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Journal articles on the topic 'Education crisis in Zimbabwe'

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

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Monjane, Boaventura. "Lições da Universidade Popular dos Movimentos Sociais na África Austral: terra, luta e emancipação." MOTRICIDADES: Revista da Sociedade de Pesquisa Qualitativa em Motricidade Humana 2, no. 2 (August 2, 2018): 163. http://dx.doi.org/10.29181/2594-6463.2018.v2.n2.p163-174.

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ResumoEste ensaio debruça-se em volta das experiências e das lições aprendidas no e com o processo da organização e realização de oficinas da Universidade Popular de Movimentos Sociais, UPMS, em Moçambique e Zimbábue em 2013, 2014 e 2016 respetivamente. O artigo divide-se em três partes principais. Na primeira, traz-se uma breve discussão em volta da crise da educação convencional, principalmente a partir das teorizações de Paulo Freire e de Boaventura de Sousa Santos e faz-se alusão à questão da crise dos sistemas de educação em África. Na segunda parte, apresenta-se a UPMS e se revê os trabalhos produzidos sobre esta proposta até aqui. A terceira parte traz as experiências das três oficinas realizadas em Mumemo, Tete e Harare, discutindo, nas conclusões, em volta das lições que se podem aprender deste processo para o caso de Moçambique e Zimbábue.Palavras-chave: Educação Popular. UPMS. Movimentos Sociais. Moçambique. Zimbábue.Lessons from the Popular University of Social Movements in Southern Africa: land, struggle and emancipationAbstractThis essay focuses on the experiences and lessons learned in and with the process of organizing and helding workshops of the Popular University of Social Movements, UPMS, in Mozambique and Zimbábue in 2013, 2014 and 2016 respectively. The article is divided into three main parts. In the first one, there is a brief discussion about the crisis of conventional education, mainly from the theorizations of Paulo Freire and Boaventura de Sousa Santos, as well as an allusion to the crisis of education systems in Africa. In the second part, it presents the UPMS and briefly reviews the work produced under this proposal so far. The third part presents the experiences of the three workshops held in Mumemo, Tete and Harare, discussing in the conclusions about the lessons that can be learned from this process in the case of Mozambique and Zimbabwe.Keywords: Popular Education. UPMS. Social Movements. Mozambique. Zimbabwe.Lecciones de la Universidad Popular de los Movimientos Sociales en África Austral: tierra, lucha y emancipaciónResumenEste ensayo se centra en las experiencias y las lecciones aprendidas en el proceso de organización y realización de talleres de la Universidad Popular de Movimientos Sociales, UPMS, en Mozambique y Zimbabue en 2013, 2014 y 2016 respectivamente. El artículo se divide en tres partes principales. En la primera, se trae una breve discusión en torno a la crisis de la educación convencional, principalmente a partir de las teorizaciones de Paulo Freire y de Boaventura de Sousa Santos y se alude a la cuestión de la crisis de los sistemas de educación en África. En la segunda parte, se presenta la UPMS y se revisa los trabajos producidos sobre esta propuesta hasta aquí. La tercera parte trae las experiencias de los tres talleres realizados en Mumemo, Tete y Harare, discutiendo, en las conclusiones, alrededor de las lecciones que se pueden aprender de este proceso para el caso de Mozambique y Zimbabue.Palabras clave: Educación Popular. UPMS. Movimientos Sociales. Mozambique. Zimbabue.
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12

Helliker, Kirk, and Gerald Chikozho Mazarire. "Mnangagwa’s Zimbabwe: Crisis? What Crisis?" Journal of Asian and African Studies 56, no. 2 (March 2021): 171–75. http://dx.doi.org/10.1177/0021909620986583.

