Relevant bibliographies by topics / Education and state – Zimbabwe

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education and state – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Education and state – Zimbabwe"

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Moyo, Arnold, and Sothini Natalia Ngwenya. "Service quality determinants at Zimbabwean state universities." Quality Assurance in Education 26, no. 3 (July 2, 2018): 374–90. http://dx.doi.org/10.1108/qae-07-2016-0036.

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Purpose This research sought to empirically identify context specific dimensions of service quality at Zimbabwean State Universities. The study also sought to measure the ‘university-wide’ overall service quality at National University of Science and Technology (NUST) and to explore differences in service quality perception based on selected students’ demographic characteristics. Design/methodology/approach A case study strategy was used. Focus group discussions were used to qualitatively identify service quality variables; which were then subjected to quantitative evaluation through the administration of questionnaires on a sample of 294 students. Exploratory Factor Analysis was used to reduce the service quality variables into service quality dimensions. Findings Five dimensions of service quality were identified, namely: General Attitude, Facilitating Elements, Access, Lecture Rooms and Health Services. Results also showed that most students (48.3 per cent) perceived overall service quality at NUST to be average while 28.6 per cent and 23.1 per cent had a negative and positive perception of overall service quality respectively. Perceived overall service quality at NUST was found to differ significantly based on ‘students’ year of study’ and ‘faculty group’. Differences based on gender were found to be insignificant. Originality/value Identification of the five dimensions was a progressive step in developing a relevant service quality measurement instrument for a Zimbabwean State University context; and in so doing, contributing to literature on relevant service quality dimensions and measurement instruments in Zimbabwe and Africa in general. This was the first such study in Zimbabwe to address the context specific literature-gap on relevant service quality dimensions.
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GARWE, Evelyn Chiyevo. "The Status Quo of Doctoral Education in Universities in Zimbabwe." Journal of Studies in Education 5, no. 3 (June 1, 2015): 22. http://dx.doi.org/10.5296/jse.v5i3.7645.

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<p>Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 (40%) registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.</p>
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Chireshe, Regis. "The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions." Journal of Social Sciences 34, no. 3 (March 2013): 223–28. http://dx.doi.org/10.1080/09718923.2013.11893133.

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Chidarikire, Munyaradzi. "Lecturers’ Perceptions on Challenges and Expectations on Work Conditions: Case of Zimbabwe Rural State University." International Journal of Social Science Research 9, no. 2 (June 16, 2021): 87. http://dx.doi.org/10.5296/ijssr.v9i2.18761.

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This qualitative paper explored the Zimbabwe rural university lecturers’ experiences, challenges, and expectations in the execution of their duties, as they are highly de-motivated. The Zimbabwe Higher and Tertiary Education 5.0 thrust states the roles of universities as consisting of five critical issues: Teaching, Research, Community Engagement, Innovation, and Industrialization have been greatly affected by challenges cited in this article. There is a dearth of literature on the challenges faced by and there is a lack of solutions propagated by lecturers in universities located in rural areas in Zimbabwe. The quality of teaching and learning outcomes in Zimbabwe universities have been deteriorating due to financial, high workload among others. Hence, there is a need to engage in this study to find university lecturers’ views on how these challenges should be addressed to enhance the quality of teaching and learning outcomes. Abraham Maslow’s theoretical framework and narrative paradigm were used in this paper. A purposive sample was used to select nine knowledge-rich university lecturers from Faculty of Education. Data was generated through focus group discussions and content thematic analysis was used to analyze data. The participants responded to two critical questions: ‘what are the challenges faced by rural university lecturers and what should be done to mitigate challenges affecting lecturers in rural areas?’ This article found that highly qualified university lecturers in Zimbabwe are leaving rural universities to international universities seeking greener pastures. Therefore, the paper recommended that Zimbabwe university lecturers should receive salaries and other benefits at par with international universities.
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Garwe, Evelyn Chiyevo, and Elizabeth Maganga. "The Effect of Student Financial Constraints on University Non-Completion Rates." International Journal of Education 7, no. 2 (June 29, 2015): 321. http://dx.doi.org/10.5296/ije.v7i2.7927.

