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Journal articles on the topic 'Language and education – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Sibanda, Lovemore. "Zimbabwe Language Policy: Continuity or Radical Change?" Journal of Contemporary Issues in Education 14, no. 2 (December 10, 2019): 2–15. http://dx.doi.org/10.20355/jcie29377.

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The Zimbabwe government introduced a new language policy in education to change the colonial language policy seven years after attaining independence. So much was expected from the postcolonial language. The use of English as the media of instruction during the colonial era was problematic. It denied Africans to describe the world in their languages. Native languages were marginalized and neglected. Africans were robbed of their self-worth and identity. It is against this background that the Zimbabwean government African states after attaining independence and sovereignty pursued an agenda of linguistic decolonization. This paper evaluates the implementation of Zimbabwe's language policy after it gained independence from Britain in 1980. We argue that despite the claim by the Zimbabwe government that it is a revolutionary government which would completely overhaul all colonial structures, institutions, and policies, the implementation of the language policy is a continuity, rather a radical change. Colonial language policy fundamentals are intact and present in the current language policy. English is still the dominant language of instruction. Indigenous languages are considered inferior and on the verge of extinction. The policy failed where it matters most—decolonizing the mind. Zimbabwe needs a sound language policy in education to shake off vestiges of a colonial legacy, and allow children to go to school in their languages to achieve the overall goal of education for all. The language policy must be developed through a broad-based consultative process with specific implementation strategies and commitment by government and non-governmental agencies for funding its implementation.

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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.

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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.

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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.

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Chidarikire, Munyaradzi, Cecilia Muza, and Hessie Beans. "Integration of Gender Equality and Language Diversity in Zimbabwe Teacher Education Curriculum." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, Issue 2 (April to June 2021) (June 27, 2021): 231–38. http://dx.doi.org/10.46606/eajess2021v02i02.0094.

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This article explored the perceptions of lecturers on integration of gender equality and language diversity in Zimbabwe University teacher education curricula through the qualitative phenomenological design. Out of the population of forty lecturers from one State University and one church owned university in Masvingo Province, nine lecturers from the Department s of Educational Psychology, Educational Sociology and Special Needs Education were picked to participate in this study through Focus Group Discussion which was analyzed through the thematic approach. The study concluded that the challenges that face gender equality include lack of qualified lecturers to teach gender studies in universities, gender studies being elective at universities and lack of scholarly materials that deal with gender issues. These challenges negatively affect the goals of gender equality. The use of a variety of languages helps students and lecturers to socialize. However, some of the challenges that affect the effective use of a variety of languages as instruments of teaching and learning include inability of teachers to master and use all students’ languages, the lack of university course textbooks in various languages and lack of reading materials that are in vernacular languages. The study recommends that lecturers should be trained in gender equality issues through staff development programs periodically. The compulsory teaching and learning of gender studies will equip students with relevant knowledge of gender equality. Institutions of higher learning should have clear and deliberate policies of promoting women to positions of authority as a way for women empowerment. Finally, scholars should write literature in vernacular languages to enhance the use of multiple languages in teaching and learning in Zimbabwe.

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Makoni, Busi, Sinfree Makoni, and Pedzisai Mashiri. "Naming Practices and Language Planning in Zimbabwe." Current Issues in Language Planning 8, no. 3 (November 2007): 437–67. http://dx.doi.org/10.2167/cilp126.0.

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Marupi, Omphile, Baba Primrose Tshotsho, and Raphael Nhongo. "The Functionality of Sotho as a Previously Marginalised Language in a Multilingual Educational Setting." Academic Journal of Interdisciplinary Studies 10, no. 2 (March 5, 2021): 140. http://dx.doi.org/10.36941/ajis-2021-0045.

