders for their supplies of foreign currency. Chapter 2 reviews the literature on the informal economy. Various theoretical approaches to the informal economy are outlined. Much of the research on informality draws attention to the role of networks of trust and reciprocity - social capital. Debates about this notion are also reviewed. In Chapter 3 the background to the Zimbabwean economic and political crisis generally and the foreign currency problems facing the country particularly is outlined. The foreign currency regulations of Zimbabwe and how they have changed over time are also considered. International experience of parallel exchange rate regimes and currency crises are also reviewed. Chapter 4 reflects the research methodology. This chapter explains how the data was collected, analyzed and interpreted. The ethical concerns and potential biases arising from the methodology are explored. Chapter 5 presents the findings from the interviews. It analyses and interprets the various views gathered from the participants. The concluding chapter, Chapter 6 reflects back on the literature and outlines the policy recommendations drawing from the research findings.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2008.

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Moshupi, Maphoko Matilda. "Career development experiences of women in senior leadership positions within civil engineering industry." Diss., 2013. http://hdl.handle.net/10500/10193.

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The paucity of women in senior leadership positions as indicated in the Business Women Association of South Africa 2011 census corroborates that gender equality is still a concerning issue even in the democratic era that we live in. This study explores career developmental experiences of women in senior leadership position in the civil engineering industry. The primary objective was to investigate how these professional women were managing their careers and what career experiences contributed to their ascent to the senior echelons of management. Meaning to the career experiences of these women had been given according to the self-determination theory. By means of purposive selection, seven women at senior management level were selected from both the private and public sectors in the civil engineering industry. Based on the semi-structured interviews conducted, personal documents reviewed and footnotes recorded; it was evident that there were different factors that had facilitated the ascent of these women to senior positions. Their career experiences were also characterised by challenges that subsequently instigated the development of coping strategies and methods. The study has implications for organisations in civil engineering that wish to attract and retain women from generations to come.
Psychology
M.A. (Psychology)

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Mtapuri, Oliver. "Developing a poverty index for African economies using the consensual approach : the case of Mashonaland West, Zimbabwe." Thesis, 2008.

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This thesis is articles-based submitted in fulfillment of the requirements of the degree of Doctor of Philosophy. It consists of articles that were submitted and published, and others that were submitted and awaiting comments. This thesis makes a contribution to the ongoing debate on the most appropriate method of measuring poverty for interventionist purposes in rural areas. It is infonned by the Zimbabwe experience that income-based measures may not always adequately target those most in need of social support. A new approach is posited that focuses on the nonincome component of poverty. The aim is to assist 'technocrats' to better target the poor in need of a social safety net in crisis situations. The search is for a 'credible' measure that will be acceptable to various interest groups including the poor. Thus the proposed measure derived by means of a consensual approach meets this objective. The literature review describes and discusses the weaknesses of conventional poverty measures, divided into two broad categories of those pre- and post-dating Sen's introduction of the capability concept. The thesis then uses these to explore the conventional approaches (the dominant income measures) and flag their operational deficiencies, and then postulates an asset threshold model, the minimally adequate asset level (MAAL), based on the consensual approach. It also postulates the Poverty Diagnostic Model (PDM) which helps to describe and analyse factors that impact poverty at the individual level and helps in unpacking the linkages between the detenninants of poverty given its multi-dimensionality and how these are conditioned by both internal and external factors. Additionally to the contributions, this thesis posits drawing asset-poverty lines as well as combined asset and income poverty lines as a new contribution to yield asset-based Foster-Greer- Thorbecke (FGT) index, asset-income FGT index, networth FGT index and asset-gini coefficient. It also provides new tools with differentiating capacity to identify those who are either asset poor or income poor or both; as well as those who are 'networth poor', understood as asset-income threshold less debt. It advocates scaling of assets to enable capturing of the asset-holding of the poorest of the poor to fonn intensity scales on which an asset threshold is based. A further contribution of this thesis is the introduction of the notion of enclavity within a family around husband/wife relationships as a new fonn of resilience/collectivity due to deepening poverty. There is evidence to suggest that ethics and networks breakdown as a result of poverty. The final contribution of this thesis is the definition of a poverty line on the basis of an asset threshold using the consensual approach as postulated by Mack and Lansley (1985): thus this thesis posits an asset-by-asset point index.
Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2008.

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Sibanda, Mbizo Edward. "Community participation in environmental management and the fulfillment of household food security : a case study of Sanale community in Insiza District, Zimbabwe." Thesis, 2005. http://hdl.handle.net/10413/2917.

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Current development thinking revolves around sustainable development, which must be achieved at every level of society in order to attain sustainable livelihoods. One way of fulfilling this, is by ensuring that human beings are put at the centre of the development process, that is, development should be woven around people and not people around development. In other words development should be participatory and people should have the opportunity to invest in the development of their capabilities in various facets of their life. This notion was applied to the Sanale community of Insiza District of Zimbabwe. The community in question mobilized itself around projects as a way of tackling mounting environmental and food security problems. The thrust of this thesis therefore is to establish how community participation enhances environmental management and how it can also lead to improvement of food security of the community in question. The study adopted a qualitative research paradigm which entails the non-numerical examination of phenomena focusing on the underlying meanings and patterns of relationships. This is because the study utilized a case study method as a way of gaining an in-depth understanding of the community. Hence, in order to obtain information on the activities of the community in as far as conservation and livelihood issues are concerned fieldwork was undertaken and interviews conducted with household respondents and key informants. A focus group discussion was also conducted with community members involved in programme activities. Review of documents and literature such as journals, occasional papers, proposals , brochures, organizational reports and internet search was conducted in order to obtain information from secondary sources and gain insights from the literature on the subject matter. Also the observation method was used to cross check claims made by both community and key informants with regard conservation and livelihood endeavors by the community. Research findings indicate that the Sanale community managed to pull itself out of a precarious position characterized by environmental degradation and constant food deficits. This was achieved through self-mobilisation and participation in project activities. Such initiatives impacted positively on the lives of poor Sanale villagers including women. It also emerged that projects in Sanale have led to full realization of human capabilities as the community in question presides over their own decisions, have cultivated the right attitude to plan and work resulting in natural resources conservation and fulfillment of livelihood needs. In short, participation of the community in their own development has been a key factor in the success of their projects. Such success can be measured in terms of the improvement of the situation of the community after the inception of projects as compared to before project inception. This was also made possible by stakeholders such as NGOs, Government departments, CBOs and local leaders who played a facilitator role. The study concluded that interactive participation and self-mobilisation of communities is a necessary ingredient for resource conservation and improvement of household food security. However, it emerged in the study that there is need to strengthen institutional structures, national or local, to allow full integration of environmental and developmental issues, at all levels of decision-making. Also important was the sustenance of the Sanale project beyond the life of grants such as GEFSGP and ERF. Further, fostering community participation in all stages of the project cycle is important for the project and community. Above all, the issue of sustainability should preoccupy such projects and multi-stakeholder partnerships should be encouraged if rural projects are to last into the foreseeable future.
Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, 2005.

