Log in

Relevant bibliographies by topics / Education in Zimbabwe / Journal articles

To see the other types of publications on this topic, follow the link: Education in Zimbabwe.

Journal articles on the topic 'Education in Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 12 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Education in Zimbabwe.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

Abstract:

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 â€˜cut-throatâ€™ competition in Zimbabweâ€™s theatre industry.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

<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>

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Cyrus Reed, Wm. "Global Incorporation, Ideology, and Public Policy in Zimbabwe." Issue 15 (1987): 49–59. http://dx.doi.org/10.1017/s0047160700506039.

Full text

Abstract:

Six years after independence, Zimbabwe is viewed by its admirers as having adopted a pragmatic approach to a broad range of socialist oriented policies. A massive expansion and re-direction of services in the areas of education, health, and agricultural extension services, in addition to the creation of one of the world’s largest resettlement programs, are often cited as evidence of how the government of Prime Minister Robert Mugabe is working for socialist transformation in Zimbabwe. In addition, under Mugabe’s Zimbabwe African National Union (ZANU) government, the Zimbabwean economy has been able to maintain a real expansion in production averaging near 4.6% per annum-perhaps the highest rate in Africa--while the government has reversed a tremendous balance of payments deficit.

APA, Harvard, Vancouver, ISO, and other styles

12

Majoni, C. "Challenges Facing University Education in Zimbabwe." Greener Journal of Education and Training Studies 2, no. 1 (March 20, 2014): 020–24. http://dx.doi.org/10.15580/gjets.2014.1.021714111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Zindi, Fred, and Robert Aucoin. "Distance education in Tanzania and Zimbabwe." Open Learning: The Journal of Open, Distance and e-Learning 10, no. 1 (February 1995): 31–37. http://dx.doi.org/10.1080/0268051950100105.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

Pattman, Rob. "Teaching Sex/AIDS Education in Zimbabwe." Curriculum Studies 4, no. 2 (January 1996): 273–88. http://dx.doi.org/10.1080/0965975960040207.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Chideme-Maradzika, J. "Health education promotion practice in Zimbabwe." Promotion & Education 7, no. 3 (September 2000): 24–26. http://dx.doi.org/10.1177/102538230000700309.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Mandikiana, Memory Rumbidzai Virginia. "Rethinking Zimbabwean Education During and Beyond the COVID-19 Pandemic." Quest Journal of Management and Social Sciences 2, no. 2 (December 15, 2020): 290–306. http://dx.doi.org/10.3126/qjmss.v2i2.33302.

Full text

Abstract:

Background: This paper was premised on the educational learning gap created by the COVID-19 Pandemic induced schools’ closure in Zimbabwe and the world in 2020. Approximately, 1,576 billion, 297 million and 4,6 million learners globally, in Africa and in Zimbabwe respectively, are attending schools and their learning process is interrupted because of the COVID-19 Pandemic in many different ways across the globe. Developed countries adopted innovations to ensure continuity of educational learning, however, developing countries like Zimbabwe, were caught unaware. Already battling with a crippled economy, severe natural disasters induced by climate change, this paper investigates a relatively new and demanding curriculum, the Zimbabwe education system’s capacity to adopt to the changes induced by COVID-19 Pandemic. Objective: The study has three objectives: to unearth if stakeholders are appreciative of the importance and dictates of Zimbabwe’s Competency-Based Curriculum; to ascertain if e-learning can ensure the continued provision of education during and after the COVID-19 era and other pandemics that may arise in the future; and to establish which method of education instruction is preferred by Zimbabweans, either during or after the COVID-19 Pandemic period. Methods: A mixed method research design was used to collect both qualitative and quantitative data. Considering that data collection was done at the peak of the COVID-19 period, physical contact was avoided and the research was largely hinged on an online questionnaire and interview sessions. Focus group discussions were however, also conducted when it was expedient to do so, to qualify some of the quantitative responses provided by respondents. Results: Results showed that stakeholders were inadequately consulted about the ‘new curriculum’, that education innovation to adopt e-learning is required, and that Zimbabweans prefer to have a dual method of education instruction through e-learning and in the traditional classroom set-up. Conclusions: The government needs to consult stakeholders, create synergies with partners to implement educational technologies and provide the necessary precautionary equipment in schools prior to re-opening.

