Relevant bibliographies by topics / Education in Zimbabwe

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

Academic literature on the topic 'Education in Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Education in Zimbabwe"

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Rwafa, Urther. "BEACONS OF HOPE: YOUTHS AND THEIR CONTRIBUTION TO THE DEVELOPMENT OF THE THEATRE INDUSTRY IN ZIMBABWE." Commonwealth Youth and Development 13, no. 1 (June 1, 2016): 18–29. http://dx.doi.org/10.25159/1727-7140/1155.

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Since independence (attained in 1980), the theatre industry in Zimbabwe has experienced some tremendous changes due to the involvement of youths who have the capacity to experiment with different genres, such as theatre in the park, street theatre, forum theatre, proscenium theatre and community theatre. All these forms of theatre continue to explore different themes and perspectives that affect Zimbabwean youths in both positive and negative ways. This article explores factors that affect the productive life of theatrical productions in Zimbabwe paying particular attention to the extent to which youths were/are involved in contributing to the growth of the theatre industry in Zimbabwe. In this endeavour, the article will focus on education and training aspects, networking, collaborations, funding, research, theatre impact and advocacy. A better understanding of how the above-mentioned factors affect the developmental skills of youths and the growth of Zimbabwean theatre industry will create awareness among youths, who should make informed decisions if they are to survive ‘cut-throat’ competition in Zimbabwe’s theatre industry.
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Sibanda, Lovemore. "Zimbabwe Language Policy: Continuity or Radical Change?" Journal of Contemporary Issues in Education 14, no. 2 (December 10, 2019): 2–15. http://dx.doi.org/10.20355/jcie29377.

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The Zimbabwe government introduced a new language policy in education to change the colonial language policy seven years after attaining independence. So much was expected from the postcolonial language. The use of English as the media of instruction during the colonial era was problematic. It denied Africans to describe the world in their languages. Native languages were marginalized and neglected. Africans were robbed of their self-worth and identity. It is against this background that the Zimbabwean government African states after attaining independence and sovereignty pursued an agenda of linguistic decolonization. This paper evaluates the implementation of Zimbabwe's language policy after it gained independence from Britain in 1980. We argue that despite the claim by the Zimbabwe government that it is a revolutionary government which would completely overhaul all colonial structures, institutions, and policies, the implementation of the language policy is a continuity, rather a radical change. Colonial language policy fundamentals are intact and present in the current language policy. English is still the dominant language of instruction. Indigenous languages are considered inferior and on the verge of extinction. The policy failed where it matters most—decolonizing the mind. Zimbabwe needs a sound language policy in education to shake off vestiges of a colonial legacy, and allow children to go to school in their languages to achieve the overall goal of education for all. The language policy must be developed through a broad-based consultative process with specific implementation strategies and commitment by government and non-governmental agencies for funding its implementation.
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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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GARWE, Evelyn Chiyevo. "The Status Quo of Doctoral Education in Universities in Zimbabwe." Journal of Studies in Education 5, no. 3 (June 1, 2015): 22. http://dx.doi.org/10.5296/jse.v5i3.7645.

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<p>Globally, the importance of highly qualified human resources (holders of doctoral degrees) in providing the requisite skills for knowledge economies is well acknowledged. Sadly, African universities are reportedly lagging behind in terms of satisfying the required quantity and quality of doctoral graduates (Harle, 2013). This study was aimed at providing empirical evidence on the status of doctoral education in Zimbabwe as well as identifying the reasons for the status quo. Documentary evidence and telephonic interviews were used to collect data from all the 15 (40%) registered universities in Zimbabwe. The interviews involved doctoral students enrolled in local universities as well as in foreign universities, aspiring doctoral candidates and senior academics based in local universities.The findings showed that six out of the 15 universities were offering programmes at doctoral level in 2014 giving a share of 0.2%. The combined doctoral degree enrolment was 150 translating to a share of 0.18% of the total student enrolments. A total of 28 people graduated with doctorates from Zimbabwean universities in 2014. Approximately 565 academics from Zimbabwean universities were pursuing doctoral degrees at universities in the region notably in South Africa and Zambia and yet only one university in Zimbabwe enrolled students from the region. The reasons for this state of affairs included the stringent regulatory environment regarding doctoral study in Zimbabwe, shortage of supervisors due to brain drain, unavailability of doctoral programmes at 60% of the local universities and inadequate funding and resources. The study the study recommends that ZIMCHE and universities should revisit their standards and regulations. In addition, government needs to adequately remunerate university staff and provide funding for research and doctoral studies.</p>
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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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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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Mugumisi, Nathan. "The impact of public external debt on private investment. Evidence from Zimbabwe under the multi-currency system." Journal of Economic Info 8, no. 1 (February 16, 2021): 33–47. http://dx.doi.org/10.31580/jei.v8i1.1688.