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Dube, Kaitano. "The socio-economic impact assessment of Lower Gweru Irrigation Scheme in Gweru Zimbabwe." Diss., 2012. http://hdl.handle.net/10500/11861.

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M.Sc.(Geography)
This study aimed at examining the social and economic impact of rural irrigation schemes with a particular focus on the Lower Gweru Irrigation scheme. The general objective of this study was to assess if rural irrigation schemes can act as livelihood security assets in transforming rural livelihoods, reduce poverty and attain food security in light of climate change. Results are based on findings from self-administered questionnaires directed at farmers and irrigation stakeholders, and face to face interviews involving farmers and stakeholders. Using Statistical Package for the Social Sciences, Microsoft excel and Health 24 web BMI calculator it was concluded that; Lower Gweru schemes, is a source of livelihood security securing food security, reduce poverty and creates rural employment. Regardless of various challenges faced by rural irrigation farmers, irrigations act as poverty and climate change buffers, providing an opportunity for communities to raise their Human Development Index and attain sustainable development.
Department of Geography

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Makusha, Tawanda. "The impact of hyperinflation on small to medium enterprises in Harare, Zimbabwe : the case of the formal and infomal at Avondale Shopping Centre." Thesis, 2007. http://hdl.handle.net/10413/1634.

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The pattern of a classical hyperinflation is an acute acceleration of inflation to levels above 1000% generally associated with printing money to finance large fiscal deficits due to wars, revolutions, and the end of empires or the establishment of new states (Coorey et al, 2007: 3). After World War I, a handful of European economies succumbed to hyperinflation. Austria, Germany, Hungary, Poland, and Russia all racked up enormous price increases, with Germany recording an astronomical 3.25 million percent in a single month in 1923 (Reinhart and Savastano, 2003: 1). Since the 1950s, hyperinflation has been confined to the developing world and the transition economies. Zimbabwe currently has the highest rate of inflation in the world with an annual rate of 7982.1% in September 2007 (RBZ Website, 1/11/07). This paper examines the impact of hyperinflation on Small to Medium Enterprises (SMEs) in Harare, Zimbabwe with aims of revealing how SMEs were affected by hyperinflation and other factors linked to the phenomenon.
Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.

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Chibvongodze, Danford Tafadzwa. "The ruralization of urban spaces in the context of subsistence farming : the case study of Gwabalanda Township, Bulawayo, Zimbabwe." Thesis, 2013. http://hdl.handle.net/10413/11340.

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The burgeoning of subsistence agriculture in the townships of Bulawayo, the second largest city in Zimbabwe symbolizes a change in the use of urban space in many cities of the global South. The activity of subsistence agriculture, which in both colonial and post-colonial Zimbabwe has been highly regarded as a rural activity is now a common sight in most townships of Bulawayo, Zimbabwe (RAUF, 2007). Indeed the rise of subsistence agriculture in the residential areas of Bulawayo particularly in the township of Gwabalanda is leading to what I refer to as the ‘ruralization of urban space’, where through practises of subsistence agriculture, elements of rural life have slowly seeped into the everyday life of urbanites (cf. Rogerson, 1993:33; Zeleza, 1999:45). The thesis uses Lefebvre’s (1974) theory of Production of Space to investigate some of the conditions and factors that have influenced the ruralization of urban space in the township of Gwabalanda, as seen in the intensification of a rural-oriented activity of subsistence farm. Using primary data from 17 semi-structured interviews with Gwabalanda residents involved in farming, the thesis intended to interrogate the perceptions and attitudes Gwabalanda residents hold towards the changes in the use of urban space and also examine the possible benefits of urban farming. The investigation of subsistence farming in Gwabalanda led me to identify three complementing and overarching themes or factors that drive urban farming and the ruralization of urban space. The first two themes are the political and economic factors which seem to operate on a macro-level, whereas the other theme of socio-cultural factors functions at an individual or household level. Economic and political factors such unemployment, lack of income, high transport costs of moving food, political alienation and freedom were identified by Gwabalanda residents as important drivers of urban agriculture. On the other hand, socio-cultural aspects which included identity, traditional religion, socialization and changes in migration patterns appeared to be crucial motivators for cultivating urban spaces. The research study also found out that urban households that are engaged in subsistence farming are more food secure and generate extra income from selling some of the produced crops. The income generated is used to pay school fees, pay bills and buy farming inputs for the next planting season. Furthermore some households were sending excess farm produce to their rural homes.

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Dekete, Winnie. "An investigation into the extent to which the Zimbabwean Government and civil society have implemented Millennium Development Goal Number 3 (gender equality and empowerment to women) : the case of Ward 33 of Mt Darwin District in Zimbabwe." Diss., 2014. http://hdl.handle.net/10500/13632.

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Girls in rural areas face a number of challenges in their pursuit of basic education, empowerment and gender equality. This thesis explores the extent to which gender equality and empowerment of women have been achieved in education in ward 33 of Mt Darwin. At the centre is what Zimbabwean government and civil society organisations such as Campaign for female education (Camfed) have done to implement strategies addressing challenges affecting implementation and achievement of MDG 3. A multi-method research strategy, including focus group discussions, questionnaires administration and interviews, was used in the data collection process. The findings of the study show reciprocal linkage between education, empowerment and gender equality. Ward 33 requires integration in approach from assisting agencies and the general populace if Millennium Development Goal 3 is to be achieved. Results showed the multiple barriers girls face in the process of accessing education within the homes, along the way to school and within the school system itself. Camfed and government’s interventions have been pointed out to contributing to the achievement of MDG 3 in the ward. Women’s quest for equality is evident. Specific actions recommended after this research include the need for MOESAC to strategically post qualified teachers in rural areas, sensitization and empowerment programmes targeting men, civil society organisations and government ministries working with women to intensify advocacy, capacity building and leadership trainings for women. Overall recommendation is that there is need to implement MDG 3 beyond 2015 if rural women are to be integrated into the MDG 3 empowerment and gender equality agenda.
Development Studies
M. Admin. (Development Studies)

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Mufanechiya, Albert. "The interface between in-service teacher development and classroom teaching and learning in Zimbabwean primary schools." Thesis, 2020. http://hdl.handle.net/10500/27212.