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<p>The year 2009 saw the government of Zimbabwe redesigning cost-sharing in higher education to lean more towards higher contributions by students and private players. This study was aimed at investigating the effects that this strategy has on university completion rates by students from low socio-economic backgrounds. The study used a quantitative design methodology in a longitudinal study framework incorporating data from three cohorts embarking on four-year study programmes from 2009 to 2014. Administrative data from the Zimbabwe Council for Higher Education database involving six state universities was used. The findings reveal that the graduation rates decreased from 86% in the 2009 cohort to 76% in the 2010 cohort and 75% in the 2011 cohort. This finding coincides with the period from 2013 onwards when cadetship funds dried off. Thus the study clearly revealed a problem of increasing attrition rates creeping into the revered and quality-assured Zimbabwean higher education system. The study recommends the need for conceited efforts by the private sector, government and universities in funding higher education through loans and other forms of sponsorship.</p>
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Richards, Kimberly A. M., and James Marquez. "Experiences of HIV/AIDS Counselors in Zimbabwe and Their Perceptions on the State of HIV/AIDS Counseling in Zimbabwe." International Journal for the Advancement of Counselling 27, no. 3 (September 2005): 413–29. http://dx.doi.org/10.1007/s10447-005-8203-y.

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Rumbidzai Muzira, Dumisani, and Beatrice Maupa Bondai. "Perception of Educators towards the Adoption of Education 5.0: A Case of a State University in Zimbabwe." July to September 2020 1, no. 2 (July 16, 2020): 43–53. http://dx.doi.org/10.46606/eajess2020v01i02.0020.

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This study was an exploration of educators’ perceptions towards the adoption of Education 5.0 which was conducted at a state University in Zimbabwe. Education 5.0 is a new curriculum reform that would need a buy-in of educators for possible smooth implementation. The study revealed that educators perceived Education 5.0 as a helpful and more beneficial to the education system than the preceding Education 3.0 although they bemoaned lack of infrastructure and financial resources for proper implementation. The study recommended that the University administrators should source funding from business partners and banks to build physical infrastructures such as industrial parks and innovation hubs to support Education 5.0 adoption. The study also recommended that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development conduct seminars with educators to address sticky issues regarding Education 5.0, since educators are directly involved in its implementation.
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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.

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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.
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Mutanga, Chiedza, Edson Gandiwa, Never Muboko, and Oliver Chikuta. "Sustainability of Wildlife Tourism: Tourist Perceptions on Threats to Wildlife Tourism in Two State Protected Areas in Zimbabwe." African Journal of Hospitality, Tourism and Leisure, no. 10(3) (June 30, 2021): 895–911. http://dx.doi.org/10.46222/ajhtl.19770720-139.

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The study sought to determine tourist perceptions on the threats to the sustainability of wildlife tourism using a case study of two state protected areas in Zimbabwe. Using close-ended questionnaires, we collected data from 128 tourists in December 2015. Results show respondents generally perceived all the seven tested threats as serious, i.e., illegal hunting, destruction of wildlife habitats, human-wildlife conflict, lack of involvement of local people in national park tourism, lack of benefits from the national park to local communities, negative attitudes towards tourism by local residents, and poor local community and national park relationships. Moreover, respondents generally had similar perceptions on the impacts of the threats on the sustainability of wildlife tourism regardless of their gender, age, level of education and income. We conclude tourists are more environmentally conscious and well informed of the threats to wildlife tourism in Zimbabwe, which may indicate willingness to support conservation. It is thus necessary for park management to promote local people participation in ecotourism, enhance innovative law enforcement measures as well as motivate tourists to participate in conservation. Results could help broaden policy decision-makers' knowledge base in response to sustainable wildlife tourism development challenges.
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Makaudze, Godwin, and Jairos Kangira. "High literacy level, very low reading culture: an examination of the underlying causes of the Zimbabwean paradox." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (October 29, 2016): 1198–204. http://dx.doi.org/10.24297/jal.v7i2.5155.

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Zimbabwe currently boasts of one of the highest literacy levels in Africa. Paradoxically, such an encouraging state of affairs is not paralleled with a high reading culture. Instead, the high levels of literacy are undone by a very low reading culture. This paper is an exploration of the possible underlying causes of such a state of affairs as well as the possible intervention strategies. It used the qualitative paradigm, with interviews and semistructured questionnaires being employed to extract information from selected teachers, learners, parents, readers, publishers and bookshop managers. For teachers, learners, readers and parents, random sampling was used whilst purposive sampling was used for publishers and bookshop managers. Data was discussed in accordance with the themes that emerged. The paper observed that the reasons of the paradox included: emphasis on passing the examination, high costs of living and of producing and accessing reading literature, paucity of serious works of art that illuminate life. Possible intervention strategies included: re-orienting the education system, partnerships meant to avail and subsidise accessibility of literature, re-orienting the Zimbabwean language policy and improving marketing strategies for literature.
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Dissertations / Theses on the topic "Education and state – Zimbabwe"

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Mangwaya, Ezron Pemberai. "Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018179.

