Academic literature on the topic 'Child development – Zimbabwe'
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Journal articles on the topic "Child development – Zimbabwe"
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Musiwa, Anthony Shuko. "A Rights-Based Approach to Child Poverty Measurement and Child Rights Realisation in Zimbabwe." International Journal of Children’s Rights 29, no. 1 (February 12, 2021): 148–98. http://dx.doi.org/10.1163/15718182-29010007.
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Abstract Against the context of limited research in Zimbabwe on rights-focused child poverty research, policy and practice, this study employs the Bristol Approach to measure the extent and relationship with gender and location, respectively, of child poverty among children aged five years and below (N = 6418). Using Zimbabwe’s 2015 Demographic and Health Survey secondary data, 14 selected measures are tested for validity, reliability and additivity. Severe deprivation estimates are developed, showing the commonest deprivation forms as early childhood development (78 per cent), water (46 per cent), healthcare (44 per cent), sanitation (40 per cent), shelter (30 per cent) and nutrition (13 per cent). While boys and girls are similarly severely deprived, children in rural areas are the most severely deprived. While all deprivations are non-significantly correlated with gender, most are significantly correlated with location. Overall, the study highlights the extreme nature of child rights violations caused by poverty in Zimbabwe, and how rights-based child poverty measurement can better inform policy and practice responses.
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Robson, Elsbeth. "Hidden Child Workers: Young Carers in Zimbabwe." Antipode 36, no. 2 (March 2004): 227–48. http://dx.doi.org/10.1111/j.1467-8330.2004.00404.x.
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Nyazema, Norman Z. "The Zimbabwe Crisis and the Provision of Social Services." Journal of Developing Societies 26, no. 2 (June 2010): 233–61. http://dx.doi.org/10.1177/0169796x1002600204.
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Historically, health care in Zimbabwe was provided primarily to cater to colonial administrators and the expatriate, with separate care or second-provision made for Africans. There was no need for legislation to guarantee its provision to the settler community. To address the inequities in health that had existed prior to 1980, at independence, Zimbabwe adopted the concept of Equity in Health and Primary Health Care. Initially, this resulted in the narrowing of the gap between health provision in rural areas and urban areas. Over the years, however, there have been clear indications of growing inequities in health provision and health care as a result of mainly Economic Structural Adjustment Policies (ESAP), 1991–1995, and health policy changes. Infant and child mortality have been worsened by the impact of HIV/AIDS and reduced access to affordable essential health care. For example, life expectancy at birth was 56 in the 1980s, increased to 60 in 1990 and is now about 43. Morbidity (diseases) and mortality (death rates) trends in Zimbabwe show that the population is still affected by the traditional preventable diseases and conditions that include nutritional deficiencies, communicable diseases, pregnancy and childbirth conditions and the conditions of the new born. The deterioration of the Zimbabwean health services sector has also partially been due to increasing shortages of qualified personnel. The public sector has been operating with only 19 per cent staff since 2000. Many qualified and competent health workers left the country because of the unfavourable political environment. The health system in Zimbabwe has been operating under a legal and policy framework that in essence does not recognize the right to health. Neither the pre-independence constitution nor the Lancaster House constitution, which is the current Constitution of Zimbabwe, made specific provisions for the right to health. Progress made in the 1980s characterized by adequate financing of the health system and decentralized health management and equity of health services between urban and rural areas, which saw dramatic increases in child survival rates and life expectancy, was, unfortunately, not consolidated. As of 2000 per capita health financing stood at USD 8.55 as compared to USD 23.6, which had been recommended by the Commission of Review into the Health Sector in 1997. At the beginning of 2008 it had been dramatically further eroded and stood at only USD 0.19 leading to the collapse of the health system. Similarly, education in Zimbabwe, in addition to the changes it has undergone during the different periods since attainment of independence, also went through many phases during the colonial period. From 1962 up until 1980, the Rhodesia Front government catered more for the European child. Luckily, some mission schools that had been established earlier kept on expanding taking in African children who could proceed with secondary education (high school education). Inequity in education existed when the ZANU-PF government came into power in 1980. It took aggressive and positive steps to redress the inequalities that existed in the past. Unfortunately, the government did not come up with an education policy or philosophy in spite of massive expansion and investment. The government had cut its expenditure on education because of economic and political instability. This has happened particularly in rural areas, where teachers have left the teaching profession.
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Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.
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The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.