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Primary school teaching and learning, and indeed the whole teaching profession continue to be shaped by the ever – changing knowledge economy and global educational trends. To this end, professional teacher development in Zimbabwean primary schools has become an important focus area in terms of how it can facilitate and contribute to effective teaching and learning in line with the new educational developments. There is consensus among primary school stakeholders that the success of teaching and learning is dependent on promoting an efficient and student - needs driven in – service programme. The purpose of the study was to explore the influence of the university B.Ed (primary) in – service teacher development programme in its mandate to fulfill the critical function to develop primary school teachers with knowledge, skills and competencies for the Zimbabwean primary education system. The imperative has been for the university in – service programme to offer competences and skills that are needed by primary school teachers and for these teachers to upgrade and update their skills for effective teaching and student learning. The theoretical approach that informed the study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective being that knowledge is socially constructed and takes place in real contexts. The study ontology was interpretivism in which the qualitative single case study design was employed. The data were collected through semi - structured interviews with the Chairperson and five lecturers of the Curriculum Studies Department and focus group discussion in respect of ten B.Ed (primary) in – service student teachers. The participants were purposefully sampled taking into account their knowledge and experience with the in – service programme and primary school teaching - learning contexts. The study found that the B.Ed (primary) in – service programme had minimal influence on primary school teachers’ teaching and learning needs. The programme had not fully addressed the primary school teachers’ expectations in terms of imparting knowledge and skills useful for classroom teaching and learning. One of the major contributory factors was that there were curriculum design frailties of the programme which were as a result of lack of dialogue, engagement and consultation between and among important primary school education stakeholders especially in – service teachers. As a result, the programme had not adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet this was the core function of the programme. From the findings, the study recommends that the University sets up a strong Curriculum Development Department funded and staffed with experts in research and curriculum design and development. These should manage the designing and preparation of curriculum documents by involving primary school stakeholders, especially primary school teachers.
Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)

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Roythorne-Jacobs, Hermanus Louis. "Development of an integrated career anchor preferences, career interests and abilities measure for career path congruence." Thesis, 2019. http://hdl.handle.net/10500/26610.

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Text in English with abstracts and keywords in English, Afrikaans and isiZulu. Translated titles in Afrikaans and isiZulu supplied.
The research focused on individual–organisational career path congruence and the development of an integrated measure (I-PIA-M) constituting individual variables (i.e. career anchor preferences, career interests and abilities) which are recognised as influencing individuals’ perceptions of fit with the organisation. The research adopted a mixed-methods approach: (1) principles and constructs of person–environment (P-E) fit were applied, both to develop the I-PIA-M and empirically test the measure for reliability and validity; and (2) a qualitative study (career intervention) was conducted in which the empirically tested measure was applied in a career counselling context, to assess and guide career path congruence in an authentic work setting. The quantitative study involved a randomly selected sample (N = 270) of predominantly working adults in the economic and management sciences fields. The qualitative study involved five respondents in a career construction interview, along with the administration of the empirically tested I-PIA-M measure. Exploratory factor analysis and confirmatory factor analysis confirmed the multi-dimensionality of the I-PIA-M, and the reliability and construct validity of the scale. The results showed that race and gender significantly explain individuals’ self-perceived career anchor preferences and career interests, but not their self-perceived abilities. Age did not significantly explain individuals’ self-perceived career anchor preferences, career interests or abilities. The qualitative study corroborated the multi-directionality of individuals’ career paths and the notion of guiding person–organisation career path congruence by means of the I-PIA-M. The research contributed to career psychology and career counselling practice through the empirical testing and application of the I-PIA-M in the contemporary work context. Various limitations and recommendations for further research were also highlighted in this thesis.
Die navorsing het gefokus op individuele-organisatoriese-loopbaankongruensie en die ontwikkeling van 'n geïntegreerde maatstaf (I-PIA-M) bestaande uit individuele veranderlikes (bv loopbaanankervoorkeure, loopbaanbelangstellings en vermoëns) wat erken word as faktore wat individue se persepsies van passing met die organisasie beïnvloed. Die navorsing het 'n gemengdemetode-benadering gevolg: (1) beginsels en konstrukte van persoon-omgewing is toegepas om sowel die I-PIA-M te ontwikkel en die maatstaf empiries vir betroubaarheid en geldigheid te toets; en (2) 'n kwalitatiewe studie (loopbaanintervensie) is onderneem waarin die empiries getoetsde maatstaf in 'n loopbaanberadingskonteks gebruik is om die loopbaanpadkongruensie in 'n outentieke werksituasie te evalueer en te lei. Die kwantitatiewe studie het 'n ewekansig geselekteerde steekproef (N = 270) van oorwegend werkende volwassenes op die terrein van ekonomiese en bestuurswetenskappe betrek. Die kwalitatiewe studie het vyf respondent in 'n loopbaankonstruksie-onderhoud betrek, saam met die aanwending van die empiries getoetste I-PIA-M maatstaf. Verkennende faktoranalise en bevestigende faktoranalise het die multidimensionele aard van die I-PIA-M bevestig, en die betroubaarheid en konstrukgeldigheid van die skaal. Die resultate het getoon dat ras en geslag beduidend individue se self-vermeende loopbaanankervoorkeure en loopbaanbelangstellings verklaar, maar nie hul self-vermeende vermoëns nie. Ouderdom het nie beduidend individue se self-vermeende loopbaanankervoorkeure, loopbaanbelangstellings of vermoëns verklaar nie. Die kwalitatiewe studie het die multidireksionele aard van individue se loopbaanpaaie en die idee dat persoon–organisasie-loopbaanpadkongruensie deur middel van die I-PIA-M gerig word, gestaaf. Die navorsing het tot loopbaansielkunde en loopbaanberadingspraktyk bygedra deur die empiriese toetsing en toepassing van die I-PIA-M in die kontemporêre werkkonteks. Verskeie beperkings en aanbevelings vir verdere navorsing is ook in hierdie tesis uitgelig.
Ucwaningo lugxile kuhlelo olufanayo lobizo lomsebenzi olulandelwa umuntu ngamunye–yinhlangano kanye nokuthuthukiswa kwendlela ehlangene yokwakha izimpawu zomuntu ezahlukahlukene (I-PIA-M) (zona yilezi ukwenyulwa kobizo lomsebenzi oluyinsika, ubizo oluthandayo lomsebenzi kanye namakhono okwenza umsebenzi) ezithathwa njengalezo ezinomthelela phezu kwemiqondo yomuntu ohambelana ncimishi nenhlangano. Ucwaningo lwamukela ingxubevange yezindlela zokwenza ucwaningo: (1) imigomo kanye nezakhiwo zesizinda somuntu (P-E) zisetshenziswe, kabili, ukwakha i I-PIA-M kanye nokuhlolwa ngendlela ephathekayo izinga lokwethembeka kanye nokulunga; kanye; kanye (2) nocwaningo olusebenzisa amagama lwenziwa, lapho isinyathelo sokuhlola esiphathekayo sasetshenziswa kuhlelo ngaphansi kwesizinda sokululekwa ngokobizo lomsebenzi, ukuhlola ikhono kanye nokukhombisa umfundi indlela yobizo lomsebenzi ehambisana naye angayilandela ngaphansi kwesimo sangempela somsebenzi. . Lesi sifundo socwaningo besixuba isampuli yokukhethwa ngokungahleliwe kwabantu abadala (N = 270) abasebenzayo emikhakheni yezesayensi yezomnotho kanye nezokuphata. Uhlelo locwaningo olusebenzisa amagama luye lwaxuba abaphenduli abahlanu kunhlololwazi lokuzakhela ubizo lomsebenzi, kanye nokuqhutshwa kwesinyathelo sokuhlolwa okuphathekayo kohlelo lwe-I-PIA-M. -. Uhlelo lokuhluza oluvumbululayo kanye nohlelo lokuhluza oluqinisekisayo aye aqinisekisa ukwehlukahluka kwe-I-PIA-M ngokwezigaba, nokwethembeka kanye nohlelo lwesakhiwo esifanele sobukhulu. Imiphumela iye yakhombisa ukuthi ubuhlanga kanye nobulili zichaza kahle kakhulu ubizo lomsebenzi olukhethwa, ubizo lomsebenzi othandwayo noma amakhono omsebenzi athandwayo, kodwa hayi ngokuzikhethela komuntu ngokwamakhono anawo. Unyaka awuzange ucacise kahle ukwenyula ubizo lomsebenzi, ukuthanda ubizo lomsebenzi kanye namakhono omsebenzi ngokuzazi komuntu ngokwakhe. Unyaka, ubuhlanga kanye namaqembu obulili akhombise umehluko omkhulu mayelana nobizo lwemisebenzi abalwenyulayo, ubizo lwemisebenzi abayithandayo kanye namakhono omsebenzi abawaqondayo ngokuzazi kwabo. Ucwaningo olususelwa kumagama lusekela uhlelo lwezindlela eziningi lwezindlela zobizo lomsebenzi ezilandelwa ngabantunkanye nombono wokuholela umuntu-inhlangano endleleni efanayo yobizo lomsebenzi ngokusebenzisa uhlelo lwe-I-PIA-M. Ucwaningo luye lwaba negalelo kusayikholoji kanye nasemisebenzini wokweluleka ngokobizo lomsebenzi ngokusebenzisa uhlelo oluphathekayo lokuhlola kanye nokusetshenziswa kohlelo lwe-I-PIA-M kwisimo sanamuhla sasemsebenzini. Kuye kwavezwa imingcele eyahlukahlukene kanye nezinqumo ezimayelana nokwenza olunye ucwaningo oluqhubekayo kuye kwavezwa kule thesisi.
Industrial and Organisational Psychology
Ph. D. (Psychology)