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The levels of public debt have grown significantly in both emerging and developed countries even during times of peace. The rising levels of debt pose substantial debt sustainability issues to developing countries including Zimbabwe. A defaulting country usually has limited access to new international credit lines or tends to borrow at a higher cost, due to high perceived country risk premium, making the country a less attractive investment destination. Zimbabwe is currently suffering debt distress and has since the year 2000 struggled to service her external debt from international multilateral financial institutions. Zimbabwe’s external debt continues to pile up due to penalties on defaults. This paper examines the impact of public external debt on private investment in Zimbabwe, using quarterly time-series data for the period 2009 and 2017. The period of study was a period of relative stability when Zimbabwe operated under a multicurrency system. Interest rates, political risk, trade openness and household consumption are control variables of this study. Using the Vector Error Correction Model (VECM), we find that external debt and external debt squared have a negative impact on private investment in the long run. Results suggest that Zimbabwe’s external debt is crowding out private investment. In the short-term, we urge the government of Zimbabwe to apply for debt rescheduling to avoid penalties that have so far contributed to the ballooning of Zimbabwe’s external debt obligations. In the medium term, we urge the government of Zimbabwe to design comprehensive debt and arrears reduction strategies, to reduce Zimbabwe’s external debt to sustainable levels. In the long term, after regaining borrowing rights, we urge the government of Zimbabwe to invest external borrowings in productive ventures, to facilitate debt amortisation. Secondly, we recommend that external debt be invested in education, health and infrastructure, which can potentially stimulate private investment, and thus create a multiplier effect on economic growth. Lastly, we recommend the government to invest foreign loans in sectors where Zimbabwe enjoys a comparative advantage, to ensure reliable export revenue for debt servicing.
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Silumba, Cassim, and Show Chibango. "Online Education in Promoting Continued Education during Coronavirus Outbreak in Zimbabwe: ‘Challenges and Solutions’." Asian Journal of Interdisciplinary Research 3, no. 4 (December 2, 2020): 74–88. http://dx.doi.org/10.34256/ajir2047.

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The education system has been affected by 2019–20 coronavirus pandemic. In order to curb the widespread of coronavirus pandemic, people were recommended to exercise social-distancing and self-isolation. The idea of social-distancing and self-isolation has resulted in the closures of schools, universities and colleges as Ministry of Primary and Secondary Education try to control the spread of the contagious disease among learners in Zimbabwe. The effects and perceptions of Zimbabwean parents, teachers, learners and stakeholders on education and Covid19 are a cause for concern. The closure of educational institutions in response to the pandemic has risen to alarming levels. In this article, the issue of online learning has been seen as the impending solution to the challenges posed to the teaching and learning process during the coronavirus pandemic outbreak in Zimbabwe. What is very disturbing is that the mitigating measures proposed by stakeholders and government seem to favour the have and the have-not are severely impacted. At the end of the day, all the strides Zimbabwe has been making in terms of bringing education to the door step and improvement of standards of life is just going down the drain due to lack of ICT equipment and technical expertise. The study was carried out through qualitative method through a phenomenological approach. Snowballing, interviews, observations and document reviews were made use of in gathering the data for this article. Presentation is mainly descriptive since the type of data gathered depended much on the experiences and feelings of the people in the society about the impact of Covid19 on education. A number of recommendations were put forward that include the government putting in place laws that restrict mobile operators to hike their charges and all educational stakeholders should be heard when they air their concern.
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Dissertations / Theses on the topic "Education in Zimbabwe"

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Makiwa, Ellen. "An assessment of the strategies for implementing inclusive education in teacher education in Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5025.

