Relevant bibliographies by topics / Education crisis in 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 crisis in Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Education crisis in Zimbabwe"

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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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Hwami, Munyaradzi. "The “Nativist Turn” and the Crisis in University Education in Zimbabwe." International Journal of Education 5, no. 4 (December 9, 2013): 122. http://dx.doi.org/10.5296/ije.v5i4.4480.

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Katsande, Tapiwa Emmanuel. "Vocational Education and Training in Rural Zimbabwe: Attitudes and Opinions of Students, Teachers and Education Inspectors: The Case of Murewa District." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 12–29. http://dx.doi.org/10.22610/jevr.v7i3.1412.

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The 2008 global economic crisis has seen young people’s career and employment prospects dwindle, particularly for those based in rural areas. Governments in both industrialised and developing countries are considering vocational education reform to meet nations’ employment and economic needs. Despite renewed interest in VET, the sentiments of students and teachers remain largely unexplored. This study investigated the views and attitudes of students, teachers and education inspectors towards VET in rural Zimbabwe. The findings revealed divergent views. It emerged that most students did not necessarily have negative views of VET, but they were put off by the low status, lack of choice and the lacklustre delivery of VET. Teachers and students alike were sceptical about the role of VET in securing employment. This study will contribute to the on-going review of Zimbabwe’s education system and will inform school managers and policy makers on curriculum development and culture change in rural communities and schools.
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MATEREKE, KUDZAI PFUWAI. "‘Whipping into Line’: The dual crisis of education and citizenship in postcolonial Zimbabwe." Educational Philosophy and Theory 44, sup2 (January 2012): 84–99. http://dx.doi.org/10.1111/j.1469-5812.2011.00799.x.

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Kraśniewska, Olga. "A country held captive by its past: The case of Zimbabwe." Ekonomia 24, no. 1 (August 1, 2018): 153–76. http://dx.doi.org/10.19195/2084-4093.24.1.9.

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A country held captive by its past: The case of ZimbabweThe article provides an overview of the history of Zimbabwe in the context of economical, structural and social factors. It tries to answer a question, what were the main reasons that affected Zimbabwe’s development after gaining independence in 1980. It describes pre-colonial and colonial times as well as president Mugabe’s era, that ended with a military coup in November 2017. It portrays issues such as the after-effect of colonialism, land reform, political regime, internal struggles and conflicts between the ruling party ZANU-PF and opposition parties, hyperinflation crisis, as well as economic indicators like GDP, public and external debt, level of education and health care. In the context of upcoming elections in 2018, the article deliberates whether meaningful changes in the country’s situation are possible in the nearest future and what it will take to achieve them.
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Mutangabende, Shepherd, and Elvin Shava. "Assessing Progress and Pitfalls of the Millennium Development Goals in Zimbabwe: A Critical Analysis." Africa’s Public Service Delivery and Performance Review 4, no. 4 (December 1, 2016): 573. http://dx.doi.org/10.4102/apsdpr.v4i4.141.

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Zimbabwe adopted the Millennium Development Goals (MDGs) at their inception in 2000 and it has trends of its progress in its attempt to attain these MDGs as indicated in progress reports since 2004, 2010, 2012 and 2015. In these reports optimistic trends are chiefly found in MDG2 on universal primary education which is Zimbabwe’s pride in Africa, MDG3 regarding gender parity in schools and MDG6 on HIV and AIDS. The country continues to face its biggest challenges in attaining MDG1 which is eliminating extreme poverty and hunger and MDG5 which is increase nurturing mortality, whereas all the objectives under these goals are dubious that would be attained at the cut-off date. It was unfortunate that, the inception of the MDGs coincided with the deepening of socioeconomic, political and environmental crisis in the country which made it very difficult for Zimbabwe to accomplish all of its MDGs. The focal motive of this study was to check the progress, policies, programmes and strategies which were in place to promote the attainment of the MDGs from 2000-2015 and other strategies or policies in place to attain the SDGs 2016-2030. This paper recommended that there is need for institutionalisation of SDGs that is aligning them with Zimbabwe Agenda for Sustainable Socioeconomic Transformation (Zim-Asset) cluster; for instance, value accumulation and beneficiation, nourishment security, poverty extermination, social services and strengthening partnership with all stakeholders. The research uses intensive secondary data analysis from various sources including government gazette, journal articles, e-books, and government website, reports, published and unpublished books.
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Ranga, Dick. "Determinants of the Return Migration of Household Heads from South Eastern Zimbabwe to South Africa During Prolonged Crisis, 2000-16." Journal of Social and Development Sciences 9, no. 4 (January 27, 2019): 26–35. http://dx.doi.org/10.22610/jsds.v9i4(s).2688.