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Nhamo, Gwadamirai. "A study on the role of old age institutions in the care of elderly people in the context of hyperinflation : the case of Mucheke, Masvingo, Zimbabwe." Thesis, 2009. http://hdl.handle.net/10413/134.

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Globally, old age has been identified as one of the key causes of poverty. Governments all over the world have taken the initiative to introduce policies aimed at protecting the elderly from poverty. However in most developing countries, the plight of the elderly often falls on the informal systems of care such as the extended family. This often leaves the elderly more vulnerable to poverty as the informal systems of care are becoming increasingly unreliable. This study explored the impact which an economic crisis characterized by hyperinflation and high unemployment had on the lives of elderly persons in a suburb called Mucheke in Masvingo, Zimbabwe, focusing mainly on their social networks. Most of the literature on Zimbabwe emphasizes that often people who are institutionalized in old age homes in Zimbabwe were those people who had weaker social networks, particularly due to the fact that they were of foreign origin. These individuals did not have an extended family they could rely on in Zimbabwe, whilst at the same time their links with their families had been broken due to a prolonged stay in a foreign country. Black locals rarely sought to be institutionalized in old age homes. However with the economic crisis, many facets of the elderly people’s lives were altered. These alterations included the depletion of the extended family’s capacity to continue its role of providing care to the elderly as resources were limited. The government on its own had been paralyzed by the economic crisis and no longer provided care for the destitute and desperate elderly people as had been the norm. The elderly established different coping strategies to see them through the crisis. The civil society also began to play a more central role in assisting the needy as the crisis worsened.
Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2009.

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Van, Halsema Wybe. "Endogenous development of natural resource management in the communal areas of Southern Zimbabwe : a case study approach." Diss., 1999. http://hdl.handle.net/10500/16300.

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Despite decades of development efforts to combat desertification processes in southern Zimbabwe, a development deadlock occurs. Using the local knowledge systems as a basis, and making an effort to strategically facilitate the revival of their capacity for checks and balances as a development approach, endogenous development could become more realistic. The actor-oriented RAAKS.methodology offers relevant tools for a case study'in which an insight into the processes of innovation is obtained in order to confirm this. The Charurnbira case study shows that many local interfaces hinder development. Although the facilitation of platform processes could enhance endogenous development, the external environment provides a serious constraint. The method employed did ndt permit broad conclusions, but a deeper examination of recent experiences suggested that by giving local people a greater say in natural resource use, local knowledge could be utilized more effectively and better use could be made of traditional management structures.
Development Administration
M.A. (Development Administration)

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Labuschagne, Philippus Gerhardus Albertus. "The benefits of heutagogic learning : a case study to deepen the appreciation of a career counselling intern's professional development." Diss., 2014. http://hdl.handle.net/10500/14403.

