Relevant bibliographies by topics / Education in Zimbabwe / Dissertations / Theses
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Dissertations / Theses on the topic 'Education in Zimbabwe'

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

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1

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 s
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2

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
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3

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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4

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
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5

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.<br>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 t
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6

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
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7

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 act
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8

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
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9

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
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10

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.<br>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
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11

Mudyahoto, Tapiwa. "The implementation of the inclusive education policy in sport: a case study of four secondary schools in Masvingo District, Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2116.

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The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emergin
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12

Mazhero, F. S. T. "School quality and examination results in Zimbabwe." Thesis, University of Bristol, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372020.

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13

Riddell, Abby Rubin. "School effectiveness in secondary education in Zimbabwe : a multilevel analysis." Thesis, University College London (University of London), 1988. http://discovery.ucl.ac.uk/10018436/.

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Survey data was collected in 1985 covering information on 3,1100 Form IV students in Zimbabwe, their teachers, their classes and the 32 schools from which they were drawn - spread across six different school types. This data is analysed using a multilevel regression programme to evaluate the effectiveness of different schools in terms of '0' level results in English Language, English Literature and Mathematics. In Chapter One, the historical background to education in Zimbabwe is presented, together with an overview of the main policy changes since Independence. The study itself is situated in
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14

Mandoga, Edward. "Implementation of gender policies to promote gender parity in leadership in academia : a case study of two universities in Bindura Urban Mashonaland Central Province Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/5260.

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The study is premised on the assumptions that the under-representation of women in leadership in academia is aggravated by weak implementation of gender policies. In light of this, the aim of the current study was to assess the nature and extent of the implementation of gender policy frameworks as a way of engendering gender parity in leadership in academia. The study was informed by the socialist-feminist theory and John Rawls’ and David Millers’ theory of social justice. The theories were chosen on the basis of their socialist-scientific approach to gender issues and also because of their re
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15

Chinhara, Henry. "Catering for children with special education needs in the provision of early childhood development programme in Zimbabwe : towards a holistic and inclusive framework." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/3055.

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The study investigated how primary schools in Chiredzi District in Zimbabwe, cater for ECD “A” and “B” children with special education needs. A mixed method design located in the pragmatism paradigm was used to carry out the study. Post-positivist is an interactive process which produced in-depth, detailed, rich data from personal perspectives and experiences that resulted in realistic understanding of phenomenon, interpreted through the social and cultural context of respondents’ lives. By adopting quantitative and qualitative approaches, the researcher was able to ensure a high level of reli
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16

Utete-Masango, Sylvia Janet. "The development of a vocational interest measuring instrument in an adult educational setting." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53099.

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Thesis (PhD)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: The major concern in the world of work has been the mismatch between a person's vocational interests and job pursuits. The understanding has been that jobs make differing demands on people and that the abilities of the individual and demands of the job have a bearing on productivity hence the need for matching people to jobs. The most notable attempts to identify and organize vocational interests have been Holland's theory of vocational interests and personality types. Holland asserts that people can be categorized predom
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17

Mudukuti, Anna Ellen. "Factors related to Zimbabwe women's educational needs in agriculture /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451962334.

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18

Mupindu, Wisemen. "The efficacy of education decentralisation policy in Zimbabwe: a case of Kadoma district." Thesis, University of Fort Hare, 2008. http://hdl.handle.net/10353/202.

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The study focused on the efficacy of the democratic education decentralization policy. The study focused on the efficacy of the democratic education decentralization policy implementation of the four schools of Kadoma District in Zimbabwe. The thesis reviewed literature and discussed the concept of the democratic education decentralization policy implementation and how this has been practiced in Zimbabwe. The theoretical basis of democratic education decentralization policies were outlined and the argument for and against the policy discussed. Thus the dissertation explored the concept of educ
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19

Chipo, Dzikite. "The implementation of information and communication technology (ICT) intergrated teaching and learning in textiles and clothing programmes at one University of Science and Techology in Zimbabwe." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2127.

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Textiles and Clothing programmes in universities worldwide experience numerous challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study ma
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20

Mswazie, Jonathan L. P. "Innovation adaptation and institutionalization: a case study of an open and distance learning adaptation in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/11184.

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This study set out to investigate a unique case of innovation adaptation and institutionalization in a depressed socio-economic environment. The main aim of the study was to understand and explain interventions and innovative strategies that underpin the survival and growth of the Open and Distance Learning Mode (ODLM) in Zimbabwe. Towards this end, the data to address the research questions was derived from the case study methodology which incorporated, among others, documentary analysis and interviews with persons involved in the initiation and management of the ODLM. The results of the stud
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21

Muzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.

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This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurabil
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22

Nyarambi, Arnold, and Z. Nkabinde. "Early Intervention and Early Childhood Education in Zimbabwe and South Africa: Implications to Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8229.