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The study assessed return migration by heads of households that migrated during the prolonged crisis, 2000-16. It collected data among 166 households from four districts in South Eastern Zimbabwe. Most of the male household heads had previously migrated, half of them to South Africa. Non-migrant heads were mainly females who remained behind when their husbands migrated to South Africa or urban areas. Both heads who returned from migrating to South Africa and locally to urban areas came back during 2011-15 with the desire to reunite with families. This period was associated with severe retrenchments by Zimbabwean companies that attempted to survive the shrinking economy. Yet it was also an attractive period to return home for international migrants because of the stability brought by the adoption of multiple currencies. Xenophobic attacks in South Africa in 2015 also ‘pushed’ some of the heads into returning home. International return migrants were significantly younger and had lower levels of education than internal and non-migrants. Three-tenths of them returned into households having traditional huts as their main houses which suggested that migration was unsuccessful for them. There is a need for restoration of stability soon after a crisis since this helps attract back human capital.
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Hove, Mediel, and Enock Ndawana. "Education provision in the midst of a crisis: the Zimbabwean experience after 1999." Journal of Peace Education 16, no. 2 (May 4, 2019): 215–46. http://dx.doi.org/10.1080/17400201.2019.1627663.

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Sadomba, Zvakanyorwa Wilbert, Byron Chigwanda, and Tarisai Manyati. "Education in the crucible of a postcolonial revolution: community reaction to the challenges of Zimbabwe’s crisis." Social Dynamics 41, no. 2 (May 4, 2015): 235–52. http://dx.doi.org/10.1080/02533952.2015.1072656.

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Yao, M. N. "(A253) Integrated Community-Based Interventions to Overcome a Deadly Cholera Outbreak in Zimbabwe." Prehospital and Disaster Medicine 26, S1 (May 2011): s69—s70. http://dx.doi.org/10.1017/s1049023x11002378.

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An unprecedented cholera outbreak affected Zimbabwe from August 2008 to July 2009 with 98,592 cases and 4,288 deaths, in 54 out of 62 districts. The main strategy used to overcome the outbreak was an integrated community-based interventions package. The present work is a case study to describe the strategy and lessons learned for future humanitarian crises and preparedness. The methodology was based on the review of epidemiological reports, assessment and surveys' reports, minutes of joint Health and Water Sanitation and Hygiene (WASH) Clusters' meetings, and direct observation as Health Cluster Coordinator. Epidemiological data showed an increasing number of cases in rural areas with community deaths representing 66% of the 1,948 deaths from 61,304 cases on 31 January 2009. Risk factors identified in communities were: lack of awareness about the disease, cultural and religious behaviors, lack of potable water with weak sanitation, lack and inappropriate use of water purification tablets, and lack of soap and water containers for effective behavior change. There also was late arrival to cholera to the few treatment centers by rural populations. In addition to treatment centers, a package of interventions was implemented by multi-sectoral stakeholders. The package included: health and WASH education tools and practice sessions for healthy and hygienic behavior change and for an effective use of oral rehydration salt as first aid measure; community-based surveillance with an early warning system and response teams; and distribution of containers and water purification tablets with drilling of water points. Epidemiological data showed a significant decrease of cholera cases where the full package was implemented. This work showed that an integrated package of interventions jointly targeting risk factors can be effective on public health threats in rural communities. Community-based preparedness and response should then take into account an integrated joint intervention package to mitigate public health threats.
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Dissertations / Theses on the topic "Education crisis in Zimbabwe"

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Mhakakora, Tafadza Clemence. "The urban housing crisis in Zimbambwe :a case of city of Harare." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/5148.