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Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
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Mupindu, Wisemen. "The efficacy of education decentralisation policy in Zimbabwe: a case of Kadoma district." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/202.

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The study focused on the efficacy of the democratic education decentralization policy. The study focused on the efficacy of the democratic education decentralization policy implementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.mplementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of education decentralization policy with specific reference to the notions of democratization and participation in Zimbabwe. Besides the qualitative and the quantitative research methods employed, the study was complemented by the observation on the ground and document analysis. The thesis unearthed that; the democratic education decentralization policy is characterized by some successes and problems during implementation of the policy as indicated by the paucity of the teaching and learning resources. The research findings revealed that, there is prevalence of poor learning outcomes at ‘O’ level in schools; the SDCs/SDAs are underutilized sources of school development because they are not fully empowered by the education system since they had a minimum role in participating towards the implementation of the policy in order to acquire the teaching and learning resources at the schools in Kadoma District. The above findings long-established the view held by critical theorists of the Participatory Governance Model that there is a complementary relationship between the participation of the SDC/SDA in acquiring the teaching as well as the learning resources and the academic performance of learners. Thus, the study concluded that decentralization policy implementation was the major driving force in strengthening efficiency and accountability of resources and results.
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Musekiwa, Norbert. "State Failure' in provision of education and health services in Zimbabwe: Adjustments, adabtations and evolving coping stratergies of rural communities, 2000-2007." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/3758.

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The study is an analysis of how two rural communities in Zimbabwe adapted and responded to the decline in health and basic education services between 2000 and 2007. From 2000, Zimbabwe faced socioeconomic and political challenges that have been characterised as the "Zimbabwean crisis". The state became unable or unwilling to provide adequate education and health services to the majority of its citizens. The study sought to determine the nature and extent of the emerging coping strategies to a decline in the state service delivery. Hirschman‟s analysis of exit, voice and loyalty influenced the theoretical framework guiding the study. The reformulated framework incorporates three types of exit, three types of voice, three types of direct action, two types of loyalty, and other alternative options such as apathy and spiritualism. The methodological framework entailed a case study approach of two rural communities in Zimbabwe. The study purposely selected Maotsa and Shumba communities because of their individuality and diversity in terms of geography, socioeconomic conditions and the range of health and education services provided. Data gathering involved conducting semi-structured interviews and focus group discussions in the two communities between July 2007 and June 2008. The study employed the membership categorization device to analyse data from the interviews. The responses were also post coded and analysed with Statistical Package for Social Scientists version 16. The statistical analysis complemented the qualitative analysis. The study established that communities and individuals responded to the decline of public services through a multiple of strategies. The prominent responses included exit, voice, direct action and a sense of hopelessness and apathy all occurring in multiple variants. In the face of declining public services, the communities responded by going beyond the exercise of voice in the original Hirschman formation of complaining and protesting to collectively cooperating or individually acting to provide the public goods in place of those previously provided by the state. Unlike traditional voice in which consumers seek corrective action by others, Shumba and Maotsa community restored the public services through voluntary local contributions of labour, money and materials. Arising from previous failures at cooperative effort, the Shumba community was less successful at collective action. Due to increased poverty incidence, the alternative of producing public goods locally was not enduring and the communities invariably sought to leverage external donor support. Shumba community was more successful in attracting external support for community projects.
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Mupinga, Emily E. "Adjustment Experiences of Zimbabwean International Students Studying in the United States and Their Perception of United States Mental Health Counseling." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1522429226571264.

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Smith, Levar Lamar. "CONSTRUCTING THE STATE: ELITE SETTLEMENTS IN AUTHORITARIAN ZIMBABWE." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1522086739473739.

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Tshuma, Lawrence. "Law, state and the agrarian question in Zimbabwe." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/71205/.