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Three years after the November 2017 coup in Zimbabwe and the installation of Emmerson Mnangagwa as ruling party and state president, there is growing scholarly interest in identifying the character of the post-coup regime, particularly in comparison to the 37-year reign of Robert Mugabe’s ZANU-PF. So far, there are continuities and changes, with increasing concerns about a qualitative shift in the militarization of Zimbabwean state and society under Mnangagwa and the further closing down of civil society space. Perhaps more so than during the first two years of post-coup Zimbabwe, this has become abundantly clear during the Covid-19 pandemic lockdown.
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13

Hawkins, Tony. "Crisis in Zimbabwe." Whitehall Papers 62, no. 1 (January 2004): 31–43. http://dx.doi.org/10.1080/02681300408523023.

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14

Cox, James. "Land Crisis in Zimbabwe." Fieldwork in Religion 1, no. 1 (January 1, 2005): 35–48. http://dx.doi.org/10.1558/firn.v1i1.35.

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Earlier this year, I received a small grant from the Edinburgh University Development Trust Fund to determine the feasibility of formulating a major research project exploring the religious dimensions within the recent land resettlement programme in Zimbabwe. Since spirit mediums had played such an important role in the first Shona uprising in 1896–97 against colonial occu¬pation (the so-called First Chimurenga) (Parsons, 1985: 50-51) and again in the war of liberation between 1972 and 1979 (the Second Chimurenga) (Lan, 1985), I suspected that these central points of contact between the spirit world and the living communities would be affecting the sometimes militant invasions of white commercial farms that began sporadically in 1998, but became systematic after the constitutional referendum of February 2000. Under the terms of the grant, I went with my colleague, Tabona Shoko of the University of Zimbabwe, in July and August 2004, to two regions of Zimbabwe: Mount Darwin in the northeast, where recent activities by war veterans and spirit mediums had been reported, and to the Mberengwa District, where land resettlement programmes have been widespread. This article reports on my preliminary findings in Mount Darwin, where I sought to determine if evidence could be found to link the role of Traditional Religion, particularly through spirit mediums, to the current land redistribution programme, and, if so, whether increasing levels of political intolerance within Zimbabwean society could be blamed, in part at least, on these customary beliefs and practices
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15

Stephenson, Joan. "Cholera Crisis in Zimbabwe." JAMA 301, no. 11 (March 18, 2009): 1118. http://dx.doi.org/10.1001/jama.2009.357.

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16

Kapp, Clare. "Health crisis worsens in Zimbabwe." Lancet 369, no. 9578 (June 2007): 1987–88. http://dx.doi.org/10.1016/s0140-6736(07)60927-1.

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17

Sachikonye, Lloyd M. "Whither Zimbabwe? crisis & democratisation." Review of African Political Economy 29, no. 91 (March 2002): 13–20. http://dx.doi.org/10.1080/03056240208704581.

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18

Amanor-Wilks, Dede. "Zimbabwe attempts to prevent health crisis." Lancet 347, no. 9001 (March 1996): 609. http://dx.doi.org/10.1016/s0140-6736(96)91302-1.

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19

Nelson, Eric. "Beyond cholera—the Zimbabwe health crisis." Lancet Infectious Diseases 9, no. 10 (October 2009): 587–88. http://dx.doi.org/10.1016/s1473-3099(09)70240-3.

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20

Chipere, Mike. "Crisis of political leadership in Zimbabwe." Review of African Political Economy 47, no. 164 (April 2, 2020): 313–23. http://dx.doi.org/10.1080/03056244.2020.1722089.

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21

Masunungure, Eldred V., and Simon Badza. "The Internationalization of the Zimbabwe Crisis." Journal of Developing Societies 26, no. 2 (June 2010): 207–31. http://dx.doi.org/10.1177/0169796x1002600203.

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This essay argues that key to the longevity and protractedness of the Zimbabwe crisis was the internationalization of a problem characterized by multiple definitions and multiple actors with multiple interests and strategies. To this extent and from the beginning of the crisis, two schools of thought have contested each other for explanatory supremacy and each had its own disciples and adherents at local, regional and international levels. The essay pays particular attention to the pivotal actors at both the domestic and international levels before ending with a brief account and analysis of where Zimbabwe is today.
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22

Mlambo, Alois, Maurice T. Vambe, and Abebe Zegeye. "The culture of crisis and crisis of culture in Zimbabwe." African Identities 8, no. 2 (May 2010): 89–91. http://dx.doi.org/10.1080/14725841003785112.