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Inclusive education has become a global trend in the 21st century and is seen as a way of addressing barriers to learning for children with diverse backgrounds, needs, abilities and learning styles. The key to the success of the implementation of inclusive education lies in teacher education as this is where teachers are trained. Teacher education is thus expected to equip pre-service teacher trainees with relevant and effective strategies to enable them to implement inclusive education effectively in the schools in response to learner diversity. This study therefore focused on assessing the strategies for implementing inclusive education that teacher educators equip their pre-service trainees with in the primary teacher training colleges in Zimbabwe. The research was grounded in the pragmatist paradigm and the mixed method approach was employed. Data were collected from two primary teacher training colleges in Zimbabwe and in primary schools in the Harare Metropolitan Province. The participants were lecturers (teacher educators), pre-service trainees in the final phase of the course and qualified teachers who trained with the two colleges and are teaching in the Mbare-Hatfield District of the Harare Metropolitan Province. The study found out that most of the lecturers, pre-service teacher trainees and qualified teachers knew about inclusive education although some had a narrow view of the extent to which learner diversity entails. Therefore, this could affect the way these educators perceive inclusive teaching strategies in the implementation of inclusive education. The main finding was that the teaching strategies that pre-service trainees were equipped with were not quite effective for inclusive classrooms. The study also unveiled that lecturers in the primary teacher training colleges were aware of different teaching strategies with which pre-service trainees can be equipped and exposed to in order for effective teaching and learning to take place. They, however, did not differentiate between those strategies for regular classes and those for inclusive ones. Although the lecturers were aware of inclusive teaching strategies, they did not do much to equip their trainees with these due to challenges which include lack of coordinated programmes in lecturing in the different subject areas; lack of integration in topics taught in the different subject areas; loaded timetables in the teacher education curriculum; the nature of the teacher education curriculum which is not flexible as it focuses on examinations; inadequate resources and high lecturer-student ratio in the colleges; and high teacher-pupil ratio in the primary schools where the pre-service trainees do their teaching practice. The researcher made some recommendations from the conclusions drawn from the research findings. The recommendations included that there is need for adequate teacher preparation and training to enable teachers to be flexible, accommodative and reflective in their practice in terms of employing teaching strategies. The researcher also recommended a review of the primary teacher education curriculum in its entirety to accommodate fully the teaching of inclusive education.
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Shava, Nosizo. "Enabling and constraining factors in Zimbabwe's 3-3-3 teacher education curriculum model : the case of a secondary teacher education college." Thesis, University of Fort Hare, 2015. http://hdl.handle.net/10353/5686.