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Bengesai, Annah V., Lateef B. Amusa, and Felix Makonye. "The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis." PLOS ONE 16, no. 6 (June 9, 2021): e0252413. http://dx.doi.org/10.1371/journal.pone.0252413.
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Background The association between girl child marriage and education is widely acknowledged; however, there is no large body of demographic studies from Zimbabwe that have addressed this aspect. This study aimed to examine the extent to which child marriage affects one academic milestone, i.e. completion of the Ordinary Level, the first cycle of high school, which is also the most critical indicator of educational achievement in Zimbabwe. Methods We used the 2015 Zimbabwe Demographic and Health Survey and extracted 2380 cases of ever-married women aged between 20–29 years. We applied a propensity score-based method, which allowed us to mimic a hypothetical experiment and estimate outcomes between treated and untreated subjects. Results Our results suggest that child age at first marriage is concentrated between the ages of 15–22, with the typical age at first marriage being 18 years. Both logistic regression and PSM models revealed that early marriage decreased the chances of completing the first cycle of high school. Regression adjustment produced an estimate of prevalence ratio (PR) of 0.446 (95% CI: 0.374–0.532), while PSM resulted in an estimate (PR = 0.381; 95% CI: 0.298–0.488). Conclusion These results have implications for Zimbabwe’s development policy and suggest that girl-child marriage is a significant barrier to educational attainment. If not addressed, the country will most likely fail to meet sustainable development Goal 4.2 and 5.3. Social change interventions that target adults and counter beliefs about adolescent sexuality and prepubescent marriage should be put in place. Moreover, interventions that keep teenage girls in school beyond the first cycle of high school should be prioritised.
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Davies, Rob, and David Saunders. "Stabilisation policies and the effects on child health in Zimbabwe." Review of African Political Economy 14, no. 38 (April 1987): 3–23. http://dx.doi.org/10.1080/03056248708703711.
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Taderera, Hope, Alois Madhekeni, Gideon Zhou, and Tafadzwa Chevo. "Sector Wide Approach in Health: Policy Response and Framework in Zimbabwe." Journal of Public Administration and Governance 2, no. 1 (April 22, 2012): 158. http://dx.doi.org/10.5296/jpag.v2i1.1570.
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The discourse is on the Sector Wide Approach (SWAp) in health, a policy reform intervention by the World Health Organization, and focuses on Zimbabwe’s response, and the subsequent health policy framework. A SWAp is a government led partnership with donor agencies and the civil society, in the formulation, implementation, monitoring and evaluation of the health policy. The rationale is to systematically build the capacity of health delivery systems and structures, for the realization health policy objectives through effective and efficient utilization of collaboratively mobilized resources for the realization of sustainable development in health. Zimbabwe has responded to SWAps by adopting the WHO Country Cooperation Strategy (2008-2013), being implemented through the National Health Strategy (2009-2013). A collaborative approach involving the state and civil society is being pursued. Within this arrangement, the Ministry of Health and Child Welfare is leading the strategic and operational function, at all levels of society, with the donor community, through the civil society playing a supportive role particularly in areas which include HIV/AIDS, tuberculosis, malaria, water and sanitation, and maternal health. Coordination is done through the National Planning Forum, made up of the health ministry and the voluntary sector, and the Health Development Partners Coordination Group, made up of donor agencies in health, in line with the Zimbabwe United Nations Development Assistance Framework and the Interagency Humanitarian Coordination Mechanism. It was concluded that a framework has been put in place through which the SWAp is being pursued, towards systematic capacity building of Zimbabwe’s health sector.
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Matsungo, Tonderayi Mathew, and Prosper Chopera. "Nutrition in contemporary Zimbabwe: a situational analysis." North African Journal of Food and Nutrition Research 4, no. 9 (November 23, 2020): S25—S35. http://dx.doi.org/10.51745/najfnr.4.9.s25-s35.