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23

Ushehwedu Kufakurinani and Wesley Mwatwara. "Zimdancehall and the Peace Crisis in Zimbabwe." African Conflict and Peacebuilding Review 7, no. 1 (2017): 33. http://dx.doi.org/10.2979/africonfpeacrevi.7.1.03.

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24

Green, Andrew. "Severe drought in Zimbabwe triggers food crisis." Lancet 387, no. 10022 (March 2016): 931–32. http://dx.doi.org/10.1016/s0140-6736(16)00633-4.

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25

Stoeffler, Quentin, Jeffrey Alwang, Bradford Mills, and Nelson Taruvinga. "Multidimensional Poverty in Crisis: Lessons from Zimbabwe." Journal of Development Studies 52, no. 3 (October 12, 2015): 428–46. http://dx.doi.org/10.1080/00220388.2015.1087511.

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26

Kaulemu, David. "CHURCH RESPONSES TO THE CRISIS IN ZIMBABWE." Review of Faith & International Affairs 8, no. 1 (January 2010): 47–54. http://dx.doi.org/10.1080/15570271003707853.

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Dashwood, Hevina S. "Inequality, Leadership, and the Crisis in Zimbabwe." International Journal 57, no. 2 (2002): 209. http://dx.doi.org/10.2307/40203658.

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Dashwood, Hevina S. "Inequality, Leadership, and the Crisis in Zimbabwe." International Journal: Canada's Journal of Global Policy Analysis 57, no. 2 (June 2002): 209–26. http://dx.doi.org/10.1177/002070200205700204.

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29

Pilossof, Rory. "Remaining Apolitical in a Political Crisis." Journal of Developing Societies 26, no. 1 (March 2010): 71–97. http://dx.doi.org/10.1177/0169796x1002600104.

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This article explores the fortunes of the leading farming periodical in Zimbabwe, The Farmer magazine, and how its parent body, the Commercial Farmers Union (CFU) sought to control, censor and manipulate The Farmer and the coverage it gave the deepening crises in Zimbabwe. Doing so gives voice to a part of the white experience in Zimbabwe and also shows that the farming community was far from a cohesive entity. The article also shows that there are parallels in the CFU’s attitude towards The Farmer’s post-2000, and to that it expressed in the 1980s during the years of Gukurahundi. The CFU’s policy of ‘apoliticism’ affected the freedom of The Farmer at both times and ultimately led to the magazines closure in 2002
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Ngara, Constantine, Robin Pflüger, and Alejandro Veas. "Gifted education in Zimbabwe." Cogent Education 4, no. 1 (January 1, 2017): 1332840. http://dx.doi.org/10.1080/2331186x.2017.1332840.

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Abraham, Rachel. "Art Education in Zimbabwe." International Journal of Art & Design Education 21, no. 2 (May 2002): 116–23. http://dx.doi.org/10.1111/1468-5949.00306.

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Ndlovu, Joram, and Ernie T. Heath. "Destination Branding in Zimbabwe: From Crisis to Recovery." Tourism Analysis 16, no. 1 (January 1, 2011): 87–97. http://dx.doi.org/10.3727/108354211x12988225900207.

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The Lancet. "Focusing on health in the crisis in Zimbabwe." Lancet 359, no. 9305 (February 2002): 455. http://dx.doi.org/10.1016/s0140-6736(02)07697-3.

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Kadenge, Maxwell, and George Mavunga. "The Zimbabwe crisis as captured in Shona metaphor." Journal of African Cultural Studies 23, no. 2 (December 2011): 153–64. http://dx.doi.org/10.1080/13696815.2012.637879.

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Ndlovu-Gatsheni, S. J. "Beyond Mugabe-centric narratives of the Zimbabwe crisis." African Affairs 111, no. 443 (February 16, 2012): 315–23. http://dx.doi.org/10.1093/afraf/ads008.