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This study offers an explanation of enabling and / or constraining factors in Zimbabwe‘s 3-3-3 secondary teacher education model for Post ‗O‘ Level Science. It is a theory driven study that derives its theoretical foundation from Roy Bhaskar‘s critical realism and Margaret Archer‘s morphogenetic approach to reality. The study therefore offers explanations about structural, cultural and agential influences that facilitate and / or hinder the 3-year program for Post ‗O‘ Level Science. This was a qualitative case study of one secondary teacher education college in Zimbabwe. Qualitative data were collected through interviews, focus group discussions and document analysis. One official from the Department of Teacher Education(DTE) at the University of Zimbabwe(UZ),the Principal, the Vice Principal and 10 lecturers from the studied college,3 Heads of Science department in secondary schools,3mentors and 5 groups of 10 and 11eleven student teachers participated in the study. The DTE Handbook (2012), vision and mission statements and core values of the Ministry of Higher and Tertiary Education Science and Technology Development (MHTESTD),DTE and the studied college, syllabuses, teaching practice reports, policy documents, external examining reports, College Academic Board (CAB) minutes, admission records, mark profiles and pass lists among other relevant documents complemented interview data. As a theory driven study, structural, cultural and agential influences were found to be enabling and / or constraining the model. The acute shortage of Science teachers in secondary schools and the few Post ‗A‘ Level Science graduates led to the re-introduction of the 3- year Post ‗O‘ Level Science program in secondary teacher education colleges. The bureaucratic structures in educational institutions, the In-Out-In structure, institutional structures such as the family, the University, the studied college, secondary schools, infrastructural facilities, material and financial resources, transport facilities and utilities such as water, electricity and the internet were established as some among other structural factors affecting the 3-3-3 model. Discourses held about the teaching profession, the vision, mission and core values of the MHTESTD,DTE and the studied college, beliefs about what Science teachers should learn, knowledge, skills, attitudes and values they should acquire and how they should be taught were established as cultural factors enabling and / or constraining the 3-3-3 model. Agential influences offering causal explanation for enablers and / or constrainers of the model were established as the decision by the Principal and the CAB to re-introduce the 3- year Post ‗O‘ Level Science program, the decision by the students to enroll for the program, the recruitment of under qualified students, the use of various teaching methods, conducting staff development and mentorship workshops and failure to increase staff establishment. The study has put forth recommendations for the improvement on constraining factors in pre-service teacher education programs. With the understanding that agency has power to reinforce or transform structures and cultures, it should not be seen to be reinforcing disadvantaged structural positions and cultures; instead, after having identified structural and cultural constrainers, it should engage in communicative and meta-reflexivity to come up with the best possible solutions to the hindrances. Courses of action should then be taken accordingly.
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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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Gomwe, Howard. "Children's attitudes towards physical education in selected urban primary schools in Mutare - Zimbabwe." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/527.

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The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical Education is sustained participation in physical activities outside the school. This study involved 400 children from Mutare Junior, Chancellor, Zamba, Dangamvura, Sakubva, Chikanga, Mutanda and Murahwa Primary Schools in Mutare city. The children’s age ranged between 12 - 14 years old. The primary data were collected from questionnaires, interviews and focus group discussions, while secondary data were based on related literature review. The results indicated that the teacher, curriculum content and delivery, the learning environment, siblings, type of school, location of residences, proximity of facilities and support from parents were some of the factors associated with children’s attitudes towards Physical Education and Physical Activity at school and home respectively. In many ways, these factors affected children’s sustainable participation in physical activities after school.
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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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Mbizvo, Washington T. "A critical analysis of governance and management in Zimbabwe's colleges of technical and vocational education: issues for revitalisation." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003350.

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This research was carried out in order to gain a better understanding of the practice of governance in a technical or vocationally oriented college and the critical role played by the principal as a college manager within the governance system in which industrialists and head office are also key players. Conceptual literature relating to issues of governance and management within the education scenario is examined. The wider issues of governance are critically analysed in the context of power and control mechanisms initiated by the Ministry of Higher Education as the responsible authority for the colleges. The influence of the industrial sector as the consumers of skilled labour force is analysed through college advisory councils set up in terms of the relevant pieces of legislation. The research is qualitative and takes the form of three case studies of technical and vocational colleges in Zimbabwe. Data were collected through multiple methods from varied sources with a view to ensuring triangulation. The multiple-case design enabled me to dig beneath the surface of what apparently happens in these organisations and unearth issues and concerns at the wider governance and management levels. Views and experiences of participants are captured and explained through in-depth interviews, observations and documentary sources. Results are discussed in relation to the relevant literature allowing grounded theory to emerge. The research highlights the roles of key players in governance and the issues of relationships among these actors. What emerges is a desperate situation of ineffectiveness, problematic processes in governance and poor responsiveness of these colleges to the labour market demands. The potential for generalisability and transferability is discussed in the report and possible corrective intervention strategies are recommended. The thesis demonstrates that managers of these colleges and indeed senior officers in head office who are at the centre of governance and will need transformational leadership development in order for them to come to terms with such things as people’s feelings, abandoning ‘outdated’ policies, managing change, and handling communication effectively. Various strategies for revitalisation of governance and management in technical and vocational colleges are suggested.
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Stiles, Kathy Greaves. "Inhibitors to change: a case study of teacher change in a rural African context." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003460.