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23

Mazise, Amos. "Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/569.

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The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified ran
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24

Bhebhe, Philip. "The role of education in national reconstruction and reconciliation in Zimbabwe." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3901.

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This study is a contribution to the growing literature on the subject of the role of education in national reconstruction and reconciliation in countries that have experienced conflict and severe dislocation. It takes as its focus the case of Zimbabwe during the period 1980-2010 but related to experiences of conflict in countries such as Angola, Liberia, Mozambique, Sierra Leone, Somalia, the Sudan and Rwanda in Africa and, elsewhere, in Bosnia, Iraq, Israel, Palestine, Lebanon and Northern Ireland.
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Pufall, Erica Lynne. "The relationship between HIV, vulnerability, and school education in eastern Zimbabwe." Thesis, Imperial College London, 2014. http://hdl.handle.net/10044/1/44523.

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HIV severely affects children in sub-Saharan Africa. It is important to understand not only the effects of HIV on children, but also how to mitigate them and prevent future infections, with education as one possible avenue. This thesis investigates associations between HIV and education in youth participating in the Manicaland HIV/STD Prevention Project in eastern Zimbabwe from 1998 to 2011. In the first HIV prevalence survey from a general population sample of Zimbabwean children (aged 2-17 from 2009-2011), HIV prevalence was 2.1%, and was primarily due to mother-to-child transmission. Antire
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26

Nherera, Charles Muchemwa. "Vocationalisation of secondary education in Zimbabwe : a theoretical and empirical investigation." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10006586/.

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This study investigates recent attempts to vocationalise secondary education in Zimbabwe in relation to the issues surrounding the provision of school-based vocational education in developing countries. Focusing on the Zimbabwe National Craft Certificate (ZNCC) and the National Foundation Certificate (NFC) pilot schemes, it examines the apparent conflict between policies advocating vocationalisation of secondary education and the views emerging from international literature questioning the efficacy of such policies. It is contended in the study that empirical evidence confirming the 'fallacy'
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Bhebhe, Muchumayeli. "Leadershipfear and change A Southern African Panorama with Perspectives from Zimbabwe." Thesis, Franklin Pierce University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3730810.

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<p> This is an interdisciplinary research study in which I investigated some grounds and effects of using fear during some leader-follower exchanges that take place among indigenous societies. One of the reasons I undertook this project was to test the hypothesis that fear is a dimension of leadership and followership among such societies. I drew most of my evidences from Zimbabwe though in view of a southern African setting. My overall goal was to draw on concrete data to use in proposing practical ways for cultural changes for societies where fear is a major source for leadership and followe
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Bhebhe, Gladwin. "Stakeholder participation in strategic planning processes at three colleges of education in Zimbabwe: towards the development of a participatory process in strategic planning." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1006246.

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This study investigated stakeholder participation in strategic planning processes in three teacher training colleges in Zimbabwe. The study was conducted within the qualitative research methodology. Three colleges of education were purposively sampled. All principals in the sampled sites took part in the study. Two Heads of Departments (HODs), two Lecturers in Charge (LICs) two Students Representative Council (SRC) members as well as College Advisory Council Board Members (CACBM) participated in this study. A total of 18 informants participated through interviews. Documents such as strategic p
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Masuku, Elisa. "School principals' experiences of the decentralisation policy in Zimbabwe." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/1490.

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Thesis (PhD (Education Policy Studies))--University of Stellenbosch, 2010.<br>ENGLISH ABSTRACT: The decentralisation of power in education is part of a global process that has become part of the education reform policies of most countries. Decentralisation, which is typified by the redistribution of power to local levels, is claimed to serve a variety of ends from democratization to efficiency, empowerment of stakeholders to improved quality of education. It is, however, a complex process that is difficult to capture as power is seen to manifest in multiple ways. During the nineties Zimbabwe,
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Nyanungo, Martha. "Tensions and conflicts between formal and traditional sex education in Africa-sub-Sahara." Doctoral thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/23609.

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Esta dissertação visa estudar a influência que a educação sócio-cultural e religiosa exercem na educação sexual formal em escolas no Zimbabwe. Para a investigação, foi levantada a seguinte questão: "A educação sexual formal ministrada em escolas está a ser sublevada pela educação sexual adquirida através de normas socioculturais, religiosas das famílias Africanas?” Entretanto, se a educação sexual não é Afro-centrada e culturalmente relevante a nível do conteúdo, ela não pode ser efetiva e as mulheres jovens continuarão expostas aos maiores desafios sexuais de hoje. Ao responder a esta e outra
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Mpondi, Douglas. "Educational change and cultural politics national identity-formation in Zimbabwe /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1088187882.

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Gudyanga, Anna. "Participation of Zimbabwean female students in physics: Subject perception and identity formation." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11542.