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The issue of human settlements has recently gained much momentum particularly in cities across the world due to rapid rates of urbanization. The housing crisis is manifesting mostly in the cities of the developing countries; the urban poor population is left with no option, they are continuously living in substandard and unsustainable housing conditions due to the desperate housing need. There is a growing trend of migration into urban centers in the developing countries as well as natural population increase in the cities. The inevitable development is the rapid growth of urbanization. The theories on urbanization suggest that the responsible government and local council authorities must be prepared to address socio-economic issues such as the provision of formal housing, infrastructure development and employment creation. The governments in developing countries are struggling to balance economic development and the provision of social services. As a result, the human settlement sector is suffering lack of prioritization when it comes to budget and resource allocation. The resultant factors are the overcrowding of the urban population, high housing backlogs and dilapidation of infrastructure visible mostly in the major cities of the developing countries.
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Bondamakara, Kudakwashe. "Corporate Governance in a Crisis Situation : The Case of Zimbabwe." Thesis, University of Dundee, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521679.

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Nyambi, Oliver. "Nation in crisis : alternative literary representations of Zimbabwe Post-2000." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85652.

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Thesis (PhD)-- Stellenbosch University, 2013.
ENGLISH ABSTRACT: The last decade in Zimbabwe was characterised by an unprecedented economic and political crisis. As the crisis threatened to destabilise the political status quo, it prompted in governmental circles the perceived 'need‘ for political containment. The ensuing attempts to regulate the expressive sphere, censor alternative historiographies of the crisis and promote monolithic and self-serving perceptions of the crisis presented a real danger of the distortion of information about the situation. Representing the crisis therefore occupies a contested and discursive space in debates about the Zimbabwean crisis. It is important to explore the nature of cultural interventions in the urgent process of re-inscribing the crisis and extending what is known about Zimbabwe‘s so-called 'lost decade‘. The study analyses literary responses to state-imposed restrictions on information about the state of Zimbabwean society during the post-2000 economic and political crisis which reached the public sphere, with particular reference to creative literature by Zimbabwean authors published during the period 2000 to 2010. The primary concern of this thesis is to examine the efficacy of post-2000 Zimbabwean literature as constituting a significant archive of the present and also as sites for the articulation of dissenting views – alternative perspectives assessing, questioning and challenging the state‘s grand narrative of the crisis. Like most African literatures, Zimbabwean literature relates (directly and indirectly) to definite historical forces and processes underpinning the social, cultural and political production of space. The study mainly invokes Maria Pia Lara‘s theory about the ―moral texture‖ and disclosive nature of narratives by marginalised groups in order to explore the various ways through which such narratives revise hegemonically distorted representations of themselves and construct more inclusive discourses about the crisis. A key finding in this study is that through particular modes of representation, most of the literary works put a spotlight on some of the major talking points in the political and socio-economic debate about the post-2000 Zimbabwean crisis, while at the same time extending the contours of the debate beyond what is agreeable to the powerful. This potential in literary works to deconstruct and