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Environmental education is taught as part of the Primary School Environmental and Agricultural Science (EAS) curriculum in Zimbabwe. An attempt to improve the quality of learning in EAS resulted in a research project at the University of Zimbabwe that aimed to transpose innovative constructivist pedagogy from a western context to a rural African one. This writer has used a definition of teacher change as social change and a belief that sustainable pedagogical change involves a transformative process. The research backs up previous findings that failure to recognise and deal with how people actually experience the change process, accounts for much failure of social change. This qualitative research has attempted to provide some understanding of the complex interrelationships of factors that affected expected change in teaching style. By focusing on the process of teacher change within innovation, this researcher was able to identify inhibitors to change that were subsequently critically reflected on by the tea~hers themselves. The disappointing resistance to change first noted within the project has become a source of unexpected but potentially important illuminative understanding of teacher education and development in a non-western environment.
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Zulu, Lilly Tendai. "Female education breaks the cycle of poverty : a case study of Chikomba rural district, Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1018691.

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The research which forms the basis of this thesis describes rural women’s perceptions of how Camfed education and skills development programmes have improved their lives in the Chikomba rural district in Chivhu, Zimbabwe. The researcher was motivated to carry out this study mainly due to the fact that in most rural societies in Zimbabwe, women are found suffering from social, cultural and political biases in the traditional male dominated society of Zimbabwe. Compared to their male counterparts, women have limited access to educational and employment opportunities and also have less social and political power than men. Being heads of households, women have to carry out the full traditional roles with the added responsibility of household and production management. The purpose of this study was to inform those investing and interested in women’s education about whether, how and the conditions under which women’s education directly improves women’s own lives and decreases poverty in the family and society. Camfed is an organization that advocates for female education particularly in the marginalized and poor parts of the country where poverty remains a barrier to girl’s education. It provides financial resources and establishes innovative education and training programs in order to break the poverty cycle in rural communities and empower women. A quantitative approach was employed in this study using a descriptive survey design, with the emphasis on collecting primary data from the research participants as well as consulting secondary data sources such as books, academic journals, completed and unpublished post-graduate research dissertations and theses. Findings of this study revealed that financial constraints, early marriage, proximity to school, death of parents as well as domestic chores were factors identified by the women that prevented them from completing school and pursuing further studies. The women also describe their perceptions of how education has led to better opportunities and an improved standard of living as they can now afford the basic goods and services. Moreover the participants mentioned how education has provided them with the basic skills to pursue a livelihood which will enable them to enjoy a decent standard of living. The research also found that education is an important determinant of women’s decision making in terms of finances and thereby improves their sense of empowerment. The women talked extensively about how education has raised their self-esteem and how it has enhanced their economic and social independence. At the end of the study and using the acquired information, several recommendations are made for the expansion and increase of programmes that offer incentives to keep girls in school, especially at secondary level where returns for girls are substantially greater in-terms of reducing poverty and improving the wellbeing of individuals.
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Mangwaya, Ezron Pemberai. "Teachers' perceptions of the state of readiness for the introduction of grade zero/early childhood education in Zimbabwe : a case study." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018179.