APA, Harvard, Vancouver, ISO, and other styles

18

Rambe, Patient, and Takawira Munyaradzi Ndofirepi. "Gender Differences in the Perceptions of Entrepreneurship Hindrances: A Case of Vocational Education Students in Zimbabwe." Journal of Economics and Behavioral Studies 8, no. 6(J) (January 24, 2017): 94–113. http://dx.doi.org/10.22610/jebs.v8i6(j).1486.

Full text

Abstract:

Abstract: Despite the compelling evidence on the capacity of gender biases rooted in subjective beliefs and assumptions to shape recognition and evaluation of business opportunities, there is limited research on whether females and males in resilient, economically troubled economies such as Zimbabwe conceive entrepreneurial constraints differently or in similar ways. In view of literature that highlights some marked gender variations in perceived feasibility and desirability of participating in entrepreneurial ventures, the current study explored whether femalestudents at Zimbabwean vocational education institutions would be more inclined to perceive entrepreneurial barriers differently than their male counterparts. A total of 365 students identified through simple random sampling were invited to participate in the study. On completion of the survey, 160 questionnaires were successfully completed, presenting a response rate of 43.8%.The findings reveal that there were no significant differences between male and female students in their perceptions of entrepreneurship support, regulatory and socio-cultural barriers. However, males had stronger perceptions of financial barriers while females had stronger perceptions of personal barriers. The implication of these findings is that the Government of Zimbabwe should institute and implement more gender parity-based measures to ensure prospective entrepreneursâ€™ transformative reflection on venture creation, and more inclusive access to and participation in entrepreneurial activities.Keywords: Gender differences, entrepreneurship barriers, students, Zimbabwe

APA, Harvard, Vancouver, ISO, and other styles

19

Chirume, Silvanos. "Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects." Sumerianz Journal of Social Science, no. 312 (December 1, 2020): 150–61. http://dx.doi.org/10.47752/sjss.312.150.161.

Full text

Abstract:

Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe’s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.

APA, Harvard, Vancouver, ISO, and other styles

20

Jameson, Jill. "The Digital Abyss in Zimbabwe." International Journal of ICT Research and Development in Africa 1, no. 3 (July 2010): 65–91. http://dx.doi.org/10.4018/jictrda.2010070104.

Full text

Abstract:

Just as refugees fleeing to escape Zimbabwe have struggled to cross the crocodile-hungry waters of the Limpopo, so are Zimbabweans battling to find ways to traverse the abyss of a digital divide affecting their country. In 2008-09, Zimbabwe was rated third worst in the world for its national information communications technology (ICT) capability by the World Economic Forum, being ranked at 132/134 nations on the global ICT ‘networked readiness index’. Digital divide issues, including severe deficits in access to new technologies facing this small Sub-Saharan country, are therefore acute. In terms of global power relations involving ICT capability, Zimbabwe has little influence in any world ranking of nations. A history of oppression, economic collapse, mismanagement, poverty, disease, corruption, discrimination, public sector breakdown and population loss has rendered the country almost powerless in ICT terms. Applying a critical social theory methodology and drawing on Freirean conceptions of critical pedagogy to promote emancipation through equal access to e-learning, this chapter is written in two parts. In the first place, it analyzes grim national statistics relating to education and to the digital divide in Zimbabwe, situating these in the wider context of Africa; in the second part, the chapter applies this information in a practical fictional setting to imagine life through the eyes of an average Zimbabwean male farm worker called Themba, recounting through narrative an example of the impact on one person’s life that could result from, firstly, a complete lack of educational and ICT resources for adults in a rural farming situation and, secondly, new opportunities as a migrant to become engaged with adult and higher education, including ICT training and facilities. Access to education, to book publications, to ICT facilities, in dialogue with others during a long process of conscientization, are seen to open up democratising and liberating opportunities for Themba in South Africa. The powerful transformation that takes place Themba’s life and propels him towards many achievements as an e-learning teacher is inspired by Freire’s critical pedagogy: it provides a message of hope in an otherwise exceptionally bleak educational and technological situation, given the current difficult socio-economic and political situation that has resulted in a digital abyss in Zimbabwe.

