Relevant bibliographies by topics / High schools - Zimbabwe

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

Academic literature on the topic 'High schools - Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "High schools - Zimbabwe"

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Chuchu, Tinashe, and Vimbai Chuchu. "The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe." Journal of Social and Development Sciences 7, no. 2 (July 6, 2016): 88–96. http://dx.doi.org/10.22610/jsds.v7i2.1310.

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The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low succe
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Zhuwau, Charles, and Milton Shumba. "Influence of Auditing on Financial Performance of Secondary Schools: A Case Study of Goromonzi District; Zimbabwe." International Journal of Contemporary Research and Review 9, no. 06 (June 23, 2018): 20819–31. http://dx.doi.org/10.15520/ijcrr/2018/9/06/533.

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Auditing, an internal financial control with high adoption in private sector has of late received great attention of the community in Zimbabwe calling for its adoption in public institutions. This is due to poor Corporate Governance practises not only parastatals, but in public schools as misappropriation of school funds scandals rock the nation since 2008. With the wake of 2015 government schools audit exercise, the research seeks an explanation of the relationship between auditing and financial performance of Goromonzi district secondary schools. With the absence of theory to explain the rel
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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.

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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, documen
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Ndlovu, Rose J., and Ruth H. Sihlangu. "Preferred sources of information on AIDS among high school students from selected schools in Zimbabwe." Journal of Advanced Nursing 17, no. 4 (April 1992): 507–13. http://dx.doi.org/10.1111/j.1365-2648.1992.tb01936.x.

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DANIEL, GAMIRA. "THE INTEGRATION OF ICT IN GEOGRAPHY IN SELECTED KADOMA HIGH SCHOOLS, ZIMBABWE." i-manager's Journal on School Educational Technology 15, no. 1 (2019): 18. http://dx.doi.org/10.26634/jsch.15.1.16169.

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Mafa, Onias. "Experiences of School Development Associations in Zimbabwe: A case of Bulawayo Metropolitan High Density Secondary Schools." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 5 (2013): 17–22. http://dx.doi.org/10.9790/7388-0151722.

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Musingafi, Maxwell Constantine Chando, and Rachael Mafumbate. "Students’ Perception of Girlchild Affirmative Action in High Schools in Masvingo Urban, Zimbabwe." International Journal of Education and Practice 2, no. 9 (2014): 192–212. http://dx.doi.org/10.18488/journal.61/2014.2.9/61.9.192.212.

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Sigauke, Aaron. "CHILDREN’S VIEWS ON, AND EXPERIENCES OF, PHYSICAL AND VERBAL ABUSE IN SCHOOLS: TWO CASE STUDIES OF PRIMARY SCHOOLS IN HARARE, ZIMBABWE." International Journal of Educational Development in Africa 2, no. 1 (October 28, 2015): 121–48. http://dx.doi.org/10.25159/2312-3540/24.

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 In Zimbabwe, changes to regulations on corporal punishment have led to claims by teachers, parents and others that the only effective weapon that was there to maintain discipline in schools has been removed. This study aimed at finding out views and experiences of primary school children on the use of corporal punishment and verbal assault as means of maintaining discipline in schools. It set out from the view that physical punishment and verbal assault by school authorities are forms of child abuse and a violation of children’s rights. A case study approach was used in two primary schools
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John, Chakamba, Jumo Cryton, Edziwa Xavier, and Misozi Chiweshe. "The Demise of Technical Subjects: The Case of Selected High Schools in Harare, Zimbabwe." International Journal of Education 5, no. 3 (September 18, 2013): 172. http://dx.doi.org/10.5296/ije.v5i3.3918.

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Mtemeri, Jeofrey. "Family Influence on Career Trajectories among High School Students in Midlands Province, Zimbabwe." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 1 (April 30, 2019): 24–35. http://dx.doi.org/10.18844/gjgc.v9i1.4229.

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 The study was aimed at finding the parental influence on their children’s career trajectories. The study was informed by the quantitative research approach. A survey design was used in the current study. Data was collected through questionnaires. Data was analysed using descriptive statistics. Results of the study revealed that parents had tremendous influence to their children’s career trajectories. Parental influence was in the form of their direct and indirect involvement in their children’s education. Results also revealed that siblings and other extended family members had
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Dissertations / Theses on the topic "High schools - Zimbabwe"

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Burgis, Paul Lindsay Education Faculty of Arts &amp Social Sciences UNSW. "The role of secondary schools in the development of student knowledge about poverty in Australia, The Philippines and Zimbabwe." Awarded by:University of New South Wales. School of Education, 2006. http://handle.unsw.edu.au/1959.4/25483.