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Mlambo, Alois, Maurice Vambe, and Abebe Zegeye. "Introduction to Special Issues on the Zimbabwe Crisis." Journal of Developing Societies 26, no. 1 (March 2010): 1–4. http://dx.doi.org/10.1177/0169796x1002600101.

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Maunganidze, Farai, Debby Bonnin, and Shaun Ruggunan. "Economic Crisis and Professions: Chartered Accountants in Zimbabwe." SAGE Open 11, no. 1 (January 2021): 215824402199480. http://dx.doi.org/10.1177/2158244021994802.

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This study examined the effects of a declining economy on the profession of chartered accountants (CAs) in Zimbabwe. The study adopted a qualitative approach using a pragmatic grounded theory design. Primary data were obtained through in-depth interviews with five purposively sampled CAs and two key informants drawn from the professional body and an institution that trains CAs. Furthermore, secondary data were drawn from the professional body’s archives and from newspapers. Data from interviews and documents were analyzed through thematic analysis and content analysis, respectively. The study has revealed that the profession of CAs has been changing in response to the declining economy and the changes include losing its status and autonomy, increased competition from other accounting fields and compromised professional standards. It also emerged that professionals themselves engage in both negative and positive activities that enable them to survive the effects of a declining economy. Recommendations are provided for the professionals and the professional body in dealing with the impact of a precarious economy.
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38

Zami, Mohammad Sharif. "Drivers and their Relationship with Inhibitors Influencing the Adoption of Stabilized Earth Construction to Alleviate Urban Housing Crisis in Zimbabwe." Key Engineering Materials 632 (November 2014): 119–44. http://dx.doi.org/10.4028/www.scientific.net/kem.632.119.

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Addressing urban housing crisis is an enormous challenge for most of the African countries due to the increasing cost of the building material. Zimbabwe is no exception having the same challenges with urban housing crisis. As a matter of fact the conventional construction material is not affordable considering the current economic hardship faced by the majority Zimbabweans. Therefore, an appropriate alternative construction material and technique is essential which can alleviate urban housing crisis in Zimbabwe. The success of the experimented stabilised earth construction projects of urban houses in Zimbabwe widens avenues considering this construction material as an appropriate alternative to the conventional ones and finding out the potential drivers that can help adoption of this technology. This paper aims to refine the drivers and establish its interrelationship with inhibitors with the help of in-depth interview method. First, a critical literature review method is used to come up with a generic list the inhibitors and drivers influencing the adoption of this technology. Second, the identified inhibitors and drivers refined through a series of in-depth interviews to establish drivers and inhibitors influencing the widespread adoption of stabilised earth to address urban low cost housing crisis in Zimbabwe. Third, the analysis of drivers and inhibitors interrelationship understand show the widespread adoption of stabilised earth construction can alleviate urban housing crisis in Zimbabwe.
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39

Walsh, Kevin L. "Earth Science Education in Zimbabwe." Journal of African Earth Sciences 28, no. 4 (May 1999): 861–66. http://dx.doi.org/10.1016/s0899-5362(99)00059-7.

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Peresuh, Munhuweyi, and Lesley Barcham. "Special education provision in Zimbabwe." British Journal of Special Education 25, no. 2 (January 6, 2003): 75–80. http://dx.doi.org/10.1111/1467-8527.00061.

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41

Nziramasanga, Caiphas T. "Teacher Education Innovation in Zimbabwe." Action in Teacher Education 13, no. 3 (October 1991): 16–20. http://dx.doi.org/10.1080/01626620.1991.10462780.

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42

Alden, Chris. "South Africa’s «Quiet Diplomacy» and the crisis in Zimbabwe." Cadernos de Estudos Africanos, no. 2 (June 1, 2002): 187–211. http://dx.doi.org/10.4000/cea.1341.

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43

Hammar, Amanda, JoAnn McGregor, and Loren Landau. "Introduction. Displacing Zimbabwe: Crisis and Construction in Southern Africa." Journal of Southern African Studies 36, no. 2 (June 2010): 263–83. http://dx.doi.org/10.1080/03057070.2010.485779.

