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Academic literature on the topic 'Community and school – Zimbabwe – Chivi District'
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Journal articles on the topic "Community and school – Zimbabwe – Chivi District"
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Madziyauswa, Victor. "Assessing sustainability of community managed NGOs’ WASH interventions in rural Zimbabwe: the case of Chivi district in Masvingo province." Journal of Water, Sanitation and Hygiene for Development 8, no. 4 (2017): 640–49. http://dx.doi.org/10.2166/washdev.2017.049.
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Abstract Availability and accessibility to water and good sanitation add considerably towards improving human lives and in the development of every country. In a number of instances, central governments have been unable to meet the requirements and needs of their respective citizens in totality, mainly due to capacity constraints and other competing demands. This has seen non-government organizations (NGOs) inspired to provide communities with those services. Concern has been raised about sustainability of community managed NGOs’ services in rural areas of Zimbabwe. This study assesses sustainability of community managed NGOs’ rural WASH services with a view to producing recommendations on how sustainability of NGOs’ services might be enhanced by working with other stakeholders. The study's major finding was that NGOs’ services in rural areas lack a clear mechanism of enhancing continuity. Forty-five households, three water point committees, two schools and one clinic from three wards were interviewed. Respondents were chosen using purposive sampling techniques from ward 18, 19 and 20. Semi-structured interviews were conducted with the use of an interview guide. The study recommends the need for government to prioritize the rural WASH sector in resource allocation. This will ensure that infrastructure maintenance and repairs are implemented in conjunction with involved communities.
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Tarisayi, Kudzayi Savious. "A school in distress: The manifestations of poverty at a selected satellite school in the Masvingo district, Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (2019): 48–60. http://dx.doi.org/10.46622/jogea.v2i1.2526.
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Although there is a plethora of studies on poverty in schools, poverty in satellite schools in Zimbabwe remains a neglected phenomenon. Satellite schools are newly established temporary schools which are attached to a registered school. This paper derives from a study that focused on the social capital influences of communal farmers and land reform beneficiaries on satellite schools in the Masvingo district, Zimbabwe after the year 2000. The study drew on the capability approach by Sen (2000) and the poverty pyramid by Baulch (2011). The study was qualitative and it was positioned in the interpretive paradigm. The paper reports on one case study of communal farmers in the Masvingo district. Four semi-structured interviews and a focus group discussion with a purposive sample of ten participants were carried out in the Sambo community. Qualitative content analysis was utilized to analyse the findings and draw conclusions. The manifestations of poverty at Sambo satellite school were infrastructure challenges; physical resources allocation; a natural resource challenge; and learners’ participation in extra-curricular activities with other schools. Due to a multiplicity of manifestations of poverty, Sambo satellite school was clearly in distress. It is recommended that the Zimbabwean government provide additional funding to support satellite schools that are located in poor, environmentally challenging contexts.
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Sibanda, Lwazi, and Mabhena Mpofu. "Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe." Journal of Educational and Social Research 7, no. 3 (2017): 117–25. http://dx.doi.org/10.1515/jesr-2017-0009.
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AbstractThe study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.
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Zhuwau, Charles, and Milton Shumba. "Influence of Auditing on Financial Performance of Secondary Schools: A Case Study of Goromonzi District; Zimbabwe." International Journal of Contemporary Research and Review 9, no. 06 (2018): 20819–31. http://dx.doi.org/10.15520/ijcrr/2018/9/06/533.
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Auditing, an internal financial control with high adoption in private sector has of late received great attention of the community in Zimbabwe calling for its adoption in public institutions. This is due to poor Corporate Governance practises not only parastatals, but in public schools as misappropriation of school funds scandals rock the nation since 2008. With the wake of 2015 government schools audit exercise, the research seeks an explanation of the relationship between auditing and financial performance of Goromonzi district secondary schools. With the absence of theory to explain the relationship in Zimbabwean education sector, the research aimed to establish the frequency schools need to be audited. Quantitatively, primary data were collected using questionnaires and personal interviews directed to government appointed and parent-elected School Development Committees (SDC) members, respectively. Secondary data from existing literature complemented primary data. Chi-square tests were used to analyse data to establish relationships existing between diverse variables. Carried tests indeed validated the existence of positive positive relationship between education attained by SDC members and their comprehension of auditing. Similar results were observed between audit frequency and performance of schools measured by standards improvement. Finally the research recommended how auditing can be implemented in schools as well as various strategies which can be adopted to ensure positive financial performance of schools.