transform dominant elitist narratives of the crisis and offering instead, alternative and more representative narratives of the excluded groups‘ experiences, is made possible by their affective appeal. This affective dimension stems from the intimate and experiential nature of the narratives of these affected groups. However, another important finding in this study has been the advent of a distinct canon of hegemonic texts which covertly (and sometimes overtly) legitimate the state narrative of the crisis. The thesis ends with a suggestion that future scholarly enquiries look set to focus more closely on the contribution of creative literature to discourses on democratisation in contemporary Zimbabwe.
AFRIKAANSE OPSOMMING: Die afgelope dekade in Zimbabwe is gekenmerk deur ‗n ongekende ekonomiese en politiese krisis. Terwyl die krisis gedreig het om die politieke status quo omver te werp, het dit die ‗noodsaak‘ van politieke insluiting aangedui. Die daaropvolgende pogings om die ruimte vir openbaarmaking te reguleer, alternatiewe optekenings van gebeure te sensureer en ook om monolitiese, self-bevredigende waarnemings van die krisis te bevorder, het 'n wesenlike gevaar van distorsie van inligting i.v.m. die krisis meegebring. Voorstellings van die krisis vind sigself dus in 'n gekontesteerde en diskursiewe ruimte in debatte aangaande die Zimbabwiese krisis. Dit is gevolglik belangrik om die aard van kulturele intervensies in die dringende proses om die krisis te hervertolk te ondersoek asook om kennis van Zimbabwe se sogenaamde 'verlore dekade‘ uit te brei. Die studie analiseer literêre reaksies op staats-geïniseerde inkortings van inligting aangaande die sosiale toestand in Zimbabwe gedurende die post-2000 ekonomiese en politiese krisis wat sulke informasie uit die openbare sfeer weerhou het, met spesifieke verwysing na skeppende literatuur deur Zimbabwiese skrywers wat tussen 2000 en 2010 gepubliseer is. Die belangrikste doelwit van hierdie tesis is om die doeltreffendheid van post-2000 Zimbabwiese letterkunde as konstituering van 'n alternatiewe Zimbabwiese 'argief van die huidige‘ en ook as ruimte vir die artikulering van teenstemme – alternatiewe perspektiewe wat die staat se 'groot narratief‘ aangaande die krisis bevraagteken – te ondersoek. Soos met die meeste ander Afrika-letterkundes is daar in hierdie literatuur 'n verband (direk en/of indirek) met herkenbare historiese kragte en prosesse wat die sosiale, kulturele en politiese ruimtes tot stand bring. Die studie maak in die ondersoek veral gebruik van Maria Pia Lara se teorie aangaande die 'morele tekstuur‘ en openbaringsvermoë van narratiewe aangaande gemarginaliseerde groepe ten einde die verskillende maniere waarop sulke narratiewe hegemoniese distorsies in 'offisiële‘ voorstellings van hulself 'oorskryf‘ om meer inklusiewe diskoerse van die krisis daar te stel, na te vors. 'n Kernbevinding van die studie is dat, d.m.v. van spesifieke tipe voorstellings, die meeste van die letterkundige werke wat hier ondersoek word, 'n soeklig plaas op verskeie van die belangrikste kwessies in die politieke en sosio-ekonomiese debatte oor die Zimbabwiese krisis, terwyl dit terselfdertyd die kontoere van die debat uitbrei verby die grense van wat vir die maghebbers gemaklik is. Die potensieel van letterkundige werke om oorheersende, elitistiese narratiewe oor die krisis te dekonstrueer en te omvorm, word moontlik gemaak deur hul affektiewe potensiaal. Hierdie affektiewe dimensie word ontketen deur die intieme en ervaringsgewortelde geaardheid van die narratiewe van die geaffekteerde groepe. Nietemin is 'n ander belangrike bevinding van hierdie studie dat daar 'n onderskeibare kanon van hegemoniese tekste bestaan wat op verskuilde (en soms ook openlike) maniere die staatsnarratief anngaande die krisis legitimeer. Die tesis sluit af met die voorstel dat toekomstige vakkundige studies meer spesifiek sou kon fokus op die bydrae van kreatiewe skryfwerk tot die demokratisering van kontemporêre Zimbabwe.
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Fountain, Evan Denis. "Purposes of economic sanctions : British objectives in the Rhodesian crisis 1964-1966." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326945.