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Background: Malnutrition in all its forms continues to be a global public health challenge affecting mostly women and children in Africa. The socioeconomic consequences of poor nutrition are far-reaching and cross-generational. Objective: To provide an update on the nutrition situation in Zimbabwe in the context of the United Nations 2030 sustainable development agenda. Key findings: In Zimbabwe, the leading nutrition problems include high levels of childhood stunting, micronutrient deficiencies (Vitamin A, Iron, Zinc, and Selenium) affecting mostly children younger than 5 years and women aged 15-49 years. This paper presents evidence on the emergence of obesity and associated complications like diabetes, hypertension, and several cancers in addition to the traditional problem of undernutrition burden “multiple burden of malnutrition”. These nutrition challenges can be attributed to poor breastfeeding and infant and young child feeding (IYCF) practices, the low dietary diversity affecting mostly rural households and nutrition transition. Cultural and religious beliefs are barriers to the adoption of appropriate breastfeeding and IYCF practices. Conclusion: The multiple burden of malnutrition exists in Zimbabwe. Although there is political, commitment and multisectoral initiatives to address malnutrition and food insecurity, the declining socio-economic situation and the COVID-19 associated restrictions are worsening the situation and poor households are getting more vulnerable. Considering that Zimbabwe’s economy is agriculture-based there is a need to put emphasis on promoting nutrition-sensitive agriculture initiatives and urgently implement the Food-Based Dietary Guidelines (FBDGs) to propel the adoption of healthy lifestyles and dietary behaviors. Keywords: Stunting, Breastfeeding, IYCF, Micronutrient deficiency, SDGs, COVID-19, Zimbabwe.
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Matsungo, Tonderayi Mathew, and Prosper Chopera. "Nutrition in contemporary Zimbabwe: a situational analysis." Special Issue July-December 2020 04, no. 09 (November 23, 2020): S25—S35. http://dx.doi.org/10.51745/najfnr.4.09.s25-s35.
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Background: Malnutrition in all its forms continues to be a global public health challenge affecting mostly women and children in Africa. The socioeconomic consequences of poor nutrition are far-reaching and cross-generational. Objective: To provide an update on the nutrition situation in Zimbabwe in the context of the United Nations 2030 sustainable development agenda. Key findings: In Zimbabwe, the leading nutrition problems include high levels of childhood stunting, micronutrient deficiencies (Vitamin A, Iron, Zinc, and Selenium) affecting mostly children younger than 5 years and women aged 15-49 years. This paper presents evidence on the emergence of obesity and associated complications like diabetes, hypertension, and several cancers in addition to the traditional problem of undernutrition burden “multiple burden of malnutrition”. These nutrition challenges can be attributed to poor breastfeeding and infant and young child feeding (IYCF) practices, the low dietary diversity affecting mostly rural households and nutrition transition. Cultural and religious beliefs are barriers to the adoption of appropriate breastfeeding and IYCF practices. Conclusion: The multiple burden of malnutrition exists in Zimbabwe. Although there is political, commitment and multisectoral initiatives to address malnutrition and food insecurity, the declining socio-economic situation and the COVID-19 associated restrictions are worsening the situation and poor households are getting more vulnerable. Considering that Zimbabwe’s economy is agriculture-based there is a need to put emphasis on promoting nutrition-sensitive agriculture initiatives and urgently implement the Food-Based Dietary Guidelines (FBDGs) to propel the adoption of healthy lifestyles and dietary behaviors. Keywords: Stunting, Breastfeeding, IYCF, Micronutrient deficiency, SDGs, COVID-19, Zimbabwe.
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Naidu, Narainsamy, and Kudzai Chinyoka. "Female Child Labourers in Zimbabwe: A Challenge to Achieving the Millennium Development Goals." Journal of Social Sciences 38, no. 3 (March 2014): 241–46. http://dx.doi.org/10.1080/09718923.2014.11893254.
Full textDissertations / Theses on the topic "Child development – Zimbabwe"
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Zendah, Ketiwe. "Examining teachers' role in the promotion of child-friendly environments in Zimbabwean secondary schools : implications for teacher professional development." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4937.
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Hostile school environments are a cause of concern and a perennial international educational problem. The UNICEF’s Child-Friendly Schools (CFS) approach is an international intervention meant to safeguard learners against hostile school environments. The CFS approach mandates schools to offer learners environments and conditions that uphold children’s rights and enhance their development to full potential. The purpose of this mixed methods research study, employing a concurrent triangulation design, was to explore the role of teachers in the promotion of CFS environments. Holsti’s (1970) role theory formed the theoretical framework of this study. The research questions focused on teachers’ understanding of the CFS concept, support offered, strategies employed, challenges encountered, and the implications for teacher professional development. The data collection methods were questionnaires, in-depth interviews, and document analysis with school heads, teachers and learners in the seven government urban secondary schools in Mutare district of Manicaland province in Zimbabwe. Quantitative and qualitative data were independently analysed and merged at the interpretation stage through triangulation of results. Major findings reveal that teachers have poor understanding of the CFS concept, are offered moderate support, occasionally employ viable strategies, and are hindered by various factors in the process of promoting CFS environments. The study’s implications for teacher professional development are rooted in identifying sustainable approaches that adequately equip teachers with relevant information, skills and attitudes that ensure the promotion of CFS environments.
