Relevant bibliographies by topics / Primary schools – Zimbabwe

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

Academic literature on the topic 'Primary schools – Zimbabwe'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Primary schools – Zimbabwe"

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Dondofema, Tazivei, and Dr Wellington Samkange. "Challenges Faced by Primary School Teachers in Schools with Multi-Grade Classes in Zimbabwe: A Case for Ten Primary Schools in Gutu District in Masvingo Province of Zimbabwe." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (July 2016): 758–65. http://dx.doi.org/10.21276/sjahss.2016.4.7.3.

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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.

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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
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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 relationship in Zimbabwean education sector, the research aimed to establish the frequency schools need to be audited. Quantitatively, primary data were collected using questionnaires and personal interviews directed to government appointed and parent-elected School Development Committees (SDC) members, respectively. Secondary data from existing literature complemented primary data. Chi-square tests were used to analyse data to establish relationships existing between diverse variables. Carried tests indeed validated the existence of positive positive relationship between education attained by SDC members and their comprehension of auditing. Similar results were observed between audit frequency and performance of schools measured by standards improvement. Finally the research recommended how auditing can be implemented in schools as well as various strategies which can be adopted to ensure positive financial performance of schools.
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Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (March 20, 2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.

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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Other findings were that teachers had mixed feelings towards the use of mother tongue in teaching and learning primary school mathematics, but generally agreed that the language of instruction and/or learning affect performance in mathematics, attitudes towards mathematics and fear of mathematics. The paper concludes that using mother tongue as a medium of instruction in the teaching of mathematics in the Zimbabwean junior primary schools is desirable but the feasibility could not be established. It is recommended, among other things, that there is need for further research and policy formulation on the language of learning/instruction at various school levels in Zimbabwe.
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Ntobeko, Ndlovu. "School resources and student achievement: A study of primary schools in Zimbabwe." Educational Research and Reviews 13, no. 7 (April 10, 2018): 236–48. http://dx.doi.org/10.5897/err2017.3293.

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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, 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.
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F. Hlanga, Patience, Ncamisile P. Mthiyane, and Edson Muresherwa. "Parental Engagement and Sustainable Learning in Primary Schools: Perspectives of Parents and School Heads in Rural Primary Schools in Zimbabwe." International Journal of Asian Social Science 11, no. 1 (2021): 30–45. http://dx.doi.org/10.18488/journal.1.2021.111.30.45.

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Chikodzi, Mwangireni Ivy, and Luckson M. Kaino. "Shona Mathematical Instructional Practices in Bilingual Primary Schools in Zimbabwe." Africa Education Review 17, no. 4 (July 3, 2020): 104–15. http://dx.doi.org/10.1080/18146627.2020.1868077.

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Chingara, Remigio, and Jan Heystek. "Leadership as agency in the context of structure." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1596–609. http://dx.doi.org/10.1108/ijem-01-2018-0028.

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Purpose The purpose of this paper is to examine how principals, deputy principals, heads of departments (HoDs) and teachers as leaders exercise their agency within and through the organisational structure of their schools to improve academic quality. Design/methodology/approach A case study was conducted in the wider context of school-based leadership. Principals, deputy principals, HoDs and teachers selected by means of purposive sampling from six primary and secondary schools in Harare Province of Zimbabwe participated in the study. Findings Leaders in schools in Harare Province were found to have the capacity to use their agency within and through the organisational structure to improve pass rates. They were able to use their agency to work within the supposed rigid bureaucratic organisational structures to enable bureaucratic organisational structures, or, in participants’ views, democratic structures. Research limitations/implications Some limitations of the research ought to be considered. The research scope and site had its limitations. The research site was limited to a few primary and secondary schools in Harare Province (one out of ten provinces) of Zimbabwe. Although the sampling procedures were implemented to ensure good representation of participants’ views, the sampling was limited to a few schools. Owing to time and financial constraints, a larger sample could not be selected to conduct the interviews. These limitations are acknowledged, but they do not undervalue the significance of the study, as they can provide potential avenues for further research. For example, the study may be replicated in rural provinces of Zimbabwe. Such further research could help improve school leadership in Zimbabwe. Practical implications Principals, deputy principals, HoDs and teachers as leaders can exercise their agency in the structure of their schools to improve academic quality, expressed as and measured by pass rates. School leaders who have a positive attitude and requisite experience are able to change the rigid bureaucratic structures of their schools to enable bureaucratic structures, which are similar to democratic structures. Originality/value This paper provides a critical perspective on how leaders exercise their agency in the context of the organisational structure of their schools to improve academic quality.
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Nkomo, Duduzile, Peter Mulaudzi, and Buyisani Dube. "Assessment of learners with dyslexia in mainstream primary schools: An investigation." South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1855.