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Malimela, Langelihle Phakama. "Analyzing Thabo Mbeki's policy of 'quiet diplomacy' in the Zimbabwean crisis." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14271.

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Inccludes bibliographical references (leaves 95-103).
This thesis discusses the approach taken by the South African government in response to the political and economic crisis that has gripped neighbouring Zimbabwe since the year 2000. Its aim is to explain why South Africa, under the leadership of Thabo Mbeki, adopted the controversial policy widely referred to as 'Quiet Diplomacy'. It uses a Structuralist approach to international relations, and in particular Immanuel Wallerstein's World Systems Theory to characterise South Africa as a prototypical semi-peripheral state, with a dual-contradictory role in international relations. It argues that post- apartheid South Africa's failure to make genuine progress in terms primarily of economic transformation at home, has significantly constrained her ability to adopt more conventional diplomatic methods in dealing with the political and economic crisis in Zimbabwe.
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Mcakuvana, Malibongwe Patrick. "From abundance to bondage : an investigation of the causes of the political crisis in Zimbabwe from 1995 to 2005." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1069.

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This study investigates the main causes of the present political crisis in Zimbabwe with particular reference to the crisis as a direct result of a crisis of authority or governance. The economy and the political environments in the former Rhodesia have been in a healthy state until the early 1990s when the ruling ZANU-PF had its rule under siege when the economy dwindled and the opposition became rife. The broad questions that the study sought to answer were: What have been the primary reasons for the political crisis in Zimbabwe between 1995 and 2005? What role has the political elite played in the country’s development? What contribution did the Economic Structural Adjustment Programme make to the economic development of Zimbabwe? Are there any other important factors that have played a role in the development process of Zimbabwe? As a way of investigation, this study uses qualitative research techniques to make a clinical examination of the main causes of the political crisis that has reduced the formerly self-sustaining and democratically highly rated country to a pariah citizen (state) of the world. A number of primary sources have been used and have had their responses/input supplemented by relatively reliable secondary sources that gave authenticity to the argument of the research. This study makes a ten year review of the political and economic situation in Zimbabwe, as this is the period whence the political crisis became apparent and restricts its investigation of the causes of the political crisis to this period albeit some of these reasons are connected to the past i.e. the period from 1980 to 1995. Since this is a deductive scholarly account, the study tests the theory of organic crisis as an explanation for state collapse in Africa with particular reference to Zimbabwe. Finally the study reveals that the major causes of the political crisis in Zimbabwe are the colonial legacy which seems to have had its negative on the politics of the country just ten years into democracy; the crisis of governance which led to political and economic decay as the ruling party tried by all means to solicit political support; the Lancaster House agreement and the land question which are related to the question of colonial legacy and among the primary reasons Zimbabwe has reached political impasse; the crisis of elites which this directly links to the political crisis; structural adjustment programmes and corruption and fraud.
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Tawodzera, Godfrey. "Vulnerability and resilience in crisis : urban household food insecurity in Harare, Zimbabwe." Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/10831.

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Includes bibliographical references (leaves 191-222).
Within the context of demographic growth, rapid urbanization and rising urban poverty which characterizes much of Sub-Saharan Africa in the 21st Century, this thesis examines the urban poor's vulnerability to food insecurity and analyses the strategies that households adopt to enhance their resilience in this challenging environment. Harare is the study site, providing an acute example of a city (and country) 'in crisis', and a context in which formal food markets have failed to meet the needs of the urban poor, within a generalized collapse of the economy. The central question, then, is how do the urban poor meet their food needs under such conditions of extreme material deprivation?
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Nyoni, Shuvai Busuman. "African democracy at a crossroads : structural adjustment, economic crisis and political turbulence in Zimbabwe." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/3705.

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Chipenyu, Wilbert. "The roles of district education officers in the implementation of the guidance and counselling curriculum in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/488.

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This study presents a description of the roles District Education Officers in the implementation of the Guidance and Counselling curriculum in Zimbabwe. The roles of the District Education Officers were researched through the literature study and empirical research. It was found that although their professional contribution is vital in successful implementation, there are other obstacles namely, financial constraints, very high workload, lack of government support and inferior appointment procedures for District Education Officers which tend to hamper them to fulfil their duties.
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Masuku, Elisa. "The management of the culture of teaching and learning in selected secondary schools in Bulawayo." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52548.