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Hutchings, Jenna. "Developmental delay in HIV-exposed infants in Harare, Zimbabwe." Thesis, 2013. http://hdl.handle.net/10539/12657.
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The aim of this cross-sectional study was to determine the difference in development (cognition; receptive and expressive language; and fine and gross motor) of Human Immunodeficiency Virus (HIV) -exposed infected (HEI) infants with the development of HIV-exposed but uninfected (HEU) infants using the Bayley Scales of Infant and Toddler Development, Third Edition (BSID-III). Sixty infants were enrolled in the study; 32 (53.33%) HEU infants and 28 (46.67%) HEI infants. The two groups were well-matched for infant demographics, anthropometry at birth, maternal demographics, as well as socioeconomic status. Statistically significant differences were found in anthropometry and development between the HEI and HEU group. The HEI infants had malnutrition, were stunted and had smaller head circumferences than HEU infants. The BSID-III showed that the mean developmental delay for the HEI group was approximately two months below their mean chronological age for all scales (cognitive; receptive and expressive communication; and, fine and gross motor age). The HEI group showed that 64.29% had cognitive delay, 60.71% had language delay and 53.57% had motor delay, all of which was significantly different from the development of the HEU group for all domains (p<0.001). In addition to using the BSID-III, the majority of mothers were able to correctly indicate whether their child was developing at the same, or at a slower rate of development than children of the same age. This study demonstrates that infants who are HIV-exposed and infected are at risk of developmental delay.
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Masuka, Tawanda. "Asset-based community development and child poverty reduction : a Case Study of Bindura district, Zimbabwe." Thesis, 2020. http://hdl.handle.net/2263/77297.
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Child poverty remains a global challenge with millions of children living in extreme income poverty in multidimensionally poor households (UNICEF, 2019a:20). This prompted the international call under the Sustainable Development Goals to end extreme child poverty and reduce by half children living in multidimensional poverty by 2030 (UNICEF, 2016a:85). In Zimbabwe, Mushunje and Mafico (2010:261) emphasise the need to find innovative ways to reduce child poverty.
The goal of the study was to explore and describe how asset-based community development can reduce child poverty in Bindura district, Zimbabwe. The study employed the explanatory sequential mixed methods research design, which combined quantitative and qualitative research approaches in a two-phased study. Survey and case study designs were adopted in the respective phases. Quantitative data was first collected by means of a survey from a sample of 73 heads of households. Qualitative data which explained and interpreted the quantitative findings was then gathered through field observations, document analysis and semi-structured interviews with 23 participants, namely nine heads of households, three key informants and 11 children.
The findings show that the multidimensional and overlapping manifestations of child poverty in the health, education and child protection domains are rooted in the multiple deprivations that characterise the households in which children live, namely constrained income sources, low income, low consumption expenditure, overcrowded housing conditions, constrained access to water and sanitation, limited ownership of durable household goods, and lack of human, social, physical, financial and natural assets.
The study concludes that assets are central to child poverty reduction in the study area. In this regard, asset-based community development is identified as a strategy that can be employed to combine assets to reduce child poverty. In this context, the study recommends guidelines for an asset-based community development approach embedded in the principles of the sustainable livelihoods approach to reduce child poverty in Bindura district, Zimbabwe.Thesis (PhD (Social Work))--University of Pretoria, 2020.
PhD (Social Work)
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Msipha, Zenzile. "Fostering self-regulation through positive discipline during free play in early childhood education." Thesis, 2020. http://hdl.handle.net/10500/27466.
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The fostering of self-regulation is of great importance in the Early Childhood
Development (ECD) phase, because it leads to future self-discipline. The aim of the
study was to understand the participants’ ways of fostering self-regulation during free
play in three primary schools in Zimbabwe. The theoretical frameworks of the study,
namely positive psychology and Deci and Ryan’s Self-Determination Theory (SDT),
as well as the Basic Psychological Needs Theory (BPNT), regarded the learners’
support for autonomy, competence and relatedness as key characteristics of positive
discipline that support the development of self-regulation. Benner’s interpretive
phenomenology method was used with the aim of describing and interpreting
participants’ experiences of the phenomenon under study. The social constructivism
paradigm underpinned the study and the approach was qualitative. Data collection
and analysis were guided by Benner’s interpretive phenomenological method. A
paradigm case, themes and exemplars were used in data presentation, discussion
and interpretation. Findings showed that free-play activities consisted of, for instance,
socio-dramatic play, indoor play in play corners and outdoor play. The common
practices used by the participants to foster self-regulation through positive discipline
were co-regulation, positive reinforcement, time-out and logical consequences.