APA, Harvard, Vancouver, ISO, and other styles

21

Makochekanwa, Albert, and Joburg Mahuyu. "TVET Offering Institutions’ Perceptions on TVET Education: The Case of Zimbabwe." African Review 48, no. 1 (March 23, 2021): 168–95. http://dx.doi.org/10.1163/1821889x-12340036.

Full text

Abstract:

Abstract The study examined the perceptions of TVET offering institutions on TVET education in Zimbabwe. The research answered the following three questions: (i) What were the TVET institutions’ views toward technical and vocational education and training in Zimbabwe? (ii) What were the challenges faced by TVET institutions in providing TVET programmes? And (iii) How could TVET activities be enhanced in TVET institutions? To answer these questions, the study adopted the quantitative research paradigm and made use of a descriptive survey research design. The questionnaire was employed as the instrument for collecting data, and was used to get data from 55 government TVET institutions as well as several private institutions. The study found out that perception of community and various stakeholders on TVET educations was diametrically distributed as 50% viewed it negatively while 50% perceived it positively. A number of challenges were enumerated that bedevilled TVET education system in Zimbabwe. Associated recommendations were provided, not only to directly deal with some of the challenges, but also to improve and enhance the overall system.

APA, Harvard, Vancouver, ISO, and other styles

22

Promise, Zvavahera, and Chigora Farai. "Quality Improvement and Time to Lift the Ban on Mobile Phones in Secondary Schools." International Journal of Learning and Development 8, no. 3 (September 11, 2018): 87. http://dx.doi.org/10.5296/ijld.v8i3.13625.

Full text

Abstract:

This study was conducted over three months from March to May 2018, at a time when modern mobile phones possess various functions that are invaluable for learning, teaching and communication purposes. Whilst some countries with a quest to improve quality of education, have embraced the continuously evolving technological capacities of mobile phones for educational purposes, secondary school pupils in Zimbabwe are prohibited from using mobile phones in class as these are viewed to be disruptive rather than useful. This study investigated stakeholders’ perceptions of potential utilisation of cell phones by secondary school students as learning tools that enhance quality of education. The sample included 15 secondary schools in Mazowe District. From these, the District Education Officials, headmasters, teachers, pupils and parents were given questionnaires to complete. Validation interviews were conducted for triangulation purposes. The findings revealed strong positive responses in favour of allowing the utilisation of mobile phones as learning tools in Zimbabwean secondary schools although some challenges in the implementation process were cited. These included possibilities of: student distraction in class; cheating; inappropriate video recording of class events and the publication of captured material on social platforms which could be harmful to other learners and the school. The issue of cost of data also came up. The study recommended the removal of the blanket ban on the use of mobile phones; instead, school authorities were encouraged to focus on developing strategies for addressing the implementation challenges cited. It is also critical to make sure that accessible cheap data be made available to learners in secondary schools. Schools in Zimbabwe should form networks so that cheap data is made available by sharing the networks. Schools in Zimbabwe, like institutions of higher learning, are encouraged to embrace the National Research and Education Network (NREN) concept which specialises in internet service provision dedicated to supporting the needs of education in Zimbabwe.

APA, Harvard, Vancouver, ISO, and other styles

23

Chimbunde, Pfuurai. "Redesigning Teacher Education in the Wake of Covid-19 and Future Emergencies: A Case of Zimbabwe." Journal of Research in Higher Education 5, no. 1 (August 1, 2021): 70–95. http://dx.doi.org/10.24193/jrhe.2021.1.3.