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Thesis (MEd)--Stellenbosch University, 2001.
ENGLISH ABSTRACT: This study was conducted to investigate the culture of teaching and learning in selected Secondary Schools in Zimbabwe. It was addressing the numerous pleas within the Ministry of Education and by other stakeholders, to review the O-level curriculum, to monitor and improve the O-level results and to reduce dropouts at that level. Effective school programmes hold school culture and climate accountable, and as the most influential factors that could facilitate the process of change. This study is a situational analysis of the culture ofteaching and learning in two selected schools in Bulawayo, Zimbabwe. The headmasters of the two schools, selected teachers and students were interviewed regarding the culture ofteaching and learning in their respective schools. The culture was revisited from as far back as the dual system of education during the colonial period in Rhodesia through post-independence in Zimbabwe in the 1980s, to the present. It was also traced from the time the sample schools were established to date. The schools are anonymous and they are referred to as Schools A and B. The situation analysis revealed that a healthy culture of teaching and learning exists in School A, but leaves room for improvement. A breakdown of this culture in school B is evident and an immediate restoration is imperative. The primary cause supported by literature review is ineffective school leadership. Other responsible factors are demotivated teachers, poor parental involvement and demoralised students. There is still hope for the culture in School B to improve because of the recent move by the government to allow schools to collect their own fees. Of course, this still leaves the main problem of leadership and uncommitted staff unresolved. Students might have a full time counsellor to meet their social needs. The study initially, states the problem and presents research questions which are answered in the study. Then the historical background of the dual education system and how it affected and still contributes to the culture of teaching and learning, follows. The methodology used in the study, the review of literature interview responses, findings and guidelines for restoring the culture of teaching and learning simultaneously follow. Finally, the study presents suggested recommendations and topics for further study and the short comings of the research.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem im ondersoek in te stel na die leerkultuur in geselekteerde sekondrere skole in Zimbabwe. Dit inkorpereer die groot aantal versoeke va kie Minesterie van Onderwys en ander belanghebbendes om die O-vlak-kurrikulum te hersiem, te moniteer en te verbeter en om die aantal kandidate wat op daardie vlak uitsak te probeer verminder. Skole met effektiewe programme beskou die skoolkultuur en skoolklimaat as kie oorsake van hierdie probleme, maar is terselfdertyd daarvan oortuing dat juis hierdie faktore die veranderingsproses kan fasiliteer. Hierdies studie in 'n situasie-analise van die kultuur van onderrig en leer in twee geselekteerde skole in Bulawayo, Zimbabwe. Daar is ondrhounde gevoer met die skoolhoofde, geselekteerde onderyses en leerders van hierdie twee skole oor kie kultuur van onderrig en leer aan hulle skool. Die periode vanaf die dubbelmediumsisteem tydens Rhodesie se Koloniale Tydperk, die post-onafhandklikheidsperiode in die tagtigerjare in Zimbabwe tot en met die huidige tydperk is by die onderhound betrek. Dit het ook die betrokke skool se geskiedenis vanaf sy ontstaan tot en met die huidige tydperk ingesluit. Daar word na die skole verwys as skool A en skool B om hulle anonimiteit te waarborg. Uit die situasie-analise blyk dit dat daar in skool A 'n gesonde kultuur van onderrg en leer bestaan, alhoewel daar ruimte vir verberering is. In skool B bestaan dit nie en 'n onmiddellike herstel van hierdie kultuur is noodsaaklik. Uit die literatuur blyk dit dat die hoofoorsaak van so 'n insinking oneffektiewe skoolleierskap is. Ander bydraende faktore is gedemotiveerde onderwysers, swak ouerbetrokkenheid en gedemoraliseerde leerders. Dit is nog nie te laat im die kultuur in skool B te verbeter nie omdat die regering sedert redelik onlangs skole toelaat om hulle eie fondse in te samel. Dit laat egter die hoofprobleem van oneffektiewe leierskap en onbetrokke onderwysers onopgelos. 'n Voltydse berader kan help om in the leerders se sosiale behoeftes te voorsien. Hierdie studie begin met die problem wat gestel word en bied dan navorsingsvrae wat in die loop van die studie beantwoord word. Daarna volg 'n historiese agtergrond van die dubbelmediumsisteem en hoe dit kultuur van onderrig en leer beinvloed het en nog steeds beinvloed. Die metodologie wat in die bevindings en riglyne om die kultuur van onderrig en leer te herstel, volg daarna. Die studie word afgesluit met voorgestelde aanbevelings, moontlike temas vir verdere studie en die tekortkominge van die navorsing.
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Books on the topic "Education crisis in Zimbabwe"

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Makoni, B. M. Crisis in education and culture and its social reflection on women: A case study of Zimbabwe 1980-1988. Harare: Zimbabwe Institute of Development Studies, 1991.

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Australia. National Office of Overseas Skills Recognition. Zimbabwe: A comparative study. Canberra: Australian Government Publishing Service, 1993.

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A crisis of governance: Zimbabwe. New York: Algora Pub., 2004.

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Trust, SAPES, and Southern Africa Regional Institute for Policy Studies., eds. Colonialism and education in Zimbabwe. Harare: SAPES Books, 1994.

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Shizha, Edward, and Michael T. Kariwo, eds. Education and Development in Zimbabwe. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9.

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

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Campaign for the Advancement of State Education. Crisis in education. London: CASE, 1986.

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Coalition, Crisis in Zimbabwe. Cartoonist's journey in the Zimbabwe crisis. Harare: Crisis in Zimbabwe Coalition, 2004.

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Institute for Democracy in Africa, International Center for Transitional Justice, and Women's Coalition (Zimbabwe), eds. Women, politics, and the Zimbabwe crisis. Harare: IDASA, 2010.