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The professional development of a career counselling intern on a satellite campus at a distance education institution was facilitated with the use of a heutagogic learning strategy. The heutagogic learning process was recorded by reflective writing based on Kolb's experiential learning model. This research is a disquisition of the reflective dataset. The research is an autoethnographic case study in the constructionist paradigm with a creative analysis process. During the research process features about the benefits of heutagogic learning in the professional development of the career counselling intern were critically constructed. The findings of the research are captured in memescapes showing mindset changes and mental transformations on patterns which describe the theory-praxis gap, diversity, wellness, the macro-ethic. The recommendations include the hope that these findings will feed through to inform future career counselling internships in the IOP field.
Industrial & Organisational Psychology
MCom (Industrial and Organisational Psychology)

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Zikode, Zolile Londiwe Nosibusiso. "The career advancement experiences of female managers in the ICT sector." Diss., 2020. http://hdl.handle.net/10500/26372.

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A considerable amount of research effort has been invested in investigating the under-representation of women and their career advancement in traditionally male dominated sectors. Although it is widely recognised that females’ participation at all levels of management as well as in the economy has increased substantially over the years, more than half of the economically active women in South Africa are still found in occupations which are extensions of the traditional female role. The technology sector is regarded as one of the vital sectors to the economic development and sustainability of any country, therefore, attracting and retaining women in the sector is an imperative. Despite initiatives to address inequalities in the workplace, attracting and retaining women in the ICT sector nevertheless remains a challenge. Thus, the aim of this research was to explore the career advancement experiences of female managers in the ICT sector. An exploratory qualitative study approach was adopted to gain insights into the said career advancement experiences of female managers at different levels in an ICT company. Semi-structured interviews were administered to ten female managers in the company. Insights from the interviews formed the basis of the data analysed using Interpretative Phenomenological Analysis (IPA). Integrating the participants’ experiences with pertinent literature provided an in-depth understanding of female managers’ career advancement experiences. Literature and findings of the research indicate that various factors combine to give effect to the so-called glass ceiling, which denies women access to opportunities crucial for their career advancement. Lack of role models, mentoring and networking opportunities, work/family conflict, working hours, training and development and organisational culture were identified as factors that inhibit the advancement of women into senior leadership positions. In addition, the findings further revealed that commitment to ongoing development, mentorship, an enabling organisational culture and flexible work environment are career advancement enablers. The outcome of the study confirms that there is an imbalance in the representation of women at senior management levels in the participating organisation (at the time the study was done) and, while numerous studies have sought to analyse the trends in employment and retention, in South Africa very little is known about the factors that influence the retention and advancement of women, specifically in the ICT sector. The study thus highlights the interventions required to attract, develop and retain women in the ICT sector as a means for organisations gaining a competitive advantage.
Industrial and Organisational Psychology
M. Com. (Industrial and Organisational Psychology)

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32

Mukwembi, Thebeth Rufaro. "The effects of the fast track land resettlement programme on family structures and livelihoods : a case study of resettled households in the Masvingo Province, Zimbabwe." Thesis, 2012. http://hdl.handle.net/10413/10048.

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Social relations are valued by many in rural settings as they provide strong sources of social support among rural households. Barr (2004) and Dekker (2004a) indicate that such strong social relations exist mainly in small villages where kin and family members stay close to each other. They both highlight the importance of kin networks for most rural families to strengthen their social capital and resource-pooling strategies. Through strong and reliable social networks, people can work together for a common good and improve their well-being. It is therefore important for rural households to live close by their kin and friends so that they can pool resources and help each other in times of need. However, following land reform in Zimbabwe, many people left their communal homes and moved to the resettlement areas. These movements impacted on family structures, social networks as well as the livelihood strategies that were established in the communal areas over the years. This study investigates how the movement to resettlement areas has affected the day-to-day lives of the resettled families. This question is explored through a case study of resettled households at Dellos farm, in the Felixburg resettlement area in Zimbabwe. Given that their existing social networks were disrupted with the resettlement at Dellos farm, households established new social networks which they now rely on in their daily lives. Although these new networks are not based on kinship, which is regarded as a strong source of social support, they have proven to have great influence on people’s livelihoods at the farm. Regardless of the limited support households received from the government and other institutions, their social networks allowed them to improve their livelihoods and in turn improve their social and economic status.
Thesis (M.Dev.Studies)-University of KwaZulu-Natal, Durban, 2012.

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Ndoziya, Chimwechiyi. "The instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools." Thesis, 2014. http://hdl.handle.net/10500/19992.

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The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks.
Educational Leadership and Management
D. Ed. (Education Management)

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Frizelle, Kerry Lynn. "A narrative and hermeneutic approach to understanding the career development of ten professional black South African women." Thesis, 2002. http://hdl.handle.net/10413/3322.

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This study uses a narrative and hermeneutic approach to explore the career development often professional Black South African women. Using an interview guide developed by Brown and Gilligan (1991) and adapted by Mautner and Doucet (1996) career narratives were collected from the ten women. The narratives were analysed using a Reading Guide (Tappan and Brown, 1992). This method involved reading each narrative a number of times, focusing on a particular aspect of the respondent's narrative with each reading. Four major themes emerged through the process of interpretation; 1) contextualised career narratives, 2) positive non-directional career narratives, 3) the social embeddedness of the career narratives and 4) gendered career development. A number of recommendations for research, practice and theory building were made on the basis of the interpretation.
Thesis (M.Soc.Sci.)-University of Natal, Pietermaritzburg, 2002.

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Rostad, Faith. "Striving for holistic integration : how lesbians come out on top." Thesis, 2002. http://hdl.handle.net/2429/13510.

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Little has been written about women's career development that specifically addresses the process of women becoming successful in their occupations. As well, the literature has neglected to include the experiences of lesbians. Yet there is reason to believe that lesbians, by virtue of their lesbian identity, may have unique work experiences that are different from heterosexual women, leading to different paths to occupational success. The purpose of this study was to investigate the process of lesbians becoming successful in their occupations by utilizing a grounded theory approach. Fifteen women (age range 35 to 69 years) who were identified as successful in their occupations (i.e., they were perceived as leaders in their fields) and who represented a variety of occupational fields, were interviewed about their experience of becoming successful in their careers. The grounded theory analysis of the data led to conceptual development, ordering, and a description of a psychological process "striving for holistic integration." The central process begins by these women "managing their lesbian identities in the workplace." The process involved women "taking risks and being out" at work along a continuum that represented women "working 'in' silence," "working quietly," and being "boldly 'out' spoken." Other salient categories in this central process included: facing ongoing fear, handling homophobia, and fighting for social change. Holistic integration involved participants integrating their lesbian and work "worlds." This integration facilitated enhanced working relationships based on honesty, and, for many participants, holistic integration became transformational as they became empowered by being open and disclosing their lesbian identities in the workplace. This process involved a dynamic, synergistic interaction between the influencing conditions (i.e., changing social times, personal background, serendipitous conditions, love and support, and a gay friendly work environment) and the unfolding of the process of striving for holistic integration. This research contributes to our understanding of lesbians' occupational success and is an important first step for further research. The women in this sample were primarily out in their respective fields and experienced benefits from doing so, despite the barriers many of them encountered along the way. The findings of this study provide guidance for future research in the area of lesbian career development and success.