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The language policy issues in Zimbabwe are embedded in three documents which are the Education Act of 1987, the Nziramasanga Commission, and the current constitution which was passed into law in 2013. The paper examines the negatives and positives of these policies in education and how they facilitate the inclusion and exclusion of Sotho. The vague policies which are evasive on how indigenous languages should be treated when it comes to their use as media of instruction are problematised. Data used in this paper was supplemented with information that came from interviews with eight teachers from schools in Gwanda. It is argued in this paper that the policies and pieces of legislation are not devoted to the equal advancement of indigenous languages. It is concluded that the functionality of Sotho in the education sector in Zimbabwe is mainly hindered by the government policies that do not recognise the co-existence of languages but rather create a linguistic war zone where they have to fight to dislodge one another. The paper advocates for the recognition of harmonious co-existence of languages in education where all the languages found in a geographical space are not restricted but are made to function equally and simultaneously. Received: 12 September 2020 / Accepted: 17 December 2020 / Published: 5 March 2021

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Ndlovu, Eventhough. "Mother tongue education in the official minority languages in Zimbabwe." South African Journal of African Languages 31, no. 2 (January 2011): 229–42. http://dx.doi.org/10.1080/02572117.2011.10587367.

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8

Chibuwe, Albert, and Abioudun Salawu. "Training for English language or indigenous language media journalism: A decolonial critique of Zimbabwean journalism and media training institutions’ training practices." Journal of African Media Studies 12, no. 2 (June 1, 2020): 137–56. http://dx.doi.org/10.1386/jams_00016_1.

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There is growing academic scholarship on indigenous language media in Africa. The scholarship has mostly tended to focus on the content and political economy of indigenous language newspapers. The scholarship also suggests that much needs to be done in inculcating indigenous languages and indigenous language journalism in journalism education. Grounded in decoloniality, this article explores journalism training practices in selected institutions of higher learning in Zimbabwe. The intention is to unravel the absence or existence of training for indigenous journalism and perceptions of lecturers and attitudes of students towards indigenous language media and journalism. The article also seeks to establish whether there are any attempts to de-westernize journalism, media and communication studies. Methodologically, in-depth interviews were used to gather data from lecturers and students of journalism and media studies at colleges and universities in Zimbabwe. Findings show that the colleges surveyed do not offer any indigenous media journalism-specific modules or subjects. The lecturers, who include programme designers in some cases, have a low regard for indigenous language media. This, the article concludes, will have a knock-on effect on journalism students’ and journalists’ misgivings towards a career in indigenous language media.

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9

Magwa, Wiseman. "Revisiting the language question in Zimbabwe: a multilingual approach to the language in education policy." Journal of Multicultural Discourses 5, no. 2 (July 2010): 157–68. http://dx.doi.org/10.1080/17447143.2010.491915.

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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.

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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.

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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.

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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.

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Makoni, Sinfree B., Busi Dube, and Pedzisai Mashiri. "Zimbabwe Colonial and Post-Colonial Language Policy and Planning Practices." Current Issues in Language Planning 7, no. 4 (November 15, 2006): 377–414. http://dx.doi.org/10.2167/cilp108.0.

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Ndhlovu, Finex. "Gramsci, Doke and the Marginalisation of the Ndebele Language in Zimbabwe." Journal of Multilingual and Multicultural Development 27, no. 4 (July 15, 2006): 305–18. http://dx.doi.org/10.2167/jmmd445.1.

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Ketsitlile, Lone. "An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 218–28. http://dx.doi.org/10.1017/jie.2012.21.

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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the Colleges of Education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the education system of Botswana. This article is an integrative review about the San of Botswana and (1) explains what has been studied about the San with regard to their indigenous ways of knowing and reading the world; (2) gives a clear picture of their formal schooling experiences; and, (3) provides an overview of their English and Setswana language acquisition.

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15

Ngoshi, Hazel Tafadzwa, and Juliet Sylvia Pasi. "Mediating HIV/AIDS Strategies in Children’s Literature in Zimbabwe." Children's Literature in Education 38, no. 4 (August 10, 2007): 243–51. http://dx.doi.org/10.1007/s10583-007-9050-8.