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With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abreast of the current trends in the education of learners with dyslexia be implemented.
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Dissertations / Theses on the topic "Primary schools – Zimbabwe"

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Gomwe, Howard. "Children's attitudes towards physical education in selected urban primary schools in Mutare - Zimbabwe." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/527.

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The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical Education is sustained participation in physical activities outside the school. This study involved 400 children from Mutare Junior, Chancellor, Zamba, Dangamvura, Sakubva, Chikanga, Mutanda and Murahwa Primary Schools in Mutare city. The children’s age ranged between 12 - 14 years old. The primary data were collected from questionnaires, interviews and focus group discussions, while secondary data were based on related literature review. The results indicated that the teacher, curriculum content and delivery, the learning environment, siblings, type of school, location of residences, proximity of facilities and support from parents were some of the factors associated with children’s attitudes towards Physical Education and Physical Activity at school and home respectively. In many ways, these factors affected children’s sustainable participation in physical activities after school.
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Mazise, Amos. "Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/569.

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The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.
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Jeko, Ishmael. "An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017553.

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As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study design, guided by the interpretive paradigm. A core of nine primary schools, drawn from the rural, urban and peri-urban areas of the Masvingo Province in Zimbabwe, was purposively selected to participate in the study. In the participating schools, key participants were student teachers and mentors, while school principals participated when they had time. A secondary group of primary schools were also identified to be used as validation of findings in a wider setting. An in-depth literature study on teacher education and mentoring was also carried out and this, combined with empirical data, illuminated the issues being investigated. The empirical data were primarily gathered through focus group and face-to-face individual semi-structured interviews, while participant observation (used in conjunction with informal unstructured interviews) and questionnaires were used to verify and triangulate data collected through the interviews. To safeguard the ethical integrity of the study, ethical approval from the relevant university committee, as well as the official consent of educational authorities, was obtained beforehand, as was the informed consent of individual participants. The research established that the support rendered to student teachers in the participating primary schools was largely inadequate and of a shallow mode, focusing primarily on facilitating the mastery of technical skills and the provision of psycho-social support, while being sorely deficient in empowering the student teachers with the skills and attitudes to reflectively and critically engage with their own and others‟ teaching practices. The mentoring was taking place in the context of field experience, organised along the apprenticeship model, hence located in an outmoded traditional paradigm of field experience, something which is regrettable at a time when international best practices seek to move towards a reflective-inquiry-oriented paradigm. Secondly, the research found that the participating schools were not structurally or culturally ready to take significant teacher training responsibility; hence the schools, in their present state, could be seen as constraining the smooth functioning of the mentoring model. Thirdly, some mentor-based factors also seemed to inhibit the functioning of the mentoring model. These included teachers who were attitudinally indisposed to accept student teachers as their professional colleagues, preferring to relate to them hierarchically and vertically, thereby limiting the emergence of a culture of professional collaboration and reciprocal learning relationships. In similar vein, the mentors‟ lack of training limited their capacity of mentors to perform the extended range of mentoring functions necessary for supporting student teachers trained in 21st century schools. The above conclusions and implications point towards the following recommendations: Mentor support for student teachers should be extended from the present superficial level to include functions that are oriented towards reflective practice. However, for this to happen, some adjustments will need to be made in the schools. These include, most importantly, making time available for mentoring activities. In order for the mentors to be able to perform their mentoring functions knowledgeably, they must be made fully aware of what they are supposed to do by providing them with the official documents spelling out mentoring expectations in schools. Additionally, the commitment of mentors to their duties could be made more sustainable by putting in place a clearly defined reward structure that is fully recognized officially and integrated into the employee grading system. To make school environments more propitious towards mentoring, schools must be structurally modified and re-cultured to create slots for mentoring activities, provide opportunities for informal professional interaction among teachers, as well as establish professional engagement forums, such as school-based learning circles. The research also suggests that student teachers should be allowed to choose their mentors through providing them with opportunities for early contact with their prospective mentoring partners. In an attempt to close the gap between college-based modules and field-based school experiences, the research further recommends that college-based modules be delivered in a way that ensures that they are fully integrated with student teachers‟ field experiences. Finally, mentoring could be better facilitated if schools and colleges adopted a partnership arrangement that is more aligned to mentoring. This implies provisionally shifting from the present separatist to the HEI-led partnership model, while preparing for the adoption of a fully-fledged collaborative partnership in the long term. The research was, however, by no means carried out perfectly. It was somewhat limited by its failure to take into account the view of officials from the Department of Education, as well as the input of colleagues in teacher education. In similar vein, the researcher felt that a more nuanced and fine-grained picture of the participants‟ mentoring experiences could have emerged if he had spent more time in the field, something which limited resources and work commitments did not allow him to do. Some significant issues arose from this study, but which it could not pursue. These include exploring the possibility of coming up with a model of teacher education that integrates ITE and CTPD in the context of mentoring, as well as conducting a similarly designed research into the mentoring that is taking place in secondary schools.
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Kanonuhwa, Violet. "An examination of school leader's perceptions of the impact of HIV/AIDS on selected primary schools in zimbabwe." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5978.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 12, 2009) Includes bibliographical references.
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Musingarabwi, Starlin. "Understanding current teacher implementation of Zimbabwe's primary school AIDS curriculum: a case study." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020912.