Full text

Abstract:

Globally, the need to mitigate the spread of Covid-19 had rendered the traditional face-to-face educational delivery systems of Higher Education (HE) irrelevant. In light of that, institutions of HE had abruptly introduced online teaching platforms as an alternative, though without auditing the lecturers’ capacities and skills. Informed by the Appreciative Inquiry Model (AIM), this interpretive case study used virtual meetings and WhatsApp discussions to explore the professional limitations of Zimbabwe university lecturers on using the online platforms and their reactions to Teachers Education Programmes in the wake of Covid-19 and future emergencies. 12 lecturers drawn from three purposively selected Zimbabwean universities participated in the case study. Data were generated from questions developed in a way that encouraged the appearance of the Appreciative Inquiry Model stages. Findings suggest that some lecturers in Zimbabwe and possibly in other developing countries are inadequately trained to use online platforms. Institutions of Higher Education are therefore suggested to regularly audit their lecturers’ skills and professionally capacitate them for re-tooling and aligning in order for the skills to match the dictates of future emergencies.

APA, Harvard, Vancouver, ISO, and other styles

24

Mawonedzo, Abigal, Magdaline Tanga, Simon Luggya, and Yvonne Nsubuga. "Implementing strategies of entrepreneurship education in Zimbabwe." Education + Training 63, no. 1 (November 5, 2020): 85–100. http://dx.doi.org/10.1108/et-03-2020-0068.

Full text

Abstract:

PurposeThe aim of this paper is to explore how the strategies of entrepreneurship education in clothing and textile programmes are implemented in selected Technical Colleges in Zimbabwe.Design/methodology/approachA qualitative research approach was adopted for this paper. Purposive sampling technique was used to collect data from 42 participants through in-depth interviews and focus group discussions.FindingsThe findings show that there were two principal strategies that are used by lecturers in technical colleges, where entrepreneurship education is taught. The findings reveal that the implementation of the lecture method in most of these colleges deviates remarkable from each other. Given the socioeconomic and linguistic backgrounds of the learners, lectures are delivered in both English and the dominant local language, and the notes are written on the blackboard. Experiential learning, which is the placement of students in textile and clothing industries, was revealed to be another strategy, which was not achieving the intended results as most of the students were engaged in unrelated activities. The implementation of the two methods fall short of internationally recognised and pedagogically acceptable strategies that ought to instil the necessary skills in students to become future entrepreneurs in the textile and clothing industries in Zimbabwe and in Africa.Research limitations/implicationsOne of the limitations of the paper is that data was not collected from production managers from the clothing manufacturing industry and from the Ministry of Higher and Tertiary Education officials, especially those from the Curriculum Development Unit. However, the core of this paper is on implementing strategies from the perspectives of lecturers and students. Another limitation of the paper is that data was collected only from three technical colleges in Harare, Manicaland and Midland provinces. There are a total of nine such colleges in Zimbabwe. Nonetheless, since this a qualitative paper, its aim is not to generalise its findings but to provide in-depth and rich information about implementing strategies in Clothing and Textile programmes in selected TVET colleges.Originality/valueThe paper presents some pertinent recommendations to enhance a better implementation of the strategies used in entrepreneurship education to ensure that upon graduation, graduates can be self-employed and create jobs. This could help in curbing the high unemployment rate in Zimbabwe as well as in Africa in general.

APA, Harvard, Vancouver, ISO, and other styles

25

Kariwo, Michael Tonderai. "Widening Access in Higher Education in Zimbabwe." Higher Education Policy 20, no. 1 (March 2007): 45–59. http://dx.doi.org/10.1057/palgrave.hep.8300142.