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Mutanga, Patrick. "The use of mobile communication technology in professional identity development : a case of using whatsapp messenger to teach inquiry-based pedagogy to university chemistry teachers." Thesis, 2020. http://hdl.handle.net/10500/27295.

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This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy.
Curriculum and Instructional Studies

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Wang, Yun Ting, and 王韻婷. "Professionalism recognition practices and Lose: 8 case studies on the career development of Taiwan teaching Chinese as a second language teacher." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/26742g.

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碩士
文藻外語大學
華語文教學研究所
103
Along with the growth of the Chinese economy, a global trend toward learning the Chinese language has also developed. Accordingly, many instructors have accommodated this demand by teaching Chinese as a second language. However, after a decade, interest in learning Chinese has slowly declined. Consequently, many Chinese language teachers have started to explore other career opportunities. Through individual interviews, this study investigates the psychological experiences of Chinese language teachers undergoing career development. In doing so, we aim to understand the process of professional training embarked upon by Chinese language teachers, assess the opportunities and challenges faced by them after they commenced teaching, and discuss their approaches to career planning. The results revealed an inextricable relationship between career development among Chinese language teachers and their present stage in life. For young and single Chinese language teachers, teaching Chinese afforded them an opportunity to broaden their horizons through travel. However, due to limited job security, instructors tended to seek alternative employment after a certain period of time in order to obtain stability and support their families. Therefore, to ensure the sustainability of Chinese language teaching as an industry, the Taiwanese government and other institutions should formalize the career structure of Chinese language teaching professionals in order to prevent a continual loss of experienced and professionally trained educators.

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38

Bester, Salemon Marais. "Toward constructing a psychosocial model of career wellbeing for the South African working adult." Thesis, 2018. http://hdl.handle.net/10500/24341.

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In this research, a cross-sectional quantitative survey was conducted on a convenience sample of working adults (N = 550) from different race, gender, age, qualification, job level and tenure groups in various South African organisations, with the intention of developing a psychosocial model of career wellbeing for the working adult in the South African context. To identify the elements and nature of the model, the relationship dynamics between the constructs of occupational passion, psychological career resources, psychosocial career preoccupations and the outcome of career satisfaction were examined. The mediating effect of psychological career resources and psychosocial career preoccupations on the relationship dynamics between occupational passion and career satisfaction was determined. The moderating effect of certain sociodemographic variables (race, gender, age, qualification, job level, and tenure) on the relationship dynamics between the research constructs was measured. In addition, an evaluation of the differences manifested by individuals from various sociodemographic backgrounds (race, gender, age, qualification, job level, and tenure) regarding the research constructs added to an understanding of the manifested model. Correlation and inferential statistical analyses (multi-level mediation modelling, regression analysis and tests for significant mean differences) indicated that career management practices should consider harmonious passion to be an important intrinsic motivational antecedent in explaining the variance in individuals’ career satisfaction as it can facilitate the development of important psychosocial resources. These resources include flexible career preferences, well-crafted career plans and actions to achieve career goals, career harmonisers (i.e. self-esteem, behavioural adaptability and emotional literacy) and a strong need to be upskilled and employable (career adaptation needs). These elements manifested as the core elements of the psychosocial career wellbeing profile. Job level and race were further indicated as important sociodemographic variables in explaining levels of career satisfaction. Differences between race, gender, age, qualification, job level and tenure groups, for the constructs of occupational passion, psychological career resources, psychosocial career preoccupations and career satisfaction, also need to be considered in the career wellbeing profile. Theoretically, the results advanced career theory by empirically validating the core elements of the career wellbeing profile. These may be applied to inform career management practices and consequently enhance the career wellbeing of working adults.
Industrial and Organisational Psychology
Ph. D. (Psychology (Industrial and Organisational Psychology))

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Ganyata, Obert. "Pedagogical challenges experienced by teachers of music literacy in Zimbabwe : a case study of five Gweru primary schools." Diss., 2015. http://hdl.handle.net/10500/21776.

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This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion.
Art History, Visual Arts and Musicology
M. Mus.

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40

Murombo, Alick. "Women's economic empowerment for sustainable livelihoods through the land reform in Zimbabwe." Diss., 2019. http://hdl.handle.net/10500/25611.