Teachers and learners often perceived the teachers’ use of time-out and logical
consequences as punishment rather than positive discipline, because of the rigidity of
its application without considering psychosocial needs. The findings, however, were
consistent with an understanding of fostering self-regulation through positive discipline
during free play by nurturing the learners’ psychological needs for autonomy,
competence and relatedness, as well as mindfulness. Research proposed
mindfulness as a possible fourth basic psychological need. In line with the Sustainable
Development Goals (SDGs) for achieving a better and sustainable future for all people
by 2030, participants perceived the fostering of self-regulation through positive
discipline as part of gender education for eradicating gender-based violence and to
foster resilience.Psychology of Education
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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 EnglishThe 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)
Books on the topic "Child development – Zimbabwe"
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Zimbabwe. Zimbabwe national programme of action for children: Our second decade of progress and development. Harare, Zimbabwe: The Government, 1992.
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Learning to grow: The experiences of the Kushanda Project, Zimbabwe, 1985-1997. [Harare]: Africa Community Pub. and Development Trust, 2000.
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Artists and Intellectuals Symposium for Child Survival and Development in the Frontline States and in Southern Africa (1988 Harare, Zimbabwe). Artists and Intellectuals Symposium for Child Survival and Development in the Frontline States and in Southern Africa: Harare, Zimbabwe, March 1-5, 1988. Harare: UNICEF, 1988.
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Booker, Salih. We are your children: The Kushanda early childhood education and care dissemination programme, Zimbabwe, 1985-1993. The Hague, The Netherlands: Bernard van Leer Foundation, 1995.
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Pass, Yvette. Effective participation in local and global child development: 4-8 November 1991 : report on the NGO Forum, Kadoma, Zimbabwe. New York, NY, USA: NGO Committee on UNICEF, 1993.
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UNICEF-Zimbabwe. Knowledge, attitudes, beliefs & practices: A baseline survey for the Government of Zimbabwe/UNICEF Country Programme of Cooperation, 2000-2004. [Harare]: UNICEF Harare, 2002.
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United Nations Children's Fund. (UNICEF). Artists and intellectuals symposium for child survival and development in the frontline states and in Southern Africa, Harare, Zimbabwe, 1-5 March 1988: Preliminary report. [New York]: UNICEF, 1988.
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T, Basset Mary, and Sanders David 1945-, eds. Socioeconomic stress, health and child nutritional status in Zimbabwe at a time of economic structural adjustment: A three year longitudinal study. Uppsala [Sweden]: Nordiska Afrikainstitutet, 1998.
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Bassett, Mary T., David M. Sanders, and Leon A. Bijlmakers. Socioeconomic Stress, Health and Child Nutritional Status in Zimbabwe at a Time of Economic Structural Adjustment: A Three-Year Longitudinal Study (Research ... (Nordiska Afrikainstitutet), No. 105.). Nordiska Afrikainstitutet, 1999.
Find full textBook chapters on the topic "Child development – Zimbabwe"
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Nhapi, Tatenda Goodman, and Takudzwa Leonard Mathende. "Towards Child-Centred Sustainable Development Goals." In Advances in Electronic Government, Digital Divide, and Regional Development, 86–113. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3247-7.ch005.
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This chapter is mainly based on a historiography approach and explores enhanced child protection and safeguarding mainstreaming in Zimbabwe within the milieu of sustainable development goals (SDGs). The 17 SDGs set the tone for further global development outcomes taking off from the millennium development goals. The chapter unpacks how SDGs can complement Zimbabwe's readily comprehensive legal and child protection policy framework to enrich child protection. The chapter offers recommendations on possible approaches to dovetail SDG targets with enhanced child protection and development in Zimbabwe.
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Nhapi, Tatenda Goodman, and Takudzwa Leonard Mathende. "Towards Child-Centred Sustainable Development Goals." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 100–127. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch007.
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This chapter is mainly based on a historiography approach and explores enhanced child protection and safeguarding mainstreaming in Zimbabwe within the milieu of sustainable development goals (SDGs). The 17 SDGs set the tone for further global development outcomes taking off from the millennium development goals. The chapter unpacks how SDGs can complement Zimbabwe's readily comprehensive legal and child protection policy framework to enrich child protection. The chapter offers recommendations on possible approaches to dovetail SDG targets with enhanced child protection and development in Zimbabwe.