Full text

APA, Harvard, Vancouver, ISO, and other styles

26

Chitiyo, Morgan, Elizabeth M. Hughes, Darlington M. Changara, George Chitiyo, and Kristen M. Montgomery. "Special education professional development needs in Zimbabwe." International Journal of Inclusive Education 21, no. 1 (May 12, 2016): 48–62. http://dx.doi.org/10.1080/13603116.2016.1184326.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

EDWARDS, GLYN, and CLEM TISDELL. "Post-independence Trends in Education in Zimbabwe." South African Journal of Economics 58, no. 4 (December 1990): 298–307. http://dx.doi.org/10.1111/j.1813-6982.1990.tb00957.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Grépin, Karen A., and Prashant Bharadwaj. "Maternal education and child mortality in Zimbabwe." Journal of Health Economics 44 (December 2015): 97–117. http://dx.doi.org/10.1016/j.jhealeco.2015.08.003.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

V. Nani, Gwendoline. "Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe." Problems and Perspectives in Management 14, no. 3 (July 29, 2016): 85–90. http://dx.doi.org/10.21511/ppm.14(3).2016.08.

Full text

Abstract:

This study was conducted to find out when Entrepreneurship can be introduced in the school curriculum. A case study design premised in the qualitative approach was employed, which used semi-structured focus group interviews as data collection instruments. The areas of study were purposively selected government primary and secondary schools in the Bulawayo Metropolitan Province in Zimbabwe. Data were analyzed thematically and discussed according to research objectives. Findings revealed that Entrepreneurship per se is not taught in government primary and secondary schools. Based on these findings, the recommendations were that Entrepreneurship should be introduced in the school curriculum at primary level to allow learners to lay a solid foundation for creativity, nurturing and innovation of business ideas for use later in life

APA, Harvard, Vancouver, ISO, and other styles

30

Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.

Full text

Abstract:

Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.

APA, Harvard, Vancouver, ISO, and other styles

31

Dunham, Judy K., and Daniel Song'Ony. "Teacher Efficacy in Rural Zimbabwe." Research in Comparative and International Education 3, no. 4 (January 2008): 404–12. http://dx.doi.org/10.2304/rcie.2008.3.4.404.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

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

Full text

Abstract:

Purpose This research sought to empirically identify context specific dimensions of service quality at Zimbabwean State Universities. The study also sought to measure the ‘university-wide’ overall service quality at National University of Science and Technology (NUST) and to explore differences in service quality perception based on selected students’ demographic characteristics. Design/methodology/approach A case study strategy was used. Focus group discussions were used to qualitatively identify service quality variables; which were then subjected to quantitative evaluation through the administration of questionnaires on a sample of 294 students. Exploratory Factor Analysis was used to reduce the service quality variables into service quality dimensions. Findings Five dimensions of service quality were identified, namely: General Attitude, Facilitating Elements, Access, Lecture Rooms and Health Services. Results also showed that most students (48.3 per cent) perceived overall service quality at NUST to be average while 28.6 per cent and 23.1 per cent had a negative and positive perception of overall service quality respectively. Perceived overall service quality at NUST was found to differ significantly based on ‘students’ year of study’ and ‘faculty group’. Differences based on gender were found to be insignificant. Originality/value Identification of the five dimensions was a progressive step in developing a relevant service quality measurement instrument for a Zimbabwean State University context; and in so doing, contributing to literature on relevant service quality dimensions and measurement instruments in Zimbabwe and Africa in general. This was the first such study in Zimbabwe to address the context specific literature-gap on relevant service quality dimensions.

APA, Harvard, Vancouver, ISO, and other styles

33

Jongore, Magret. "An Exploration of Multilingualism and Zimbabwean Language Policy as an Impact to Child's Holistic Development." International Journal of Curriculum Development and Learning Measurement 1, no. 1 (January 2020): 19–34. http://dx.doi.org/10.4018/ijcdlm.2020010103.

Full text

Abstract:

The language policy of Zimbabwe observes all 16 languages as official. However, it is a contradiction of what the Zimbabwean market dictates. The job market dictates that the English language should be passed to either access the higher institution of learning, the higher secondary education and the job market. The move by the Ministry of Higher and Tertiary Education to promote the learning of science, technology, mathematics and engineering (STEM) as paradigm shift is also elevating the English language as the only language to explicate reality in science and the business fraternity. The learning of indigenous languages currently is of no benefit to an individual yet language competence in the second language is guaranteed by a proper bilingualism initiation at the proper linguistic level of the child. This article analyses English language performance at “0” and the University level to uncover if multilingualism is a resource or problem in Zimbabwe. The study observes both the “0” level and first year university student competence through essay writing.