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Kanyemba, Roselyn, and Maheshvari Naidu. "Nature and Perception of Sexist Humor at Great Zimbabwe University." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 19, no. 2 (September 5, 2019): 173–89. http://dx.doi.org/10.1177/0972558x19862403.

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For the majority of women, university represents a time of hopefulness and opportunities such that gendered incidences questioning their academic merit poses a serious setback. Sexist humor is one such incident which communicates a message that females are irrelevant and insignificant. This article discusses the nature and perceptions of sexist humor on University campuses. The views on how students on campus perceive sexist humor are crucial for understanding students’ response and offer a clear understanding of what justifies and normalizes sexist humor. The paper analyzes how the use of language can be connected to sexism and violence. Using a mixed methodology for data collection at Great Zimbabwe University, the paper attempts to link language, sexual violence, misogyny, and sexism as well as chronicle the overall pattern of exclusion and marginalization of women in higher education settings. The findings of the paper present evidence that the institutional and intellectual cultures of educational institutions are permeated with sexual and gender dynamics that have become embedded and naturalized in popular thought. Normalization of verbal harassment contributes to muting victimized women, thus perpetuating a culture in which violence against women becomes part of the social milieu. Thus, this study concludes that while one may consider higher education institutions in Africa as safer spaces for women, these are highly contested terrains as misogyny through sexist humor, among other hindrances, has created an obstacle for women’s equal participation in higher education.

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Maseko, Busani. "Teachers’ language ideologies, conflicting language policy and practices in Zimbabwean education system." Southern African Linguistics and Applied Language Studies 39, no. 1 (January 2, 2021): 30–42. http://dx.doi.org/10.2989/16073614.2021.1886591.

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Chimhundu, Herbert. "Early Missionaries and the Ethnolinguistic Factor During the ‘Invention of Tribalism’ in Zimbabwe." Journal of African History 33, no. 1 (March 1992): 87–109. http://dx.doi.org/10.1017/s0021853700031868.

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There is evidence from across the disciplines that at least some of the contemporary regional names of African tribes, dialects and languages are fairly recent inventions in historical terms. This article offers some evidence from Zimbabwe to show that missionary linguistic politics were an important factor in this process. The South African linguist Clement Doke was brought in to resolve conflicts about the orthography of Shona. His Report on the Unification of the Shona Dialects (1931) shows how the language politics of the Christian denominations, which were also the factions within the umbrella organization the Southern Rhodesia Missionary Conference, contributed quite significantly to the creation and promotion of Zezuru, Karanga and Manyika as the main groupings of dialects in the central area which Doke later accommodated in a unified orthography of a unified language that was given the name Shona. While vocabulary from Ndau was to be incorporated, words from the Korekore group in the north were to be discouraged, and Kalanga in the West was allowed to be subsumed under Ndebele.Writing about sixty years later, Ranger focusses more closely on the Manyika and takes his discussion to the 1940s, but he also mentions that the Rhodesian Front government of the 1960s and 1970s deliberately incited tribalism between the Shona and the Ndebele, while at the same time magnifying the differences between the regional divisions of the Shona, which were, in turn, played against one another as constituent clans. It would appear then that, for the indigenous Africans, the price of Christianity, Western education and a new perception of language unity was the creation of regional ethnic identities that were at least potentially antagonistic and open to political manipulation.Through many decades of rather unnecessary intellectual justification, and as a result of the collective colonial experience through the churches, the schools and the workplaces, these imposed identities, and the myths and sentiments that are associated with them, have become fixed in the collective mind of Africa, and the modern nation states of the continent now seem to be stuck with them. Missionaries played a very significant role in creating this scenario because they were mainly responsible for fixing the ethnolinguistic maps of the African colonies during the early phase of European occupation. To a significant degree, these maps have remained intact and have continued to influence African research scholarship.

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Makaudze, Godwin, and Jairos Kangira. "High literacy level, very low reading culture: an examination of the underlying causes of the Zimbabwean paradox." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (October 29, 2016): 1198–204. http://dx.doi.org/10.24297/jal.v7i2.5155.