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Muchenje, Francis, and Pedzisai Goronga. "The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe." Journal of African Education 1, no. 3 (2020): 41–69. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a3.
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The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.
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Muwaniki, Chenjerai, and Patricia Muvirimi. "Realigning Vocational Skills for Employment and Self Employment of Hearing- Impaired Youths: The Case of Masvingo-Peri Urban." Journal of Education and Vocational Research 8, no. 3 (2018): 29–36. http://dx.doi.org/10.22610/jevr.v8i3.1990.
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The study sought to investigate the prospects of equipping hearing impaired youths in peri-urban Masvingo District with skills for employment and self-employment in view of the economic crisis in Zimbabwe. The study used the Human Capital Theory as the theoretical framework. A case study research design was used. Data was collected through semi-structured interviews of eight purposefully selected hearing impaired vocational graduates as well as four key informant interviews with lecturers at the special school. Observations were also done to augment data from the interviews. Thematic analysis was used in analyzing the data. The study revealed that the hearing-impaired graduates acquired technical and vocational and skills at the special school. However, despite the high skill levels, they were not being utilized for their livelihoods. Instead of utilizing their technical and vocational skills, most of the graduates were engaged in self-initiated micro-entrepreneurial activities such as street vending. The major challenges to employment and self-employment included lack of capital, communication barriers and lack of representation and clear policy. The study recommends the realignment of vocational skills with the reality in which hearing-impaired graduates experience daily to focus more on entrepreneurship and community development in view of a weak economy which makes employment and self-employment difficult to achieve.
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Mudavanhu, Chipo. "The impact of flood disasters on child education in Muzarabani District, Zimbabwe." Jàmbá: Journal of Disaster Risk Studies 6, no. 1 (2014). http://dx.doi.org/10.4102/jamba.v6i1.138.
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The increase in flood intensity and frequency poses a threat to community infrastructure and affects the total well-being of children in regard to: access to food, health, school attendance, access to clean water and sanitation, physical and social security. Using both qualitative and quantitative data, this article provided an overview of flood disasters and their potential effects on children’s access to quality education in Zimbabwe. The purpose of the study was to analyse school children’s specific vulnerabilities to flood disasters that need to be taken into account in policy development. Research indicated that floods cause loss of learning hours, loss of qualified personnel, outbreak of waterborne diseases, high absenteeism and low syllabus coverage leading to children’s poor academic performance. Children noted a range of experiences, from food insecurity to being withdrawn from school and sometimes forced into early marriages. These challenges compromise children’s rights and access to quality education. This article therefore recommended that a culture of safety be promoted through disaster education, development of good road networks and enforcement of building codes during construction of school infrastructure. Findings also supported the need for adaptation strategies to ensure that the risks specific to school children are addressed.
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Tokwe, Hosea. "Accessing the world through promotion of a reading culture in Zimbabwe Rural Schools: the case for Mavhurazi Primary School." IASL Annual Conference Proceedings, May 11, 2018. http://dx.doi.org/10.29173/iasl7136.
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Successful promotion of a reading culture in rural schools requires the participation of the rural community who need more education on the importance of a library and how it is a central asset that can empower them to be productive citizens of their country. In rural Zimbabwe, there are few libraries existing in schools, creating a situation which has impacted negatively on the literacy and reading levels of the poor marginalized rural children. This paper therefore explores the collaboration and partnership of a rural community, parents, schools, local traditional leaders and international trust organizations in promoting a reading culture in schools by encouraging the community to develop an interest in books as resources that can transform their livelihoods. The author on his first visit met with important stakeholders such as School Heads, School Development Committee who are the parents’ representatives, the District Education Inspector, local Chief and several Headmen, Village Councillor, local businesspeople and health workers. Five Schools which the author identified through Mavhurazi School Head’s assistance were targeted in order to elicit response on a culture of reading. The paper will offer recommendations on the best way forward regarding use of the books by rural learners of Mudzi district, and then concludes by examining best methods to adopt to promote reading and bring about better performance in schools by learners. The promotion of rural adult literacy is another issue to be examined by this paper as well as the need to support the Primary and Secondary School Ministry’s concerted efforts to bring on board the concept of adult literacy to the poor rural folks of Mudzi district in rural Zimbabwe.