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This thesis examined student knowledge about the nature, scope, causes and responses to poverty, student perceptions of the emphasis in the school curricula on poverty and development, student attitudes to poverty and the factors that influence such knowledge and attitudes. Knowledge and attitudes at the end of primary school were compared with those after four years of secondary school in three nations, Australia. The Philippines and Zimbabwe, involving 1296 surveys and 188 interviews. The investigation draws on earlier work in Ireland (Regan, 1996). and is a response to the recent emphasis o
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Madzura, Tabitha. "Determining the appropriateness of agricultural education goals and curriculum content topics in rural Zimbabwe high schools /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901309.

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Jeyacheya, Fungai. "Teachers' attitudes to, and the challenges of, establishing an effective and fully-fledged community of practice : the experiences of six secondary schools in the east of Zimbabwe." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/27843/.

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Before independence, in 1980, the education system of Zimbabwe was organised along racial lines. This organisation of education along racial lines disadvantaged Black Africans in the context of both access to and quality of education experience. The transition of the Black Africans from primary to secondary school appeared to be capped for both academic and non-academic vocational secondary school programmes. Upon attaining independence, the government of Zimbabwe embarked on educational reforms and rapid expansion of the education system. These reforms aimed at establishing equitable provisio
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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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Chidzonga, Midion Mapfumo. "Transition from high school to university : perspectives of first year students at the University of Zimbabwe College of Health Sciences." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95892.

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Thesis (MPhil)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Introduction: Literature shows that the transition from high school to university is fraught with challenges and that there is need to appreciate these challenges from the students’ perspectives and devise ways of assisting the students navigate them smoothly. - Aim: To explore the perspectives of first year students at the University of Zimbabwe, College of Health Sciences (UZCHS) regarding their transition from high school to the UZCHS and propose possible ways to manage the transition phase based on the students’ p
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Chitiyo, Rodwell. "Integration of Instructional Technology by University Lecturers in Secondary School Teacher Education Programs in Zimbabwe: An Exploratory Study." unrestricted, 2006. http://etd.gsu.edu/theses/available/etd-07052006-112212/.

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Thesis (Ph. D.)--Georgia State University, 2006.<br>Title from title screen. Steve W. Harmon, committee chair; Susan Talburt, Laurie B. Dias, Wanjira Kinuthia, committee members. Electronic text (224 p.) : digital, PDF file. Description based on contents viewed June 18, 2007. Includes bibliographical references (p. 204-214).
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Sibanda, Lovemore. "Who is Who in Zimbabwe's Armed Revolution? Representation of the ZAPU/ZIPRA and the ZANU/ZANLA in High School History Textbooks Narratives of the Liberation War." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505182/.

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The liberation war was a watershed event in the history of Zimbabwe. According to the ZANU PF (Zimbabwe African National Union Patriotic Front) ruling elites, an understanding of the common experiences of the people during the liberation war provides the best opportunity to mold a common national identity and consciousness. However, the representation of important historical events in a nation's history is problematic. At best events are manipulated for political purposes by the ruling elites, and at the worst they are distorted or exaggerated. In Zimbabwe, the representation of the ZAPU/ZIPRA
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Madziyire, Godfrey Tapfumaneyi. "Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective." Thesis, 2015. http://hdl.handle.net/10500/19117.

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The purpose of this study was to evaluate the impact of philanthropic interventions in public high schools in Mutasa district of Zimbabwe. Three research questions guided the study. The investigation focused on finding out the types of philanthropic interventions in the public high school and to evaluate their impact on the schools and students involved from an educational management perspective. The investigation was a mixed methods research using both quantitative and qualitative methods. Data was collected by questionnaire, interview and documentary sources. Principals of twenty nine high
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Ndoziya, Chimwechiyi. "The instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools." Thesis, 2014. http://hdl.handle.net/10500/19992.

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The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with s
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Zengeya, Alfred. "Classroom aggression in Harare urban secondary schools : causes, manifestation and impact." Thesis, 2016. http://hdl.handle.net/10500/21928.

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The study sought to establish the causes, manifestation and impact of classroom aggression on students’ physical and mental health and academic performance in Harare urban secondary schools in Zimbabwe. A qualitative research design methodology was used in this study. The participants in the study were 40 students and 15 teachers from 10 urban schools in Harare Metropolitan Province. In-depth interview schedules and focus group discussions were used to collect data. The study used a narrative analysis of interview and focus group texts. The data was analysed using a narrative approach. The fin
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Books on the topic "High schools - Zimbabwe"

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Bennell, Paul. Jobs for the boys?: The employment experiences of secondary school leavers in Zimbabwe. [Harare]: Dept. of Economics, University of Zimbabwe, 1991.