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Up to 2005 early childhood education in Zimbabwe was organised, directed and run by non-governmental organisations, churches and private individuals. Such an arrangement meant that the curriculum, personnel and strategies used to implement the programme were varied. In 2004 the Ministry of Education directed that all primary schools attach two classes of children aged between 3 and 5 years with effect from 2006, thus effectively making early childhood education part of the formal primary school structure. The research presented in this thesis focuses on teachers' perceptions of primary schools' state of readiness for the introduction of early childhood education in Zimbabwe. Located in the interpretive paradigm of qualitative research the study draws on a wide range of research methods. In particular a multiple case study was used to explore teachers' perceptions of primary schools' state of readiness for the introduction of grade zero/early childhood education in a former government group B school, a church run school, a rural school, a former government group A school and, a council run school. Some of the key findings of the study are: • School heads who are the principal gate keepers in primary schools were not provided with any preparation for the introduction of grade zero/early childhood education. • School reliance on fees and levies, without direct Ministry of Education financial assistance, meant that resource conditions - hence state of readiness - greatly differed from one school to another. • No ongoing support was provided to school heads, teachers-in-charge and early childhood education teachers. • The quality of teaching and learning at the early childhood education level, in the multiple case study, depended on the nature of teacher preparation, availability of appropriate resources, adequacy and appropriateness of teacher support, and teacher state of preparedness. The study recommends interventions that curriculum policy planners and implementers can use to create conditions that enable schools to be ready for installing, implementing and institutionalising the early childhood education innovation.
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Mapira, Jemitias. "Zimbabwes environmental education programme and its implications for sustainable development." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95968.

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Thesis (PhD)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The environmental education (EE)-sustainable development (SD) nexus has generated much research and debate at local, national and global levels (Fien, 1993). Although the term EE is quite old, dating back to 1948 in Paris (Palmer, 1998), during the last three decades, it has regained global currency due to numerous environmental challenges that are confronting our planet Earth, including: climate change, land degradation, desertification, and de-forestation, pollution and ozone depletion. The Rio Earth Summit of 1992 generated a new zeal in the provision of EE throughout the world. Since then, many countries have adopted it as a remedial strategy to address these environmental challenges. In Zimbabwe, EE dates back to 1954 during the colonial era when it was provided in the form of conservation education among farmers and in schools and colleges (Chikunda, 2007). The Natural Resources Board (NRB), a department in the Ministry of Lands and Agriculture (which was established in 1941) played a key role in both research and the dissemination of EE (Whitlow, 1988). However, throughout the colonial era and up to the end of the millennium, the country did not have a written EE policy document. Consequently, various government departments and organisations, which provided EE, did so individually. However, this fragmented approach proved to be ineffective and had to be abandoned through the promulgation of the Environmental Management Act (Chapter 20:27) of 2002. This development led to the establishment of an environmental management agency (EMA), which harmonised the provision of EE at local and national levels. This study based on information that was collected between 2011 and 2014, examines Zimbabwe‟s EE programme and its implications for sustainable development. It employed a mixed methods research design which enabled the researcher to employ both qualitative and quantitative approaches in data collection, interpretation and analysis. Derived from the pragmatic school of thought, this research design allows researchers to triangulate with different methods without provoking epistemological conflicts from other schools of thought. The study shows that nearly 84% of the EE in the country is provided by the formal education sector (which includes schools, colleges and universities) while the remaining 16% is derived from non-formal and informal education sources such as: EMA, some government ministries and departments, and several non-governmental organisations (NGOs). However, the bulk of the EE provided in Zimbabwe is biophysical in nature and is geared at transmitting facts about rather than for the environment (Fien, 1993; Chikunda, 2007 and Mapira, 2012a). Consequently, it does not instil a sense of environmental stewardship among ordinary citizens as reflected by increasing cases of environmental crimes including: land degradation, veldt fire outbreaks, deforestation, and the poaching of elephants, rhinos, and other wildlife resources. Furthermore, most people lack a deep knowledge of basic concepts such as EE, SD and ESD, indicating the weakness of the country‟s EE efforts. The study makes several recommendations for the improvement of the country‟s EE programme, including: more funding of EMA and its partners so that they can execute their mandate more efficiently, and revising school and college curricula with a view to infusing EE in courses and syllabi. Other recommendations are that EE should be made compulsory in all formal educational institutions while the state should take environmental issues more seriously than it has done in the past. For example, top government officials should refrain from the poaching of endangered wildlife resources like elephants and rhinos if their country‟s EE policies have to be taken seriously at the grass roots level. Stiffer penalties should be meted out to those found guilty by courts of law while ordinary citizens need more educational campaigns if they have to develop environmental sensitivity and a sense of stewardship, which are necessary ingredients for the success of any country‟s EE programme. Furthermore, alternatives of making a living should be created for villagers and peasants so that they do not have to damage their environment in order to survive. Finally, this study argues that if all the above challenges are fully addressed, Zimbabwe‟s EE programme can achieve its goals in the long run.
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Books on the topic "Education in Zimbabwe"