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Mafumbate, Racheal. "Child Resilience, Survival, and Development." In Global Ideologies Surrounding Children's Rights and Social Justice, 239–52. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2578-3.ch015.
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This chapter draws on a study which was conducted over a period of one and half years on orphans in Zimbabwe. While this chapter discusses extensive issues around resilience, survival and development of children, the highlights on their wellness are critically engaged with as well. The aim is to provide empirical insights to current and emerging debates on experiences of orphans especially from a developing country's perspective and Zimbabwe in particular. Drawing on the Ubuntu theory and the Wellness theory, the chapter consists of two sections. In section one; the chapter shall conceptualise the notions of Child Resilience, Survival and Development and further explore Ubuntu and Wellness through a theoretical lens. In section two there will be an in-depth discussion on issues around resilience, survival and development of orphans and how these are impacting their wellness.
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Sauti, Lazarus. "Social Media and Library Collaboration." In Advances in Library and Information Science, 312–34. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0043-9.ch016.
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The use of social media platforms like Facebook, Twitter, and WhatsApp has become an integral part of everyday communication in Zimbabwe. These platforms allow libraries and librarians to work collaboratively. Anchored on the diffusion of technology theory, this chapter analyzed the availability of social media in the Ministry of Health and Child Care Library, Ministry of Environment Library, Ministry of Transport and Infrastructural Development Library, and Zimbabwe National Statistical Agency Library. The researcher interviewed six library professionals and found out that government librarians are using social media platforms to promote access to information and support freedom of information. The study noted that government libraries are still facing challenges such as lack of administrative support and lack of clear collaboration policies. These challenges are affecting collaboration initiatives. Accordingly, the researcher recommended managers to support their libraries with financial resources if government librarians are to effectively apply social media in their work areas.
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Sauti, Lazarus. "Social Media and Library Collaboration." In Research Anthology on Collaboration, Digital Services, and Resource Management for the Sustainability of Libraries, 428–43. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8051-6.ch024.
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The use of social media platforms like Facebook, Twitter, and WhatsApp has become an integral part of everyday communication in Zimbabwe. These platforms allow libraries and librarians to work collaboratively. Anchored on the diffusion of technology theory, this chapter analyzed the availability of social media in the Ministry of Health and Child Care Library, Ministry of Environment Library, Ministry of Transport and Infrastructural Development Library, and Zimbabwe National Statistical Agency Library. The researcher interviewed six library professionals and found out that government librarians are using social media platforms to promote access to information and support freedom of information. The study noted that government libraries are still facing challenges such as lack of administrative support and lack of clear collaboration policies. These challenges are affecting collaboration initiatives. Accordingly, the researcher recommended managers to support their libraries with financial resources if government librarians are to effectively apply social media in their work areas.
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Namulondo, Joyce, Muchaneta Mugabe, Zinyowera Sekessai, Prisca Chikwanda, Phibeon Munyaradzi Mangwendeza, Raiva Simbi, Barbara Manyame, et al. "Timely Detection of SARS-CoV-2 in Limited Resource Settings: The Role of the Laboratory in Zimbabwe." In Contemporary Developments and Perspectives in International Health Security - Volume 2 [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.96629.
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The recommended approach for response to severe acute respiratory syndrome coronavirus 2, was to test to enable timely detection, isolation and contact tracing so as to reduce the rapid spread of the disease. This highlighted that the laboratory as one of the core capacities of the International Health Regulations and key technical area in the International Health Security was critical in curbing the spread of the virus. Zimbabwe embarked on testing for SARS-CoV-2 in February 2020 following the guidance and support from WHO leveraging the existing testing capacity. Testing was guided by a laboratory pillar which constituted members from different organizations partnering with the Ministry of Health and Child Care. SARS-CoV-2 testing expansion was based on a phased approach using a tiered system in which laboratory staff from lower tiers were seconded to test for coronavirus using RT-PCR with National Microbiology Reference Laboratory (NMRL) being the hub for centralized consolidation of all results. As the pandemic grew nationally, there was an increase in testing per day and reduction in turnaround time as five laboratories were fully capacitated to test using RT-PCR open platforms, thirty-three provincial and district laboratories to test using TB GeneXpert and 5 provincial laboratories to use Abbott platforms.