APA, Harvard, Vancouver, ISO, and other styles

34

Garwe, Evelyn Chiyevo, and Elizabeth Maganga. "The Effect of Student Financial Constraints on University Non-Completion Rates." International Journal of Education 7, no. 2 (June 29, 2015): 321. http://dx.doi.org/10.5296/ije.v7i2.7927.

Full text

Abstract:

<p>The year 2009 saw the government of Zimbabwe redesigning cost-sharing in higher education to lean more towards higher contributions by students and private players. This study was aimed at investigating the effects that this strategy has on university completion rates by students from low socio-economic backgrounds. The study used a quantitative design methodology in a longitudinal study framework incorporating data from three cohorts embarking on four-year study programmes from 2009 to 2014. Administrative data from the Zimbabwe Council for Higher Education database involving six state universities was used. The findings reveal that the graduation rates decreased from 86% in the 2009 cohort to 76% in the 2010 cohort and 75% in the 2011 cohort. This finding coincides with the period from 2013 onwards when cadetship funds dried off. Thus the study clearly revealed a problem of increasing attrition rates creeping into the revered and quality-assured Zimbabwean higher education system. The study recommends the need for conceited efforts by the private sector, government and universities in funding higher education through loans and other forms of sponsorship.</p>

APA, Harvard, Vancouver, ISO, and other styles

35

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

Full text

Abstract:

The 2008 global economic crisis has seen young peopleâ€™s career and employment prospects dwindle, particularly for those based in rural areas. Governments in both industrialised and developing countries are considering vocational education reform to meet nationsâ€™ employment and economic needs. Despite renewed interest in VET, the sentiments of students and teachers remain largely unexplored. This study investigated the views and attitudes of students, teachers and education inspectors towards VET in rural Zimbabwe. The findings revealed divergent views. It emerged that most students did not necessarily have negative views of VET, but they were put off by the low status, lack of choice and the lacklustre delivery of VET. Teachers and students alike were sceptical about the role of VET in securing employment. This study will contribute to the on-going review of Zimbabweâ€™s education system and will inform school managers and policy makers on curriculum development and culture change in rural communities and schools.

APA, Harvard, Vancouver, ISO, and other styles

36

Dorsey, Betty Jo. "Educational Development and Reform in Zimbabwe." Comparative Education Review 33, no. 1 (February 1989): 40–58. http://dx.doi.org/10.1086/446811.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Ota, Cleaver Chakawuya. "Community financing of schools in Zimbabwe." Prospects 16, no. 3 (September 1986): 355–68. http://dx.doi.org/10.1007/bf02196007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Chitiyo, Morgan. "Challenges Affecting the Education of Children in Zimbabwe." Childhood Education 90, no. 6 (November 2, 2014): 414–17. http://dx.doi.org/10.1080/00094056.2014.982971.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Nkomo, Dion. "Language in education and language development in Zimbabwe." Southern African Linguistics and Applied Language Studies 26, no. 3 (December 2008): 351–62. http://dx.doi.org/10.2989/salals.2008.26.3.4.631.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Mangezi, Walter O., Sekai M. Nhiwatiwa, Frances M. Cowan, Dixon Chibanda, James Hakim, Crick Lund, and Melanie A. Abas. "Improving psychiatric education and research capacity in Zimbabwe." Medical Education 48, no. 11 (October 12, 2014): 1132. http://dx.doi.org/10.1111/medu.12554.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Gumbo, S. D. "Informatics and Teacher Education: Some Views from Zimbabwe." Higher Education Policy 2, no. 4 (December 1989): 55–56. http://dx.doi.org/10.1057/hep.1989.72.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Sigauke, Aaron T. "Young people, citizenship and citizenship education in Zimbabwe." International Journal of Educational Development 32, no. 2 (March 2012): 214–23. http://dx.doi.org/10.1016/j.ijedudev.2011.02.014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Dzvimbo, K. P. "The dilemmas of teacher education reform in Zimbabwe." Interchange 20, no. 4 (December 1989): 16–31. http://dx.doi.org/10.1007/bf01807374.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Lamanauskas, Vincentas. "EDUCATION IN ZIMBABWE: AN INTERVIEW WITH CATHRINE KAZUNGA." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 8, no. 1 (June 25, 2016): 29–37. http://dx.doi.org/10.48127/spvk-epmq/16.8.29.