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Chivore, B. S. R. Teacher education in post-independnet Zimbabwe. [Harare, Zimbabwe: Zimbabwe Foundation for Education with Production, 1990.

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Book chapters on the topic "Education crisis in Zimbabwe"

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Hwami, Munyaradzi. "Understanding the Crisis in Higher Education in Zimbabwe." In Critical Perspectives on Neoliberal Globalization, Development and Education in Africa and Asia, 103–19. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-561-1_7.

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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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Hansen, Holger Bernt. "Donors and the Crisis in Zimbabwe: Experiences and Lessons Learned." In Zimbabwe, 247–68. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230116436_12.

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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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Helliker, Kirk, Manase Kudzai Chiweshe, Sandra Bhatasara, and Gift Mwonzora. "Everyday crisis-living in Zimbabwe." In Everyday Crisis-Living in Contemporary Zimbabwe, 1–20. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003026327-1.

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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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Tarusarira, Joram. "The Zimbabwe Council of Churches and ‘Crisis’ Ecumenical Groups." In The Zimbabwe Council of Churches and Development in Zimbabwe, 65–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41603-4_5.

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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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Shizha, Edward, and Michael T. Kariwo. "Education for All and the Right to Education." In Education and Development in Zimbabwe, 27–41. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_3.

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Conference papers on the topic "Education crisis in Zimbabwe"

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Moyo, D. "1432 Tuberculosis and silicosis diagnostic crisis – a zimbabwe case series report." In 32nd Triennial Congress of the International Commission on Occupational Health (ICOH), Dublin, Ireland, 29th April to 4th May 2018. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/oemed-2018-icohabstracts.1295.

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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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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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Blyum, V. "Socio-Political Crisis And Education." In II International Conference on Economic and Social Trends for Sustainability of Modern Society. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.09.02.217.

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Švarcova, Irena, Šárka Hošková-Mayerová, and Josef Navrátil. "Crisis Management and Education in Health." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.26.

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Hošková-Mayerová, Šárka. "Education and Training in Crisis Management." In ICEEPSY 2016 International Conference on Education and Educational Conference. Cognitive-crcs, 2016. http://dx.doi.org/10.15405/epsbs.2016.11.87.

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Šebo, Miroslav. "UNIVERSITY EDUCATION DURING THE CORONA CRISIS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0894.

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Reports on the topic "Education crisis in Zimbabwe"

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Lapcha, Haidar, and Yusra Mahdi. Coalition Building for Better Religious Education Reform. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/creid.2021.002.

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Developing a good pro-pluralism religious education curriculum requires much planning and a deep understanding of the context. In a country like Iraq, where the education system is in decline due to years of conflict, weak governance and management, and a displacement crisis, this becomes a challenging task. This Learning Briefing, prepared during the implementation phase of the Coalition for Religious Equality and Inclusive Development (CREID) project to introduce reform to the religious education curriculum in Iraq, highlights the key areas of best practices and lessons learned from our stakeholder engagement. The aim is to share these learnings with programme managers, donors and partners to help inform future interventions and curricula development on effective approaches and models for improved quality education.
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Spivack, Marla. Applying Systems Thinking to Education: The RISE Systems Framework. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/028.

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Many education systems in low- and middle-income countries are experiencing a learning crisis. Many efforts to address this crisis do not account for the system features of education, meaning that they fail to consider the ways that interactions and feedback loops produce outcomes. Thinking through the feedback relationships that produce the education system can be challenging. The RISE Education Systems Framework, which is sufficiently structured to give boundaries to the analysis but sufficiently flexible to be adapted to multiple scenarios, can be helpful. The RISE Framework identifies four key relationships in an education system: politics, compact, management, and voice and choice; and five features that can be used to describe these relationships: delegation, finance, information, support, and motivation. This Framework can be a useful approach for characterising the key actors and interactions in the education system, thinking through how these interactions produce systems outcomes, and identifying ways to intervene that can shift the system towards better outcomes.
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Rohwerder, Brigitte. The Socioeconomic Impacts of the Covid-19 Pandemic on Forcibly Displaced Persons. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/cc.2021.006.