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The central focus of this study was to determine the extent to which identity formation influenced Zimbabwean A-level female students’ perceptions of and participation in physics. The themes from the sub-problems included the influence of contextual factors on identity formation in relation to physics as a subject at Advanced Level (A-level), facets of identity formation considered to be of significance by female students in relation to physics, the way in which female students’ perceptions of physics influenced their participation in the subject as well as the factors of identity formation co
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Pacho, Titus [Verfasser], and Gordon [Akademischer Betreuer] Mitchell. "Service-learning in higher education in Zimbabwe / Titus Pacho ; Betreuer: Gordon Mitchell." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2017. http://d-nb.info/1131254600/34.

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Katsande, Tapiwa Emmanuel. "Vocational education and training in rural Zimbabwe : the case of Murewa District." Thesis, Anglia Ruskin University, 2016. http://arro.anglia.ac.uk/701765/.

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As young people’s opportunities in the digital and globalised world of work generally dwindle, the situation for rurally based young people in Zimbabwe gets increasingly complex. The Ministry of Youth, Indigenisation and Economic Empowerment reports that young people in Zimbabwe are the hardest hit by unemployment (Murinda, 2014). The 2012 Zimbabwe population census data indicates that young people aged 15-34 years constitute 84 per cent of the unemployed (Murinda, 2014). Governments in both industrialised and developing countries are calling for vocational education reform in the search for r
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Van, Ongevalle J. "The significance of participation in capacity development and project sustainability: a case study of the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep)." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003651.

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This study uses a systems thinking perspective to explore the role and meaning of participation, capacity development and project sustainability in the Zimbabwe Secondary Teacher Training Environmental Education Project (St²eep). Since there was no consistent critical reflection upon the different assumptions that underpin these important aspects of St²eep in the original project design, this study aims to articulate a theoretical framework for guiding the project. St2eep is a donorfunded project, located in the Ministry of Higher and Tertiary Education in Zimbabwe that seeks to integrate envi
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Jeko, Ishmael. "An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017553.

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As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study desi
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Pesanayi, Tichaona Victor. "Investigating learning interactions influencing farmers' choices of cultivated food plants." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003469.

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The most critical hurdle on the path to sustainable development in Africa and the rest of the so-called Third World is poverty, commonly manifested as food security. A number of factors threaten food security in Zimbabwe, and these include climate change, an unstable socio-political environment and economic depression. The major debates and initiatives on sustainable development often fail to focus on the eradication of poverty in southern Africa. As a result, the trade liberalisation programmes signed by African countries in economic partnership agreements leave smallholder farmers vulnerable
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Mlambo, Watson. "Information and communication technology in A-level physics teaching and learning at secondary schools in Manicaland Zimbabwe: multiple case studies." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003458.

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As personal computers (PCs) and related ICTs become more and more omnipresent than ever before in institutions of education, teachers are faced with the challenge of having to teach in ICT rich environments. Some syllabuses increase this pressure by stipulating where ICT may be applied. While past research efforts have focused on presence of and/or effectiveness of ICTs on achieving various didactic goals, there is limited literature on the extent to which actual practice occurred naturally. It was the aim of this study to determine the extent to which Physics teachers and students used ICT in
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Musingarabwi, Starlin. "Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020912.

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Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit
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Zazu, Cryton. "Exploring opportunities and challenges for achieving the integration of indigenous knowledge systems into environmental education processes : a case study of the Sebakwe Environmental Education programme (SEEP) in Zimbabwe /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/1267/.

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Maposah-Kandemiri, Myra Beatrice. "Environmental education in schools : contrasting programmes, context and impact in Scotland and Zimbabwe." Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/24895.

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This study investigated environmental education (EE) against a background of growing concern about the importance of environmental issues and international consensus on the need to develop an environmentally responsible global citizenry. The focus was on individual EE programmes in the context of the formal school curriculum in Zimbabwe and Scotland with special emphasis on the impact of each programme and the macro- and micro-context within which these impacts are determined. The results of a national survey in each country are the basis of the non-random sampling of one Secondary and three P
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Follis, Brian. "A comparative study of vocational/technical education in Zambia and Zimbabwe 1900 - 1987." Thesis, University of Liverpool, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277156.

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This thesis undertakes the collection, analysis and evaluation of information concerning the development of vocational and technical education in Zambia and Zimbabwe. Tracing the history of vocational education from 1900, the work emphasises the separate racial provision of education, including vocational, until both countries approached their respective Independence periods. Six years after Independence, vocational and technical education in Zambia occupied a focal point in the country's attempt to firstly achieve an economic transformation and secondly, absorb the growing number of unemploye
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Chimbindi, Felisia. "Strategies used to cater for students with diverse academic backgrounds in the provision of textile, clothing and design programmes: a case study of two universities of technology in Zimbabwe." Thesis, University of Fort Hare, 2017. http://hdl.handle.net/10353/4948.