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W, Acuda S., International Labour Organisation, and United Nations Fund for Drug Abuse Control., eds. Establishment of a community-based rehabilitation service for drug-dependent persons, phase II, AD/ZIM/90/538: Epidemiological study on substance use among secondary school students in Mashonaland East and Harare Provinces, Zimbabwe : a pilot study. Harare: International Labour Organisation, 1991.

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Book chapters on the topic "High schools - Zimbabwe"

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Madongonda, Angeline M., and Sithembeni Denhere. "Corpus Linguistics." In Advancing Technology and Educational Development through Blended Learning in Emerging Economies, 174–89. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4574-5.ch010.

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This chapter is an attempt to investigate the possibility of integrating computer-assisted ESL (English as a Second Language) learning and teaching in the Zimbabwean high school. With the ever-growing number of schools acquiring computers, even in the rural areas, quite a significant number of high schools in Zimbabwe are now ready to implement language programmes like corpus-based studies. The research attempts to show how concordancing technology could be integrated in ESL learning and teaching by including some practical activities using a computer. Findings after the study have indicated that computer-aided language programmes do help in ESL, and incorporating Corpus Linguistics would bring a major boost to students’ (and teachers’) ESL levels at a much faster rate than conventional methods. If such programmes were to be integrated in the high school, then the computer would become an indispensable teaching and learning tool.
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Mujere, Never, and Trust Saidi. "Coping with Erratic Water Supply in Small Towns." In Population Growth and Rapid Urbanization in the Developing World, 192–208. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0187-9.ch010.

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In Sub-Saharan Africa, artificial water shortages are common due to financial constraints impeding the procurement of adequate equipment to harness water. Most previous studies on variability of water supply in sub-Saharan Africa have largely focused on large urban settlements such as cities and towns. Thus, this chapter therefore presents findings from a study conducted to assess the causes and effects of erratic water supply in Kamwaza Township in Zimbabwe as well as to establish and evaluate coping strategies to the problem of erratic water supply. From the study, it was also observed that erratic water supply has socio-economic effects and these include high incidences of diseases, disruption of service delivery at institutions such as the hospital, clinic and schools and retarded infrastructural development. The study recommends a collaborative approach from all stakeholders in solving the problem of erratic water supply by upgrading the pumping station, repairing leaking pipes, employing people with technical expertise and sinking boreholes.
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Makwerere, David, and Donwell Dube. "Parental/Guardian Subsidization of Extra Tuition and the Marginalization of the Poor in Zimbabwe." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1459–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch064.

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This chapter focused on the issues of social exclusion in the education sector in Zimbabwe. The primary focus was on the primary and secondary school education systems in the country. Using the lenses of the social exclusion concepts, the chapter looked at how the inequalities are informed by a chain of historical developments including colonialism, the effects of the Structural Adjustment Programmes of the 1990s, and the effects of the Fast Track Land Reform Programme, as well as the Indigenization and Economic Empowerment acts. The chapter submits that the children in urban high-density areas, farming, and rural areas are victims of structural inequalities that have led to social exclusion in the education sector. There is the need for the Government of Zimbabwe to address these inequalities as a matter of urgency.
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Makwerere, David, and Donwell Dube. "Parental/Guardian Subsidization of Extra Tuition and the Marginalization of the Poor in Zimbabwe." In Advances in Educational Marketing, Administration, and Leadership, 383–402. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9108-5.ch021.

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This chapter focused on the issues of social exclusion in the education sector in Zimbabwe. The primary focus was on the primary and secondary school education systems in the country. Using the lenses of the social exclusion concepts, the chapter looked at how the inequalities are informed by a chain of historical developments including colonialism, the effects of the Structural Adjustment Programmes of the 1990s, and the effects of the Fast Track Land Reform Programme, as well as the Indigenization and Economic Empowerment acts. The chapter submits that the children in urban high-density areas, farming, and rural areas are victims of structural inequalities that have led to social exclusion in the education sector. There is the need for the Government of Zimbabwe to address these inequalities as a matter of urgency.
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Tsvara, Peter, Timely Chitate, and Johan J. Booyse. "Examining the Impact of Science, Technology, Engineering and Mathematics (STEM) in Zimbabwe’s High Schools." In Raising the Impact of Education Research in Africa, 103–22. AOSIS, 2018. http://dx.doi.org/10.4102/aosis.2018.bk53.06.

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