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Tarisayi, Kudzayi Savious, and Sadhana Manik. "The Role of Land Reform Beneficiaries and the Reasons for Them Developing and Supporting a Satellite School in Masvingo, Zimbabwe: A Social Capital Marriage of Nhimbe and Allied Reasons." Education as Change 23 (November 7, 2019). http://dx.doi.org/10.25159/1947-9417/4457.
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The land reform process in Zimbabwe gave birth to a new type of school known as a satellite school, which emerged due to community requests (in areas populated by land reform beneficiaries) and an inability by government to adequately fund new schools that communities required. Various studies on the emergence of satellite schools have mainly focused on the challenges faced by satellite schools. This article explores nhimbe (“work party”) and allied reasons specifically amongst the land reform beneficiaries who provide a supporting role to a satellite school in their community. This paper offers a different perspective on satellite schools from the vantage point of the land reform beneficiaries who are choosing to fill an educational gap and simultaneously nurture the development of an educational asset which they built—the satellite school. Theoretically, social capital frameworks by James Coleman (1988) and Robert Putnam (2000) are utilised to understand the relationships forged and maintained between groups of people for a greater good, in this case the land reform beneficiaries’ construction and ongoing support of one selected satellite school. Although the study’s research design adopted a multiple case study approach, we use the case of a group of land reform beneficiaries in one district for this paper. The data were elicited through semi-structured interviews and focus group discussions held at one satellite school in the Masvingo district of Zimbabwe. The purposively selected participants comprised six land reform beneficiaries, two village heads and one satellite school head, making a total sample of nine participants. The study revealed that the land reform beneficiaries played a central role in the development and support of the satellite school in their community because of a marriage of interrelated reasons. These included the close proximity of their homesteads to each other which generated nhimbe, which further developed their relationships, their social networks, a sense of homage coupled with an indebtedness to the Mugabe government, shared community goals and social norms and the existing resource base (that they could access in their community). The study revealed that all these reasons for the land reform beneficiaries developing and supporting the satellite school feed off each other—they are not independent of each other. We conclude that the land reform beneficiaries have a sense of ownership of the satellite school in their community in Masvingo and they resultantly strive to use the available resources they are able to muster to develop the school so that it can be a valued asset to their community.
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Ndlovu, Everson, and Ednah Bhala. "Menstrual hygiene – A salient hazard in rural schools: A case of Masvingo district of Zimbabwe." Jàmbá: Journal of Disaster Risk Studies 8, no. 2 (2016). http://dx.doi.org/10.4102/jamba.v8i2.204.
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Active participation of the girl child in development is hampered by Menstrual Hygiene Management (MHM) challenges. MHM is an important gender issue and a critical component in holistic human development. It affects about 25% of the global population aged between 15 and 49 years. Water, sanitation and hygiene (WASH) interventions in schools have not prioritised MHM, thus exposing girls and the entire school community to health related hazards. The study explored knowledge, attitudes and community practices, and investigated the impact of religious and cultural beliefs on MHM and how they impact on the girl child in Masvingo district. The survey was largely qualitative and employed methodologies of document analysis, Focus Group Discussions (FGD) and structured interviews. Participants included four churches, 13 NGOs, eight government departments and 40 women. Findings revealed deeply embedded power relations, a culture of silence around MHM, noninvolvement of men in MHM issues, limited availability in terms of information, and a girl unfriendly infrastructure, and limited access to menstrual hygiene products due to poverty and poor management and disposal practices. Resultant effects ranged from poor class participation, lack of concentration and constrained interactions with peers and teachers, low self-esteem, anxiety and the general feeling of being discriminated against. Results confirmed the need for increased awareness initiatives on MHM in a bid to tackle inherent religious and cultural beliefs that are a barrier to effective holistic implementation of WASH interventions that empower women and girls. Lobbying government to provide an appropriate policy framework, education and training, construction of girl friendly sanitary facilities, exploring and capitalisation of local production of Reusable Menstrual Pads (RUMPS), more research targeting children living with disabilities, those living in refugee and makeshift camps and Orphans and Vulnerable Children (OVC), are some of the recommendations coming out of the study
Dissertations / Theses on the topic "Community and school – Zimbabwe – Chivi District"
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Ntini, Edmore. "The participation of rural based teachers in community development activities in the Chivi district, Masvingo, Zimbabwe." Thesis, 2006. http://hdl.handle.net/10500/1023.