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The study explored the extent of women’s economic empowerment for sustainable livelihoods through the Fast Track Land Reform Programme (FTLRP) in Zimbabwe, focusing on three wards in the Makoni district. The study addressed the paucity of information on the usefulness of land redistribution on women’s improved food security and disposable income. Using a qualitative case study, the researcher purposefully selected thirty female land beneficiaries to participate in focus group discussions and five land officers from government departments to be interviewed as key informants. Findings reveal that the FTLRP generally meant that men accessed more land than women. Women’s livelihood initiatives were hampered by their failure to access sufficient support from the government and external partners. Despite the government signing various charters purported to support women’s empowerment, there is still a lot to be done to achieve it.
Lolu cwaningo lwaluhlola izinga lwamandla okuthuthukiswa komnotho kwabesifazane ukuze kube nokuphila okusimeme ngokusebenzisa Uhlelo Lokusheshiswa Kokuguqulwa Komhlaba eZimbabwe, lugxile ezigcemeni ezintathu eMkhandlwini waseMakoni. Lolu cwaningo lwethula ukuntuleka kolwazi ngokubaluleka kokubuyiswa komhlaba kabusha okumayelana nokuvikelwa kokuthuthukiswa nokuphepha kokudla kwabesifazane nokuthola imali engenayo. Ukusebenzisa ucwaningo lwesigameko olubhekene nobungako bento, umcwaningi wakhetha ngenhloso abazuzi noma abahlomuli besifazane bomhlaba abangamashumi amathathu ukuba babambe iqhaza ezigxoxweni zeqembu ezigxile kokuthize kanye nenhlolokhono nezikhulu zomhlaba ezinhlanu ezivela eminyangweni kahulumeni njengabantu ababalulekile. Kuye kwatholakala ukuthi Uhlelo Lokusheshiswa Kokuguqulwa Komhlaba luchaza ukuthi abesilisa yibona abahlomula kakhulu ukudlula abesifazane. Izindlela zokuphila zabesifazane zavinjelwa ukwehluleka kwabo ekutholeni uxhaso olwanele oluvela kuhulumeni kanye nabambisane nabo abangaphandle. Ngaphandle kokuba uhulumeni asayinde incwadi ewumqulu enikezelana ngelungelo noma amandla okubhekiswe ekusekeleni kokuxhaswa kokuthukiswa kwabesifazane, kuningi okusamelwe kwenziwe ukufezekisa lombono.
Esi sifundo saqwalasela ubungakanani bokuxhotyiswa kwabafazi ngamandla ezoqoqosho abawanikwa ngenkqubo ekuthiwa yiFast Track Land Reform Programme (FTLRP) eZimbabwe, kugxininiswa kwiiwadi ezintathu ezikwisithili saseMakoni. Esi sifundo salungisa ukunqaba kolwazi olumalunga nokuba luncedo konikezelo lomhlaba malunga nokuphuculwa kokuqinisekiswa kokutya nemivuzo yabafazi. Ngokusebenzisa isifundo esigxila kumgangatho ngokuthatha imizekelo yeemeko ezithile, umphandi wakhetha ngononophelo abafazi abangamashumi abathathu nababenikwe umhlaba, wabasebenzisa kwiingxoxo zamaqela, waqhuba udliwano ndlebe namagosa eSebe lezemihlaba. Okwafunyaniswayo kwadiza ukuba ngokweFTLRP amadoda afumana umhlaba omninzi ngaphezu kwabafazi. Intlalo nempilo yabafazi iqhwaleliswa kukungafumani kwabo inkxaso eyaneleyo kurhulumente nakumaqabane karhulumente angaphandle. Nangona urhulumente etyikitya izivumelwano ezininzi ezithi uxhobisa abafazi, kusekuninzi ekufuneka kwenziwe ukuze iphumelele loo njongo.
Development Studies
M.A. (Development Studies)

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Clark, Roger A. "Successful illiterate men." Thesis, 1993. http://hdl.handle.net/2429/2104.

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Despite widespread concern and many attempts to eradicate illiteracy, it persists. Part of the problem is that too little is known about the people for whom literacy programs are designed. Such programs may fail if they are designed by people who view their clientele as deficient. This perspective of deficiency is based on two assumptions: first, that literacy is a necessary pre-condition for success in life and second, that illiterate people are lacking in self-confidence, are unable to maintain employment, are poor, and are caught in a cycle of deprivation and under education. This study examines the characteristics and perceptions of illiterate men who have achieved varying degrees of financial and employment success but do not read beyond the grade-three level. The findings indicate that in spite of deficiencies in reading, illiterate individuals learn a number of coping techniques and manifest innumerable skills and achievements. Thus, a "deficiency" oriented intervention program that over-emphasizes the importance of literacy diminishes the observable accomplishments of the illiterate adult and may fail. Intervention programs designed for illiterate adults need to bolster the participants' sense of accomplishment and teach coping skills as well as literacy skills.

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Sefora, Sharonrose. "Grade 12 learners' narratives of career choice and guidance at a South African high school." Diss., 2016. http://hdl.handle.net/10500/22047.

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The purpose of the current research was to explore the narrative career experiences of Grade 12 learners as well as the constructs of the Life-Career Rainbow. Knowledge of how these constructs relate to one another added to the career literature as it relates to Grade 12 learners’ experiences of career guidance/development and served as a guide for the career guidance/counselling process. The main findings indicated that the past experiences of learners relating to subject choices highlighted that there is dissatisfaction with certain subjects not being included in the schools’ subject choices for Grades 10 to 12. At this phase, learners were found to be uncertain about their future plans. The learners’ present experiences in career crystallising indicated that they are in the process of exploring and crystallising their career choices. In terms of future employment options, learners indicated interests that fitted within most career types while other learners were undecided about their future aspirations. The career types included sports, entertainment, financial, the military and medicine/nursing. The findings demonstrate consistency with previous national research on adolescents’ occupational aspirations. Influences which were found to be prominent were personality, interests and abilities, parents, friends, teachers, schooling experiences, financial support, availability of jobs, work experience, and opportunities to work overseas.
Psychology
M.A. (Psychology)

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Ismail, Sadika. "Self-esteem, graduateness skills and attributes and career adaptability of the young adult in the school-to-work transition phase." Diss., 2015. http://hdl.handle.net/10500/20299.

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This research focuses on the relationship between self-esteem, graduateness skills and attributes and career adaptability among young adults in the school-to-work transition phase to assist them in dealing with the transitions they are faced with during the school-to-work transition phase in the hopes of making them more career adaptable and employable. A cross-sectional quantitative research approach was followed, and a non-probability convenience sample (N = 332) of undergraduate black (98.5%) and female (62%) young emerging adults (18 to 29 years) at a Further Education and Training (FET) college in South Africa participated in the study. A canonical correlation analysis indicated a significant overall relationship between the graduateness/self-esteem canonical variate and the career adaptability canonical variate. Hierarchical regression analyses indicated that the relationship between graduateness skills and attributes and career adaptability was moderated by self-esteem. Tests for mean differences revealed that males and females differed significantly regarding their personal self-esteem and lie items. Recommendations are suggested for use by human resource professionals in terms of career development practices.
Human Resource Management
M. Com. (Human Resource Management)

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Moekwa, Buti Christopher. "The effects of continuing professional teacher development on teachers' workload in the Gauteng Province." Thesis, 2020. http://hdl.handle.net/10500/26912.

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The study focused on the effects of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. Apart from the literature review, the objectives of this study were: to determine the understanding of new approaches to Continuing Professional Development on the workload of teachers. To establish the administrative barriers that frustrate teachers’ efforts in accepting responsibility for improving not only their practice, but also the shared practice of the profession. To draw recommendations for the successful implementation of Continuing Professional Teacher Development on teachers’ workload in the Gauteng province. The qualitative research methodology was adopted and engaged to investigate the effects of CPTD on teachers’ workload in Gauteng schools. The importance or significance of the study was to find out ways and means of dealing with the new roles that form part of teachers’ workload. The participants’ perceptions on the topic were generally in agreement that the schools value the Professional Development initiatives of teachers. Additionally, their learners’ scholastic achievements showed a great improvement as a result.
Educational Management and Leadership
D. Phil. (Educational Leadership and Management)

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Munnhar, Pradhika. "The South African Council for Educators point system policy : implications for the professional development of teachers in Gauteng." Diss., 2019. http://hdl.handle.net/10500/27247.