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Universities admit students from diverse backgrounds and have an obligation to accommodate all the students in various educational programmes to ensure that they acquire relevant skills and knowledge. The provision of Textile, Clothing and Design programmes to students with diverse academic backgrounds in universities of technology in Zimbabwe has led to various concerns raised by the textile and clothing stakeholders. The concerns include poor performance of students, high student failure rate, high student drop out, late completion of programmes by students, and other problems emanating from
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Muhamba, Shepherd. "The development of Religious Education in Secondary Schools in Zimbabwe in response to Pluralism." Master's thesis, Faculty of Humanities, 2020. http://hdl.handle.net/11427/32842.

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This study has explored and described how Religious Education (RE) in Secondary Schools in Zimbabwe has developed in response to pluralism. It has been inspired by my teaching experience in different secondary schools in the country. There has been a growing need in Zimbabwe to expand the horizon for RE as the nation is becoming more sensitive to religious diversity among the learners. The government through its Ministry of Primary and Secondary Education has been implementing changes in RE secondary schools with the hope of making it open to pluralism. This study shows that despite the govern
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Sauder, Robert Douglas. "Theoretical perspectives on attempts at planned educational change in Kenya and Zimbabwe." Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/10213.

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In the field of comparative education, studies of school systems in the developing world can yield interesting and useful knowledge both for the enhancement of reform efforts there, and the understanding of education everywhere. Many case studies exist of attempts to plan and implement educational change. However few of these are integrated within comprehensive frameworks. Consequently there is limited scope for comparison among cases. This study examines four cases of planned educational change--two in Zimbabwe and two in Kenya. The four cases are examined within two theoretical perspectives:
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46

Sisimayi, Thenjiwe. "Predictors of Rapid Repeat Pregnancy in Zimbabwe." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7508.

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Rapid repeat pregnancy (RRP) is associated with adverse maternal and infant outcomes and a range of undesirable social and economic challenges for the mother, her baby, and society. Although the consequences of RRP are well known, Zimbabwe—a country with some of the poorest maternal health indicators—has not investigated or made efforts to directly address this problem. This is confirmed by the lack of targeted programs to curb RRP, the unavailability of documented evidence regarding RRP significant risk factors, and the lack of understanding of the extent of RRP in the country. Using soci
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Muzenda, Verity. "The delivery of the clothing and textiles curriculum in Zimbabwean universities: towards an integrated approach to vertical and horizontal discourses." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1019748.

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The introduction of Technical Vocational Education (TVE) has been marred by a myriad of challenges, and this has not spared universities. The incompetency of lecturers, the perceptions of both lecturers and students, the relationship between universities and the world of work as well as support strategies have been the most contested issues in TVE. The researcher used the mixed method design which is rooted in the post-positivist research paradigm that integrates concurrent procedures in the collection, analysis and interpretation of the data. Post-positivist research paradigm attempts to enha
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Shoko, Nothabo. "The influence of peer harassment on the wellbeing of form three learners in Zimbabwean rural day secondary schools." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/20330.

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The aim of this study was to describe occurrences of peer harassment and the influences it has on Form Three learners in Zimbabwean rural day secondary schools. A review of studies conducted internationally indicated that peer harassment is prevalent and is stressful for most learners. Reports indicate that the negative impacts of peer harassment limit the educational achievements of the learners, and that learners need teacher and parental assistance to deal with peer harassment. In particular there appears to be a need for the creation of safe learning environments. This study was informed b
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Nyarambi, Arnold, and Esther Ntuli. "A Study of Early Childhood Development Teachers’ Experiences in Zimbabwe: Implications to Early Intervention and Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8221.

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This study examined Early Childhood Development (ECD) teachers’ perceptions of ECD programs regarding benefits and opportunities for early intervention. Research indicates that young children with developmental delays and disabilities demonstrate better progress when intervention is offered early and in inclusive classrooms. A mixed method design was used to collect data from a purposeful sample of 81 ECD teachers in Chipinge district, in Zimbabwe. Both descriptive and regression analysis methods were used for data analysis. Findings indicated that there was a general lack of in-depth knowledg
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50

Chidindi, Joseph. "Discursive constructions of quality assurance: the case of the Zimbabwe Council for Higher Education." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/7800.

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Quality assurance is on the contemporary agenda in higher education and has been prioritised across the globe. It has been conspicuous through the emergence of numerous quality assurance bodies, and in Zimbabwe, where this study takes place, the government has constituted the Zimbabwe Council for Higher Education. This study aims to identify the discourses drawn on by academics and those working within Zimbabwe Council for Higher Education to construct the roles and processes of external quality assurance practices in universities in Zimbabwe. The study was grounded on the premise that externa
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