Full text

Abstract:

Cathrine Kazunga is a full time student studying PhD in Mathematics Education with University of KwaZulu - Natal. University of KwaZulu-Natal is one of the most reputable institutions in South Africa, among the institutions with mathematics education as their main topics of research activity. She has twelve years of teaching experience in rural and urban secondary schools and ten years tertiary education of learning and teaching experience in Zimbabwe. She is an emerging researcher who has so many peer reviewed publication of three journal publications and four conference proceedings. It is possible to contact her via e-mail: kathytembo@gmail.com

APA, Harvard, Vancouver, ISO, and other styles

45

Mlambo, Alois S. "Postcolonial higher education in Zimbabwe: The University of Zimbabwe as a case study 1980–2004." Kleio 37, no. 1 (January 2005): 107–30. http://dx.doi.org/10.1080/00232080585380061a.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

MURPHY, REGINA, and MARTIN FAUTLEY. "Music Education in Africa." British Journal of Music Education 32, no. 3 (November 2015): 243–45. http://dx.doi.org/10.1017/s0265051715000388.

Full text

Abstract:

Coming from Botswana, South Africa, Zimbabwe, Ghana and Kenya, the papers in this Special Issue on Music Education in Africa cannot portray a definitive story of music education in all 54 sovereign states in the Continent, but as a first step towards understanding what matters in this region of the world, the range of topics in this issue provides us with a focal point for dialogue.

APA, Harvard, Vancouver, ISO, and other styles

47

Maharajh, Lokesh Ramnath, and Lucia Tsitsi Musikewa. "“Skill, drill, and kill”." International Journal for Innovation Education and Research 9, no. 2 (February 1, 2021): 371–86. http://dx.doi.org/10.31686/ijier.vol9.iss2.2899.

Full text

Abstract:

This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documents, and records analysis were employed as data generation to allow for rich and detailed information from all available sources for this research. This paper presents and discusses the data about teachers’ summative evaluation experiences at grade seven in the Zimbabwean education system. The findings reveal a severe effect and impact of end-of-year grade seven examinations on teachers, instructional practices, the curriculum, the learners, and the education system. It also shows that teachers depend excessively on drilling and repetitious revision practices to meet the standards required and expected by stakeholders. The findings further reveal contradicting responses from teachers on enhancing learners’ performance from drilling and coaching. There emerged from the findings a consensus among teachers on merging formative, continuous, and summative assessment forms. This paper suggests a more balanced and holistic assessment structure at grade seven level that caters to learners' diverse populations and environments in Zimbabwe.

APA, Harvard, Vancouver, ISO, and other styles

48

Nyazema, Norman Z. "The Zimbabwe Crisis and the Provision of Social Services." Journal of Developing Societies 26, no. 2 (June 2010): 233–61. http://dx.doi.org/10.1177/0169796x1002600204.