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Zimbabwe currently boasts of one of the highest literacy levels in Africa. Paradoxically, such an encouraging state of affairs is not paralleled with a high reading culture. Instead, the high levels of literacy are undone by a very low reading culture. This paper is an exploration of the possible underlying causes of such a state of affairs as well as the possible intervention strategies. It used the qualitative paradigm, with interviews and semistructured questionnaires being employed to extract information from selected teachers, learners, parents, readers, publishers and bookshop managers. For teachers, learners, readers and parents, random sampling was used whilst purposive sampling was used for publishers and bookshop managers. Data was discussed in accordance with the themes that emerged. The paper observed that the reasons of the paradox included: emphasis on passing the examination, high costs of living and of producing and accessing reading literature, paucity of serious works of art that illuminate life. Possible intervention strategies included: re-orienting the education system, partnerships meant to avail and subsidise accessibility of literature, re-orienting the Zimbabwean language policy and improving marketing strategies for literature.

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Mutekwa, Anias. "The challenges of using the Communicative Approach (CA) in the teaching of English as a Second language (ESL) in Zimbabwe: Implications for ESL teacher education." Africa Education Review 10, no. 3 (September 2013): 539–53. http://dx.doi.org/10.1080/18146627.2013.853547.

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Hungwe, Kedmon. "Language policy in Zimbabwean education: historical antecedents and contemporary issues." Compare: A Journal of Comparative and International Education 37, no. 2 (March 2007): 135–49. http://dx.doi.org/10.1080/03057920601165363.

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Lin, Sherry. "Reviewer Acknowledgements for Higher Education Studies, Vol. 8, No. 1." Higher Education Studies 8, no. 1 (February 27, 2018): 72. http://dx.doi.org/10.5539/hes.v8n1p72.

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to hes@ccsenet.org.Reviewers for Volume 8, Number 1Abdelaziz Mohammed, Albaha University, Saudi ArabiaAlina Mag, University Lucian Blaga of Sibiu, RomaniaAntonina Lukenchuk, National Louis University, USAArbabisarjou Azizollah, Zahedan University of Medical Sciences, IranAynur Yürekli, İzmir University of Economics, TurkeyCarmen P. Mombourquette, University of Lethbridge, CanadaDibakar Sarangi, Directorate of Teacher Education and State Council for Educational research and Training, IndiaGeraldine N. Hill, Elizabeth City State University, United StatesGregory S. Ching, Lunghwa University of Science and Technology, TaiwanHüseyin Serçe, Selçuk University, TurkeyJohn Cowan, Edinburgh Napier University, United KingdomLung-Tan Lu, Fo Guang University, Taiwan, TaiwanManjet Kaur Mehar Singh, Universiti Sains Malaysia, MalaysiaNayereh Shahmohammadi, Academic Staff in Organization for Educational Research and Planning, IranOsman Cekic, Canakkale Onsekiz Mart University, TurkeyPhilip Denton, Liverpool John Moores University, United KingdomQing Xie, Jiangnan University, ChinaSandhya Rao Mehta, Sultan Qaboos University, IndiaTeguh Budiharso, Center of Language and Culture Studies, IndonesiaTuija A. Turunen, University of Lapland, FinlandWhatmore Chikwature, Mutare Polytechnic, Zimbabwe

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Mukute, Mutizwa, Kuda Mudokwani, Georgina McAllister, and Kefasi Nyikahadzoi. "Exploring the Potential of Developmental Work Research and Change Laboratory to Support Sustainability Transformations: A Case Study of Organic Agriculture in Zimbabwe." Mind, Culture, and Activity 25, no. 3 (May 10, 2018): 229–46. http://dx.doi.org/10.1080/10749039.2018.1451542.

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Mutapi, Francisca, Lorraine Pfavayi, Derick Osakunor, Rivka Lim, Maritha Kasambala, Arnold Mutemeri, Simbarashe Rusakaniko, Dixon Chibanda, and Takafira Mduluza. "Assessing early child development and its association with stunting and schistosome infections in rural Zimbabwean children using the Griffiths Scales of Child Development." PLOS Neglected Tropical Diseases 15, no. 8 (August 11, 2021): e0009660. http://dx.doi.org/10.1371/journal.pntd.0009660.