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The agrarian question is one of Zimbabwe's enduring colonial legacies. At independence the ensemble if issues comprising the agrarian question included an inequitable racial distribution of land, different tenure systems for blacks and white settlers, a discriminatory provision of agricultural support services, and repressive relations between the state and the peasantry. Peasant grievances over the agrarian question mobilised their support for the liberation struggle which culminated in independence in 1980. Contrary to the expectations of the majority of Zimbabweans, agrarian reforms introduced since independence have not transformed the colonial agrarian structure. The thesis investigates factors which account for the nature of agrarian reforms. Using a socio-historical analysis, it examines changes and continuities in agrarian policies and laws. In the main, the thesis argues that reform has been shaped by changes in power relations in society which are reflected in the exercise of state power. It shows that the manner in which independence was achieved and the character and ideologies of the social forces that inherited state power account for the changes and continuities in policies and laws. The thesis demonstrates that land reform was initially constrained by the constitutional provision which protected private property from compulsory acquisition. More important, it argues that reform has been determined by the failure to transform the inherited accumulation strategy, of which capitalist agriculture is an integral element. In addition, it demonstrates that the manner in which land has been redistributed reflects the continuation of colonial ideologies of modernisation. Furthermore, the thesis shows that communal tenure as constructed by the colonial state has been retained partly because of the ideology of nee-traditionalism and partly because it allows the state to intervene in peasant land use and production processes' as part of the process of modernisation. It also shows that the modernisation of peasant agriculture has been attempted through the extension of input, credit, price and marketing packages. Consequently, the thesis shows that the agrarian question is as relevant today as it was at independence, and that the limited and contradictory nature of the agrarian reforms reflects the limitations and contradictions inherent in the post-colonial democratisation process. Hence agrarian reform can only be adequately addressed as part of a comprehensive transformation of the accumulation process and societal democratisation.
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Dansereau, Suzanne. "State power and economic transformation : the transition to socialism in Zimbabwe." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63813.

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Gibney, Laura (Laura Margaret). "Limitations of a state-initiated and controlled system of worker participation in industry : the Zimbabwean example." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65488.

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Karekwaivanane, George Hamandishe. "Legal encounters : law, state and society in Zimbabwe, c1950-1990." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:1aa6d7e5-2535-4a82-98c1-45a0203bee22.

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This study examines the role of law in the constitution and contestation of state power in African history. Using Zimbabwe as a case study, it analyses legal struggles between Africans and the state, and amongst Africans themselves between 1950 and 1990. In doing so it intervenes in a number of scholarly debates on the relationship between law, state power and agency in African history. Firstly, I examine the role of law in constituting state power by exploring the interplay between legitimation and coercion in long term perspective. Secondly, I interrogate legal centralism as an approach to understanding developments in the legal sphere in African history and make the case for legal pluralism as a more appropriate approach. I argue that during the period under study, Zimbabwe witnessed a process of evolving legal pluralism characterised by the mutual appropriation of forms, symbols and concepts between state law and the ‘customary law’. Thirdly, I contribute to the debate on African legal agency by demonstrating that its significance went beyond the utility of the law in specific social, economic and political struggles. I argue that it also gave expression to emergent political imaginaries, shifting ideas of personhood and alternative visions of the social and political order. Lastly, I argue that, by undertaking a historical examination of legal struggles, this study provides a useful foundation from which to analyse contemporary legal struggles in Zimbabwe and in Africa more generally. The findings presented here caution against being drawn in by the apparent novelty of contemporary legal struggles. In addition, they suggest the means by which human rights discourse in Africa might be reinvigorated.
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Banda, Emmanuel. "Transformative Learning and Student Empowerment: Zimbabwean Graduate Students' Immersion into United States Higher Education." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406820972.

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Books on the topic "Education and state – Zimbabwe"

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Maravanyika, Obert E. Implementing educational policies in Zimbabwe. Washington, D.C: World Bank, 1990.

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Chikuhwa, Jacob W. Zimbabwe: Beyond a school certificate. Bloomington, IN: AuthorHouse, 2008.

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Zvobgo, Rugano Jonas. The post-colonial state and educational reform: (Zimbabwe, Zambia, and Botswana). Harare, Zimbabwe: Zimbabwe Pub. House, 1999.

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Welle-Strand, Anne. Policy, evaluation, and leadership: The context of educational change in Zimbabwe. Stockholm: Institute of International Education, Stockholm University, 1996.

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Grier, Beverly Carolease. Invisible hands: Child labor and the state in colonial Zimbabwe. Portsmouth, NH: Heinemann, 2006.