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Abstract in English, Afrikaans and Sesotho
This work explores the continuous professional teacher development point system policy and the implications it has on the professional development of teachers. A qualitative study was undertaken in two secondary schools on the West Rand in Gauteng. Data was collected through document analysis, observations and semi-structured interviews. Results indicated that there is a mismatch between what is outlined in the policy and what the teachers are practising. It became evident that the majority of teachers in this study had limited knowledge of the policy although implementation of the policy began in 2014. It was concluded that the point system policy is not contributing effectively to the professional development of teachers in Gauteng.
Hierdie werk ondersoek die deurlopende professionele onderwyser-ontwikkelingspuntstelselbeleid en die implikasies daarvan op die professionele ontwikkeling van onderwysers. 'n Kwalitatiewe studie is onderneem in twee sekondêre skole aan die Wes-Rand in Gauteng. Data is ingesamel deur middel van dokument analise, waarnemings en semi-gestruktureerde onderhoude. Resultate het aangedui dat daar 'n wanverhouding bestaan tussen wat in die beleid uiteengesit word en wat die onderwysers praktiseer. Dit het duidelik geword dat die meerderheid onderwysers in hierdie studie beperkte kennis van die beleid gehad het, hoewel die implementering van die beleid in 2014 begin het. Daar is bevind dat die puntestelselbeleid nie effektief bydra tot die professionele ontwikkeling van onderwysers in Gauteng nie.
Mosebetsi ona o hlahloba ts'ebetso ea litsebi tsa ntswetsopele ea litsebi le liphehello tsa eona ho ntlafatso ea litsebi tsa matichere. Thuto e ntle e ile ea etsoa likolong tse peli tsa sekondari ho West Rand Gauteng. Lintlha li ile tsa bokelloa ka ho hlahloba litokomane, litlhaloso le lipuisano tse sa tšoaneng. Lipatlisiso li bontšitse hore ho na le phapang pakeng tsa se boletsoeng polelong le seo matichere a se etsang. Ho ile ha totobala hore matichere a mangata thutong ena a na le tsebo e fokolang ea leano le hoja ts'ebetsong ea pholisi e qalile ka 2014. Ho ile ha fihleloa qeto ea hore leano la tsamaiso ea motheo ha le tlatse ka katleho ho ntlafatso ea litsebi tsa matichere Gauteng.
Educational Management and Leadership
M. Ed. (Educational Leadership and Management)

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Dhurumraj, Thasmai. "Exploring the nature of teachers' experiences of their beliefs, subject content knowledge and professional development and how they shape classroom practices." Thesis, 2017. http://hdl.handle.net/10500/26911.

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The National Senior Certificate Diagnostic Reports for the 2014 and 2015 National Senior Certificate Examinations for the subject Physical Sciences reported that many candidates lacked understanding of basic concepts in the subject. Most basic concepts are introduced and taught to learners as early as grade 10. Grade 10 provides learners with the foundation required to build a more intricate, and critical understanding of science. Critically, teachers have to drive this process. The nature of the experiences of the teachers would therefore be of primary influence during classroom practices to assist these learners. Teachers have to provide meaningful learning. Teacher experiences are derived from professional development, beliefs and subject content knowledge. This was a qualitative study which made use of a case study design. It involved three cases from one of the districts of the Kwa-Zulu Natal Department of Education, South Africa. Data was collected using multimethod strategies and analysed using the typology approach. This study was guided by the following main research questions: What are the nature of the experiences of teachers in implementing the Physical Science curriculum in a grade 10 class? The study sought to answer the following sub-questions, how does teacher knowledge influence classroom practice in the implementation of grade 10 Physical Sciences curriculum? What is the nature of the professional development received by the grade Physical Sciences teacher? and What are the teacher’s beliefs with regard teaching and learning of Physical Sciences in a grade 10 class? The findings of the study revealed that the status quo of traditional teaching of Physical Sciences still exists in the grade 10 classroom practices of teachers. Teacher generally displayed some good subject matter knowledge. A lack of professional development for grade 10 Physical Sciences teachers’ negatively impacted on classroom practices of the teacher. Teacher beliefs had major influence on classroom practices of the teacher. This study recommends teachers have to undergo meaningful, ongoing professional development to assist them improve their classroom practice skills. A Model of Intensive Professional Development is recommended for teachers in the South African Classroom.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)

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Nyoni, Tsitsi. "A sociolinguistic exploration of the pedagogical value of children's oral art forms on a kaleidoscopic cultural terrain: a case of Shona." Thesis, 2019. http://hdl.handle.net/10500/26202.

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Text in English
The study is a sociolinguistic exploration of the pedagogical value of Shona children’s oral art forms on a changing cultural terrain to situate them within contemporary classroom pedagogy. Critical Discourse Analysis, Afrocentricity and Constructivism are theories that informed the analysis of the Shona children’s oral art forms. The study is conducted within the qualitative paradigm as a descriptive study. Data was gathered through observartions, standardised open-ended interviews, focus group interviews, questionnaires and document analysis. The study established that Shona children’s oral art forms have responded positively to the changing environment in which they are performed in terms of form and content. While this is a positive development, this should be done with caution to ensure that indigenous knowledge systems that are the backbone of African societies are not abused on the global stage. The study has also affirmed that Shona children’s oral art forms are useful pedagogical tools for information dissemination and knowledge creation. It is also evident from the findings that the oral art forms are an embodiment of human factor values that enhance development education. Findings from this study established that Shona children’s oral art forms are reservoirs of values and norms cherished by the Shona as a people and can be reconstructed for teaching various concepts across the primary school curriculum. Evident from this study is that both teachers and learners are knowledgeable of the various traditional Shona children’s oral art forms although new creations are coined to adapt to the changing environment. This shows that the traditional forms are able to withstand the challenges of globalisation, and this resilience is a positive development since it creates an opportunity for researchers to document these in their unadulterated form for posterity. Since findings from the study highlighted threats to the children’s oral art forms due to the advent of technology and globalisation, there is need to act so that they are not pushed to the periphery as was the case during the colonial era. There is need for concerted efforts at packaging them and meaningful infusion of these into all aspects of children’s education for visibility within the changing environment to guard against their demise in an era of globalisation which may impact negatively on the Shona culture.
Linguistics and Modern Languages
Ph. D.(Languages, Linguistics and Literature)

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Dissertations / Theses on the topic 'Career development – Zimbabwe – Case studies'

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