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Covid-19 and the response and mitigation efforts taken to contain the virus have triggered a global crisis impacting on all aspects of life. The impact of the Covid-19 pandemic for forcibly displaced persons (refugees, internally displaced persons and asylum seekers) extends beyond its health impacts and includes serious socioeconomic and protection impacts. This rapid review focuses on the available evidence of the socioeconomic impacts of the crisis on forcibly displaced persons, with a focus where possible and relevant on examples from countries of interest to the Covid Collective programme: Afghanistan, Bangladesh, Ghana, Iraq, Kenya, Malawi, Pakistan, Rwanda, South Sudan, Syria, Uganda, Yemen, Zambia and Zimbabwe.
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Dabrowski, Anna, Yung Nietschke, Pauline Taylor-Guy, and Anne-Marie Chase. Mitigating the impacts of COVID-19: Lessons from Australia in remote education. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-618-5.

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This literature review provides an overview of past and present responses to remote schooling in Australia, drawing on international research. The paper begins by discussing historical responses to emergency and extended schooling, including during the COVID-19 crisis. The discussion then focuses on effective teaching and learning practices and different learning design models. The review considers the available evidence on technology-based interventions and their use during remote schooling periods. Although this research is emergent, it offers insights into the availability and suitability of different mechanisms that can be used in remote learning contexts. Noting that the local empirical research base is limited, the discussion focuses on the ways in which Australia has drawn upon international best practices in remote schooling in order to enhance teaching and learning experiences. The paper concludes by discussing the conditions that can support effective remote schooling in different contexts, and the considerations that must be made around schooling during and post pandemic.
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Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Koomar, Saalim, Caitlin Moss Coflan, and Tom Kaye. Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0042.

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This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). The World Bank (2020) states that by 2030 FCV settings will be home to up to two thirds of the world’s extreme poor; these settings have become increasingly complex over the past decade, with the COVID-19 pandemic threatening to exacerbate existing challenges. This list explores effective uses of EdTech in FCV settings. It particularly emphasises interventions and evidence relevant to the Yemeni context and distance learning during the COVID-19 crisis. These resources were selected with the intention to include practical recommendations on technology-enabled interventions which could support a proposed national distance learning system in Yemen.
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Levine, Felice, Na'ilah Suad Nasir, Cecilia Rios-Aguilar, Ryan Gildersleeve, Katherine Rosich, Megan Bang, Nathan Bell, and Matthew Holsapple. Voices from the field: The impact of COVID-19 on early career scholars and doctoral students. American Educational Research Association, January 2021. http://dx.doi.org/10.3102/aera20211.

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This joint report from the American Educational Research Association (AERA) and the Spencer Foundation explores the impact of the COVID-19 pandemic on early career scholars and doctoral students in education research. The report presents findings and recommendations based on a focus group study held in May and June of 2020. The purpose of the study was to listen to and learn from the experiences of education researchers. The study included separate groups of scholars of color, women of color, and doctoral students of color, given that the COVID-19 crisis was highly racialized and having a disproportionate impact on communities of color. The aim of the report is to provide information that higher education institutions, agencies funding research, professional associations, and other research organizations can use to support the next generation of researchers and help buffer or contain adverse impacts to them. The report offers seven recommendations that could help to foster institutional and organizational responses to COVID-19 that are equitable and enriching. It is part of an ongoing initiative by AERA and Spencer to survey and assess the pressing needs of early career scholars and doctoral students at this pernicious time of a national pandemic.
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Cedergren, Elin, Diana Huynh, Michael Kull, John Moodie, Hjördís Rut Sigurjónsdóttir, and Mari Wøien Meijer. Public service delivery in the Nordic Region: An exercise in collaborative governance. Nordregio, February 2021. http://dx.doi.org/10.6027/r2021:4.1403-2503.

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Nordic welfare states are world renowned for providing high quality public services. Nordic municipal and regional authorities, in particular, play a central role in the delivery of key public services in areas, such as, health, education, and social care. However, in recent years, public authorities have faced several challenges which have reduced capacity and resources, including long periods of austerity following the 2008 financial crash, rapid demographic changes caused by an ageing population, and the COVID-19 health crisis. In response to these challenges many public authorities have looked to inter-regional, inter-municipal and cross-border collaborations to improve the quality and effectiveness of public service delivery (OECD 2017; ESPON 2019). Indeed, collaborative public service delivery is becoming increasingly prominent in the Nordic Region due to a highly decentralized systems of governance (Nordregio 20015; Eythorsson 2018).
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