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International Round Table on the Presidential Commission on Education and Training in Zimbabwe (1998 UNESCO Headquarters). International Round Table on the Presidential Commission on Education and Training in Zimbabwe. Harare: United Nations Special Initiative for Africa, 1998.

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Mawadza, Aquilina. A system broken down: An assessment of the challenges facing the educational system in Zimbabwe. [Harare]: States in Transition Observatory, 2009.

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Durt, Mariana. Bildungspolitik in Zimbabwe 1899-1990: Vom "industrial Training" zu "Education with Production" : Erfahrungen mit einem praxis-orientierten Bildungskonzept. Frankfurt [am Main]: IKO-Verlag für Interkulturelle Kommunikation, 1993.

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Das Bildungssystem als Faktor im Entwicklungsprozess: Eine Analyse des Bildungssystems in Zimbabwe im siebten Jahr der Unabhängigkeit. Frankfurt am Main: P. Lang, 1990.

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Education and government control in Zimbabwe: A study of the Commissions of inquiry, 1908-1974. New York: Praeger, 1990.

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Book chapters on the topic "Education and state – Zimbabwe"

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Bungu, Lance S. Munyaradzi. "The Past, Present and Future State of Citizenship Education in Zimbabwe." In Exploring the Complexities in Global Citizenship Education, 163–77. New York, NY : Routledge, 2020. | Series: Critical global citizenship education: Routledge, 2019. http://dx.doi.org/10.4324/9781315180397-8.

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Pondiwa, Shephard, and Margaret Phiri. "Challenges and Opportunities of Managing Social Media Generated Records in Institutions of Learning: A Case of the Midlands State University, Zimbabwe." In Sustainable ICT, Education and Learning, 145–56. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28764-1_17.

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Gory, Djénéba, Jayanti Bhatia, and Venkatesh Reddy Mallapu Reddy. "From Content Knowledge to Competencies and Exams to Exit Profiles: Education Reform in Zimbabwe." In Implementing Deeper Learning and 21st Education Reforms, 145–69. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_7.

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Abstract For over two decades, Zimbabwe has been embroiled within a complex web of economic, political, and financial challenges. In 2013, the country embarked on an ambitious journey of overhauling its education system by moving from content knowledge to a competency-based curriculum. The theory of change, in particular, was that, if the curriculum is entirely overhauled from outdated knowledge-based to twenty-first-century skills and competencies, then in the long-term, students would ultimately be able to meet the economy and labor market demands. The reform was phased from 2015 to 2022 and at the time of writing is in its last leg of implementation; there is much to appreciate and learn from the progress thus far. The chapter begins with an overview of the country’s education system and conditions that shaped the reform, followed by a more detailed description of the reform. It then analyzes the reform stages through Reimers’ five perspectives of educational change (Reimers, Educating students to improve the world. Springer, Singapore, 2020), and concludes by presenting the results and challenges at the time of writing. The success of such reform requires a systemic collaboration and stable conditions, and at this stage, it remains to be seen, which direction the reform takes.
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Chidhakwa, Eugenia. "Zimbabwe." In Olympic Education, 318–28. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-28.

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Mpofu, Stanley. "Zimbabwe." In International Perspectives on Older Adult Education, 495–505. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_43.

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Moore, David. "Zimbabwe’s Media: Between Party-State Politics and Press Freedom under Mugabe’s Rule." In Zimbabwe, 55–79. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116436_4.

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Maposa, Marshall Tamuka. "Zimbabwe." In The Palgrave Handbook of Conflict and History Education in the Post-Cold War Era, 739–49. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05722-0_57.

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Hapanyengwi-Chemhuru, Oswell, and Edward Shizha. "Citizenship Education in Zimbabwe." In Education and Development in Zimbabwe, 107–21. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_8.

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Maunganidze, Langtone. "Zimbabwe: Institutionalized Corruption and State Fragility." In State Fragility and State Building in Africa, 39–60. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20642-4_3.

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Zembere, Monica. "of in Zimbabwe." In Education for Decoloniality and Decolonisation in Africa, 125–38. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15689-3_7.

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Conference papers on the topic "Education and state – Zimbabwe"

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Kasayira, Joseph M., Kudzai S. Chipandambira, and Chipo Hungwe. "Stressors faced by university students and their coping strategies: A case study of midlands state university students in Zimbabwe." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4417807.