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Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented.<br>DEVELOPMENT STUDIES<br>MA (DEVELOPMENT STUD)
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Mufanechiya, Tafara. "Community participation in curriculum implementation in Zimbabwean primary schools." Thesis, 2015. http://hdl.handle.net/10500/20115.
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Allowing communities to become integral players in curriculum implementation conversation has not been taken seriously by academics and the educational leaders. Generally, there is a growing realisation in academic circles that knowledge and skills in primary school education cannot be solely owned by school heads and teachers for effective curriculum implementation to be realised. School heads and teachers need pedagogical support from members of the community around their primary schools who have the knowledge and skills that teachers can make use of in teaching and learning. Current curriculum implementation practices have seen community members as peripheral players whose knowledge and skills are of diminished value.
The purpose of this study was to explore how community members’ knowledge and skills could be harnessed in curriculum implementation at primary school level in Zimbabwe’s Chivi district of Masvingo. The notion was to grow a partnership between community members, school heads and teachers. The study was informed by the Social Capital Theory, a theory devoted to the establishment of social networks, links and social relations among individuals and groups for the realisation of new ways of co-operation.
The qualitative case study design was employed, where individual interviews, focus group discussions and open-ended questionnaires were the data-collection instruments. Four rural primary schools with their respective school heads, were randomly selected to participate in the study. Twenty teachers, two traditional leaders, two church leaders, two business people and eight parents comprised the purposefully selected participants.
The study findings indicated that community members and the school community have not meaningfully engaged each other in curriculum implementation. The barriers to a successful relationship included: the language of education, feelings of inadequacy, time constraints, and the polarised political environment. Evaluated against the social capital theory, participants appreciated the need for partnerships in curriculum implementation for shared resources, knowledge and skills for the benefit of the learners. The study recommends a rethink by school heads, teachers and community members, aided by government policy to create space for community contribution in curriculum implementation.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
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Zaranyika, Hazel R. "Exploring rural household strategies to keep children in school : the case of Nyamande village, Murewa, Zimbabwe." Thesis, 2012. http://hdl.handle.net/10210/8197.
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M.A.<br>This dissertation is about how poor households struggled to keep children in the school system during a protracted political and socio-economic crisis in post-2000 Zimbabwe. The setting of the research is Nyamande village in Murewa District, Zimbabwe. Fieldwork was conducted between May 2010 and July 2010, at a time that many believe to be past the peak of Zimbabwe’s crisis in 2008. In-depth interviews and observations were used to collect qualitative data from families and households in Nyamande village. My findings revealed that even when such households did not get surplus produce, they still sold what they had in order to obtain income to fund their children’s schooling. Households supplemented their farm produce with off-farm activities such as casual labour on plots, informal trading and sale of assets. Child labour was also employed as a means of supplementing family income in order to meet schooling requirements through activities such as casual labour on farms and roadside selling of produce. The introduction of the multi-currency system or dollarisation (as it was commonly known) in April 2009 improved the conditions in Zimbabwe to some extent; however complexities experienced in Nyamande village included access to the US dollar and Rand currencies. These challenges led to the re-emergence of the barter or exchange system during and after dollarisation as most households adopted this as a strategy to provide for their children’s schooling. Although households displayed various forms of resilience in their efforts to keep children in school, interventions regarding the viability and sustainability of some of these strategies should be considered. Various stakeholders including government, private sector and non-government organisations need to play an active role in uplifting rural communities in promoting children’s schooling.
Books on the topic "Community and school – Zimbabwe – Chivi District"
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Nemarundwe, N. Institutional collaboration and shared learning for forest management in Chivi District, Zimbabwe. Institute of Environmental Studies, University of Zimbabwe, 2000.
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Munro, Lauchlan T. Evaluation of the pilot community-based handpump maintenance project in Chivi District, Zimbabwe. District Development Fund, Govt. of Zimbabwe, 1993.
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