Full text

Abstract:

Historically, health care in Zimbabwe was provided primarily to cater to colonial administrators and the expatriate, with separate care or second-provision made for Africans. There was no need for legislation to guarantee its provision to the settler community. To address the inequities in health that had existed prior to 1980, at independence, Zimbabwe adopted the concept of Equity in Health and Primary Health Care. Initially, this resulted in the narrowing of the gap between health provision in rural areas and urban areas. Over the years, however, there have been clear indications of growing inequities in health provision and health care as a result of mainly Economic Structural Adjustment Policies (ESAP), 1991–1995, and health policy changes. Infant and child mortality have been worsened by the impact of HIV/AIDS and reduced access to affordable essential health care. For example, life expectancy at birth was 56 in the 1980s, increased to 60 in 1990 and is now about 43. Morbidity (diseases) and mortality (death rates) trends in Zimbabwe show that the population is still affected by the traditional preventable diseases and conditions that include nutritional deficiencies, communicable diseases, pregnancy and childbirth conditions and the conditions of the new born. The deterioration of the Zimbabwean health services sector has also partially been due to increasing shortages of qualified personnel. The public sector has been operating with only 19 per cent staff since 2000. Many qualified and competent health workers left the country because of the unfavourable political environment. The health system in Zimbabwe has been operating under a legal and policy framework that in essence does not recognize the right to health. Neither the pre-independence constitution nor the Lancaster House constitution, which is the current Constitution of Zimbabwe, made specific provisions for the right to health. Progress made in the 1980s characterized by adequate financing of the health system and decentralized health management and equity of health services between urban and rural areas, which saw dramatic increases in child survival rates and life expectancy, was, unfortunately, not consolidated. As of 2000 per capita health financing stood at USD 8.55 as compared to USD 23.6, which had been recommended by the Commission of Review into the Health Sector in 1997. At the beginning of 2008 it had been dramatically further eroded and stood at only USD 0.19 leading to the collapse of the health system. Similarly, education in Zimbabwe, in addition to the changes it has undergone during the different periods since attainment of independence, also went through many phases during the colonial period. From 1962 up until 1980, the Rhodesia Front government catered more for the European child. Luckily, some mission schools that had been established earlier kept on expanding taking in African children who could proceed with secondary education (high school education). Inequity in education existed when the ZANU-PF government came into power in 1980. It took aggressive and positive steps to redress the inequalities that existed in the past. Unfortunately, the government did not come up with an education policy or philosophy in spite of massive expansion and investment. The government had cut its expenditure on education because of economic and political instability. This has happened particularly in rural areas, where teachers have left the teaching profession.

APA, Harvard, Vancouver, ISO, and other styles

49

Dziva, Cowen, and Brian Dube. "Promoting and Protecting Minority Languages in Zimbabwe: Use of the 1992 UN Minorities Declaration." International Journal on Minority and Group Rights 21, no. 3 (August 19, 2014): 395–413. http://dx.doi.org/10.1163/15718115-02103004.

Full text

Abstract:

Zimbabwe in 2012 joined the rest of the world to celebrate the 20th anniversary of the unanimously adopted United Nations Declaration for Minorities in 1992, as the main document granting non-dominant groups protection by states in all spheres of life. For most African states, Zimbabwe included, the Declaration came amidst ubiquitous marginalisation and disavowal of minority languages in favour of foreign and dominant tongues. Unsurprisingly, Article 4(3(4) of the Declaration sought to obviate this status quo through calling on states to ensure that minorities learn and use their mother languages for development. Ever since the Declaration, the use of minority languages in public spheres has become a hotly debated subject in democratic societies, with many linguists deciphering minority languages to be one of the missing links to Africa’s development. The aim of this article is, therefore, to encapsulates the good practices by Zimbabwean stakeholders and prospects in implementing minority languages. After scrutinising national policies and efforts to advance minority languages, it can be seen that though discernible it is still a long way for Zimbabwe to close the gap on the ideals of the 1992 Declaration. As such, Zimbabwe is propelled to move beyond mere ratification and take concrete steps towards implementation through translating national documents into minority tongues, revamping the education curriculum, public awareness campaigns on the Declaration, training lexicographers, minority sensitive budgeting and constitutionalism if they are to fulfil their obligations under the Declaration.

APA, Harvard, Vancouver, ISO, and other styles

50

Zindi, Fred. "Bullying at boarding school: a Zimbabwe study." Research in Education 51, no. 1 (May 1994): 23–32. http://dx.doi.org/10.1177/003452379405100103.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!