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Maphosa, Vusumuzi, and Mfowabo Maphosa. "The state of e-waste management at Zimbabwe's Higher Education Institutions." In 2020 International Conference on Artificial Intelligence, Big Data, Computing and Data Communication Systems (icABCD). IEEE, 2020. http://dx.doi.org/10.1109/icabcd49160.2020.9183843.

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Cloete, Chris, and Partson Paradza. "UNDERGRADUATE REAL ESTATE EDUCATION IN ZIMBABWE: A COMPARATIVE STUDY." In 16th African Real Estate Society Conference. African Real Estate Society, 2016. http://dx.doi.org/10.15396/afres2016_143.

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Maketo, Lydia. "Mobile Learning Model for the Zimbabwe Higher Education Sector." In MobileHCI '20: 22nd International Conference on Human-Computer Interaction with Mobile Devices and Services. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3406324.3409258.

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Bishi, Amos. "Digital archiving - the current state at the National Archives of Zimbabwe." In 2015 Digital Heritage. IEEE, 2015. http://dx.doi.org/10.1109/digitalheritage.2015.7419534.

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Chiromo, Alois Solomon. "PERFORMANCE INDICATORS USED BY STAKEHOLDERS TO RANK UNIVERSITIES IN ZIMBABWE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0473.

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sakala, lucy, and Wallace Chigona. "Lecturer resistance during ICTs implementation in higher education in Zimbabwe." In the South African Institute of Computer Scientists and Information Technologists. New York, New York, USA: ACM Press, 2017. http://dx.doi.org/10.1145/3129416.3129449.

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Luggya, Simon Kiyingi, Prichard Bhebhe, and Emmanuel Olusola Adu. "MULTIPLE LANGUAGES IN CLASSROOMS IN ZIMBABWE: IS IT A MYTH?" In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1850.

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Xiang, Yu. "Thinking on the Withdrawal of Zimbabwe From British Commonwealth in 2003." In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.42.

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Xiang, Yu. "Thinking on the Withdrawal of Zimbabwe From British Commonwealth in 2003." In Proceedings of the 2nd International Seminar on Education Research and Social Science (ISERSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iserss-19.2019.347.

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Reports on the topic "Education and state – Zimbabwe"

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Leon, Warren. Final Scientifc Report - Hydrogen Education State Partnership Project. Office of Scientific and Technical Information (OSTI), February 2012. http://dx.doi.org/10.2172/1034309.

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Agnew, Julie, and Joshua Hurwitz. Financial Education and Choice in State Public Pension Systems. Cambridge, MA: National Bureau of Economic Research, March 2013. http://dx.doi.org/10.3386/w18907.

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Lawrence, Steven Lawrence. Moving Education Reform Forward: Grantmakers Reflect on a Convening with State and Local Government Education Leaders. New York, NY United States: Foundation Center, June 2011. http://dx.doi.org/10.15868/socialsector.13583.

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Hodge, Emily, Serena Salloum, and Susanna Benko. How State Education Agencies Can Support College and Career Ready Standards. Consortium for Policy Research in Education, May 2017. http://dx.doi.org/10.12698/cpre.2017.pb17-3.

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Du, Rui-Rui. Development of a Demagnetization Refrigerator for Solid State Research and Education. US: University of Utah, November 2006. http://dx.doi.org/10.2172/895147.

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Baicker, Katherine, and Nora Gordon. The Effect of Mandated State Education Spending on Total Local Resources. Cambridge, MA: National Bureau of Economic Research, August 2004. http://dx.doi.org/10.3386/w10701.

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Chatterji, Aaron, Joowon Kim, and Ryan McDevitt. School Spirit: Legislator School Ties and State Funding for Higher Education. Cambridge, MA: National Bureau of Economic Research, July 2018. http://dx.doi.org/10.3386/w24818.

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Blekhman, David. HYDROGEN AND FUEL CELL EDUCATION AT CALIFORNIA STATE UNIVERSITY, LOS ANGELES. Office of Scientific and Technical Information (OSTI), September 2011. http://dx.doi.org/10.2172/1025719.

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Ward, James Dean, Elizabeth Davidson Pisacreta, Benjamin Weintraut, and Martin Kurzweil. An Overview of State Higher Education Funding Approaches: Lessons and Recommendations. Ithaka S+R, December 2020. http://dx.doi.org/10.18665/sr.314511.

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mcguinn, patrick. State Education Agencies and the Implementation of New Teacher Evaluation Systems. Consortium for Policy Research in Education, September 2015. http://dx.doi.org/10.12698/cpre.pb15-2.2015.

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