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There is a paucity of reference early childhood development (ECD) data at community level in rural Africa. Our objective was to conduct a comprehensive assessment of ECD in rural Zimbabwe and determine the impact of stunting and schistosome infections on ECD. Using the Griffiths Scales of Child Development, we conducted a cross sectional assessment of Eye and Hand Coordination (EHC), Personal-Social-Emotional (PSE), Language and Communication (LC), Foundations of Learning (FL) and Gross Motor (GM) domains and the summary General Development (GD) in 166 children aged 6–72 months. The effects of stunting, malnutrition and Schistosoma haematobium infection on ECD was determined. The impact of praziquantel curative treatment of schistosome infection on the developmental scores was determined through a longitudinal follow up at 6 and 12 months. From an initial 166 children, 11 were found to have developmental deficits warranting further investigation. Of the remaining 155, 58.7% recorded a good (≥ average) score for the overall General Development (GD). Proportions of children scoring above the cut-off (≥ average) for each domain were GM (84.5%), PSE (80.6%), EHC (61.9%), FL (43.9%) and LC (44.5%). The prevalence of stunting was 26.8% (95% CI = 20.1%–34.8%) Scores for stunted children were significantly lower for EHC (p = 0.0042), GM (p = 0.0099), and GD (p = 0.0014) with the fraction of lower scores attributable to stunting being GM = 63.4%, GD = 46.6%, EHC = 45%, and LC = 21%. S. haematobium infection prevalence was 39.7% and mean infection intensity was 5.4 eggs/10 ml urine. Infected children had poorer cognitive performance scores for the FL (p = 0.0005) with 30.8% of poor FL attributable to the infection. Performance in all domains improved to the expected normal or above reference levels at 6 and 12 months post curative treatment of schistosome infections. Our study documented reference values for ECD in rural Zimbabwean children. The study detected deficiencies in the FL domain, which were more pronounced in children, infected with schistosomes, highlighting the need for provision of cognitive stimulation tools and access to early childhood foundation education. There is also need for improved child nutrition and treatment of schistosome infections to improve child development outcomes.

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Charamba, T., and Davie E. Mutasa. "Folk-story telling among the Shona and Freire's framework of banking versus dialogical methods of education – In search of innovation and social cohesion in post-independence Zimbabwe's education." South African Journal of African Languages 38, no. 2 (May 4, 2018): 189–202. http://dx.doi.org/10.1080/02572117.2018.1463711.

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HEERALAL, PREM JOTHAM HEERALAL, and Francis Muchenje. "Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity." International Journal for Innovation Education and Research 4, no. 10 (October 31, 2016): 40–52. http://dx.doi.org/10.31686/ijier.vol4.iss10.597.

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The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number of ways. Teaching methods employed in the classroom accommodate all learners in terms of varying ability levels. In the teaching of the languages particularly Shona cultural diversity is catered for through providing pupils with equivalent terms in different dialects as well as examples. The teaching of religious and moral education was seen as an area where cultural diversity is addressed through the adoption of a multifaith approach. Teachers were also found to be sensitive to pupils’ diverse cultural backgrounds through utilisation of conducive teacher pupil classroom interaction. The study recommends that accommodation of cultural diversity should transcend all subjects in the primary school curriculum. Teachers need to be sensitised on the ideals of multicultural education through the hosting of seminars and workshops. Book publishers should make an effort to accommodate cultural diversity through provision of examples from a variety of cultures. There is need for teachers to carry out adequate research on pupils backgrounds so as to accommodate all pupils.

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Matiure, Rungamirai, and Erick Nyoni. "Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?" Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 103–32. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a6.