1

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

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

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

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Dorsey, Betty Jo. A review of education and training in Zimbabwe. Harare, Zimbabwe: [s.n., 1991.

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Chung, Fay. Socialism, education, and development: A challenge to Zimbabwe. Harare, Zimbabwe: Zimbabwe Pub. House, 1985.

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Frencken, Henk. Voor de klas in Zimbabwe: Over de geschiedenis van het onderwijs in Zimbabwe en problemen in de lespraktijk. Amsterdam: VU Uitg., 1988.

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Nonformal education for women in Zimbabwe: Empowerment strategies and status improvement. Frankfurt am Main: P. Lang, 1998.

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Book chapters on the topic "Education in Zimbabwe"

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Chidhakwa, Eugenia. "Zimbabwe." In Olympic Education, 318–28. Abingdon, Oxon ; New York, NY : Routledge is an imprint of the Taylor & Francis Group, an Informa Business, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9780203131510-28.

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

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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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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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Shizha, Edward, and Michael T. Kariwo. "Education and Development." In Education and Development in Zimbabwe, 3–12. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_1.

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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. "Globalisation and Higher Education." In Education and Development in Zimbabwe, 159–68. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_12.

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Shizha, Edward, and Michael T. Kariwo. "Higher Education at the Crossroads." In Education and Development in Zimbabwe, 135–49. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_10.

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Shizha, Edward, and Michael T. Kariwo. "Impact of Colonialism on Education." In Education and Development in Zimbabwe, 13–26. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-606-9_2.

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Conference papers on the topic "Education in Zimbabwe"

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

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

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

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Chitereka, Chipo. "Children’s Access to Primary and Secondary Education in Slum Settlements of Zimbabwe: Insights from Hopley Farm." In 4th International Conference on Social Science, Humanities and Education. Acavent, 2020. http://dx.doi.org/10.33422/4th.icshe.2020.12.40.

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Dube, Sibusisiwe, Siqabukile Sihwa, Thambo Nyathi, and Khulekani Sibanda. "QR Code Based Patient Medical Health Records Transmission: Zimbabwean Case." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2233.

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Abstract:
In Zimbabwe the health care delivery system is hierarchical and patient transfer from the lower level to the next higher level health care facility involves patients carrying their physical medical record card. A medical record card holds information pertaining to the patient’s medical history, pre-existing allergies, medical health conditions, prescribed medication the patient is currently taking among other details. Recording such patient information on a medical health card renders it susceptible to tempering, loss, and misinterpretation as well as susceptible to breaches in confidentiality. In this paper, we propose the application of Quick Response (QR) codes to secure and transmit this sensitive patient information from one level of the health care delivery system to another. Other security methods such as steganography could be used, but in this paper we propose the use of QR codes owing to the high proliferation of mobile phones in the country, high storage capacity, flexibility, ease of use and their capability to maintain data integrity as well as storage of data in any format.
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Zembere, Monicah. "EXCLUSION AND IGNORANCE: THE EXTENT TO WHICH STUDENTS WITH SPECIAL NEEDS (DYSLEXIA AND DYSCALCULIA) ARE ACCOMMODATED IN THE PUBLIC EXAMINATION SYSTEM IN ZIMBABWE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1212.

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