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44

Raftopoulos, Brian, and Ian Phimister. "Zimbabwe Now: The Political Economy of Crisis and Coercion." Historical Materialism 12, no. 4 (2004): 355–82. http://dx.doi.org/10.1163/1569206043505301.

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45

Manamere, Kundai Tichagwa. "Majoni-joni – Wayward Criminals or a Good Catch?" African Diaspora 7, no. 1 (2014): 89–113. http://dx.doi.org/10.1163/18725465-00701005.

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This article explores how intense cross-border flows of young Zimbabwean men across the border into South Africa are reworking ideas of masculinity and marriage in rural sending communities. It examines moral discourse in rural Chiredzi over these issues, exploring performances of masculinity on the part of returning male labour migrants themselves, the evaluations and agency of young women who enter into relationships with them, and the views of rural elders whose derogatory opinions of the youth of today are underpinned by romanticised versions of respectable labour migration in the past. Even during the crisis period, I argue that cross-border migrancy was about more than simply work: young people’s decisions and mobility in desperate economic times are deeply enmeshed with their sexuality and aspirations towards marriage, the future and the quest for respectable adulthood. By scrutinising polarised stereotypes of majoni-joni as either wayward criminals or a good catch, the article reveals more complex realities shaped by class, types of work and levels of education, providing a nuanced picture of the moral economies of migrancy, marriage and sexuality as these are debated and enacted in rural Chiredzi. The circulation of both stereotypes of majoni-joni matters: the derogatory view underpins elders’ efforts to control youthful sexualities, particularly those of young women, while the positive view underpins young people’s own dreams for a better future and attempts to seek out opportunities to fulfil them.
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46

Gukurume, Simbarashe. "Navigating the crisis: University of Zimbabwe students’ campus experiences during Zimbabwe’s multi-layered crisis." African Identities 17, no. 3-4 (October 1, 2019): 277–97. http://dx.doi.org/10.1080/14725843.2019.1670620.

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47

Karol, Dmitrey Yu, Natalya D. Korchalova, and Alexander A. Palonnikau. "READING CRISIS VERSUS EDUCATION CRISIS." Vestnik Tomskogo gosudarstvennogo universiteta. Kul'turologiya i iskusstvovedenie, no. 35 (2019): 41–51. http://dx.doi.org/10.17223/22220836/35/4.

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48

Matiza, Tafadzwa, and Sandra Perks. "An Exploratory Factor Analysis of the Location -Specific Antecedents to Foreign Direct Investment in Post- Crisis Zimbabwe (2009 - 2015)." Journal of Economics and Behavioral Studies 10, no. 3(J) (July 19, 2018): 111–21. http://dx.doi.org/10.22610/jebs.v10i3.2321.

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While there are a plethora of studies based on the generic determinants of foreign direct investment, there is a discernible dearth of research into location - specific antecedents of distinct foreign direct investment typologies. This paper identifies the location- specific antecedents influencing foreign investors considering exploiting international business opportunities in post- crisis Zimbabwe. The literature provided the bases for the propositions advanced by this paper. Quantitative survey data was generated from a purposive sample of n=305 foreign investors. An exploratory factor analysis was conducted. The findings suggest that post- crisis Zimbabwe possesses the location- specific antecedents required by market- , resource - , efficiency-, and strategic asset- seeking FDI inflow. It is recommended that Zimbabwean policy- makers take cognisance of these nuances and implement appropriate market entry strategies to lure investors to Zimbabwe to grow the post- crisis economy.
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Majoni, C. "Challenges Facing University Education in Zimbabwe." Greener Journal of Education and Training Studies 2, no. 1 (March 20, 2014): 020–24. http://dx.doi.org/10.15580/gjets.2014.1.021714111.

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50

GORDON, ROSEMARY. "Education Policy and Gender in Zimbabwe." Gender and Education 6, no. 2 (January 1994): 131–39. http://dx.doi.org/10.1080/0954025940060203.

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