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This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

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Beveridge, M. C., and D. F. Johnson. "A new approach to the assessment of academic literacy in a Zimbabwean teachers’ training college." Language and Education 5, no. 1 (January 1991): 1–17. http://dx.doi.org/10.1080/09500789109541296.

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Ngara, Constantine, Robin Pflüger, and Alejandro Veas. "Gifted education in Zimbabwe." Cogent Education 4, no. 1 (January 1, 2017): 1332840. http://dx.doi.org/10.1080/2331186x.2017.1332840.

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

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Kadenge, Maxwell, and Dion Nkomo. "Language policy, translation and language development in Zimbabwe." Southern African Linguistics and Applied Language Studies 29, no. 3 (September 2011): 259–74. http://dx.doi.org/10.2989/16073614.2011.647488.

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

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

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34

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

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35

Mavesera, M., and D. Magege. "Fostering posterity and socio-economic transformation through the prism of indigenous languages in youth training: A participatory approach." Southern Africa Journal of Education, Science and Technology 5, no. 1 (August 28, 2020): 74–92. http://dx.doi.org/10.4314/sajest.v5i1.39825/sajest.2020.001.

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This paper reviews thee mediating role of indigenous languages in vocational skills and national development in the Zimbabwean context. In the wake of the current outcry for jobs, employment creation and entrepreneurship the need for new strategies to revive industry by focusing on community resources has become imperative. Youths need to turn to themselves as repositories of skills required for operationalising dormant and fledgling industries. In pursuit of this new strategy they need the expertise of local artisans. The initiative, adopted in the spirit of national consciousness, should yield an indigenous brand of technology. It is from this perspective that the paper argues for a fresh, broader approach to youth training, through the identification of a national programme that encourages skilled artisans to use indigenous languages as vehicles for imparting industrial skills to out of school youths. The envisaged formal programme can be implemented through the identification of industrial bases that would tap the industrial skills of out of school youths, under the tutorship of local skilled artisans. For more effective implementation the proposed blueprint argues for the liberalization of instructional media. Trainers and trainees would switch on to their preferred language in skills’ acquisition. Such a flexible project, sustained through collaborative engagement, between skilled artisans and youths, would go a long way towards enhancing the latter’s creative potential, by fostering familiarity with the terminology required by a particular industry. Further, the article envisages learners’ progressive training programmes that motivate vocational training graduates to apply modern technology to productive processes demanded by the respective communities. The study concludes by emphasizing that the achievement of national goals for entrepreneurship and youth empowerment/employment requires the adoption of new strategies encapsulated in the Education 5.0.blueprint.

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

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

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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.

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

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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.

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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.

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42

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.

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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.

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44

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.

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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.

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46

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.

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

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Mlambo, Muzi. "A survey of the language situation in Zimbabwe." English Today 25, no. 2 (May 26, 2009): 18–24. http://dx.doi.org/10.1017/s0266078409000145.

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ABSTRACTIs there a Zimbabwean variety of English? If so, who speaks it? Although Zimbabwe is a multilingual speech community, the Shona language, which is composed of dialects and sub-dialects, enjoys numerical dominance because it is spoken by the majority of the Zimbabweans. On the other hand, English, the official language, enjoys status dominance and it occupies a special position in the lives of many Zimbabweans. There is dispute, however, whether English in Zimbabwe is an interlanguage, and its speakers have adopted the native variety as a model, or whether it is better to observe that there are many varieties of English in Zimbabwe which are pragmatically identifiable as Zimbabwean, and that the vast majority of Zimbabweans appear to speak an English which reflects the linguistic characteristics of Shona.

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Kadenge, Maxwell, and Dion Nkomo. "The politics of the English language in Zimbabwe." Language Matters 42, no. 2 (November 2011): 248–63. http://dx.doi.org/10.1080/10228195.2011.581679.

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Mamvura, Zvinashe. "‘Let us make Zimbabwe in my own name’: Place naming and Mugabeism in Zimbabwe." South African Journal of African Languages 40, no. 1 (December 15, 2019): 32–39. http://dx.doi.org/10.1080/02572117.2019.1672343.

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