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Zimbabwe’s Ministry of Education Sport, Arts and Culture offers as one of the primary school curricula, an AIDS curriculum which all Grades 4 to 7 teachers in Zimbabwe’s primary schools mandatorily implement with a view to contributing towards the prevention of the spread of HIV/AIDS among the young primary school learners. The purpose of this research was to explore and describe teachers’ understanding and implementation of Zimbabwe’s primary school AIDS curriculum regarding the ways in which they articulated teaching practices and processes in their classrooms. The study also aimed to elicit the teachers’ views on how personal and contextual factors impact their adaptation and enactment of the curriculum. The study also sought to establish teachers’ perceptions of their practical experiences with the implementation of Zimbabwe’s primary school AIDS curriculum and their suggestions for improving practice. The study follows a qualitative case study design with minimal quantitative results. It involved three purposively selected primary school grade six teachers (n=3) each of whom was asked to teach five lessons while being observed over a period of three months. Each teacher availed his or her teaching scheme/plan to the researcher who conducted document analysis to glean their symbolic conceptualisation of actual classroom practice of the curriculum. This was followed by three semi-structured interviews with each participating teacher to elicit their perceptions. A content analysis using ideas borrowed from the grounded theory approach was employed resulting in thematic findings. The findings of the study confirm and enhance the theoretical significance of the phenomenological-adaptive perspective of educational change and Honig’s (people, policy, places) and cognition model for describing teacher implementation of the mandatory AIDS curriculum. The findings also confirm the complex ways in which human-generated personal and contextual factors played out in framing and shaping teachers’ personal adaptation of the mandatory AIDS curriculum. The study confirms the adaptation claim that as cognitive sense-makers, teachers mutate and enact a curriculum according to their personal subjective interpretations in the context of unique use-setting implementation realities. Although one of the participants’ understanding and practice displayed considerable comprehension of the requirements of the curriculum, the other teachers displayed an understanding of this curriculum in a superficial way, and experienced few positive experiences and several conceptual and operational constraints in its implementation. Drawing on their practical experiences with the implementation of the curriculum, teachers offered suggestions for transforming the implementation proficiency of this curriculum, which formed part of the conceptual strategy I developed for improving practice. Thus the resultant achievement of the study was a conceptual strategy that was constructed from the key findings of the study to provide educational change leaders with nuanced ideas and insights for improving practice.
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Ryf, Andrea L. "Primary school textbooks in Zimbabwe, an analysis in social context." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq25945.pdf.

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

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This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school.
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Garira, Elizabeth. "The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/63608.

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There are growing concerns about quality of education in schools in many countries, and education systems implement mechanisms like school inspection, an external education quality assurance measure, to evaluate their education. Realising that effective improvement of education quality may be achieved from within rather than from outside, many education systems are adopting School Self-Evaluation (SSE), an internal evaluation process, to evaluate quality of education. This study attempted to identify the characteristics of effective SSE frameworks in order to develop one for Zimbabwean primary schools. The study utilised exemplary frameworks as facilitators for introducing SSE practices in Zimbabwe and was guided by the following question: What are the characteristics of an effective SSE framework for improving classroom quality in Zimbabwean primary schools? The study espoused design research approach which aims to provide solutions to various education problems. The study comprised three phases, the preliminary phase which included a literature review and a needs analysis with the former aimed to gain insight into the efficacy of SSE in evaluating quality of education. The needs analysis sought to establish how education is evaluated in Zimbabwean primary schools. The second, the prototyping phase, involved developing and formatively evaluating various prototypes. The last phase, a semi-summative evaluation, involved field-testing and appraisal of the intervention. Interviews and questionnaires were used to collect data. Six design principles were generated with the main ones being to engage stakeholders in developing SSE frameworks, to agree on the need for SSE initiative and to define the quality indicators in context. The main characteristics of the SSE framework were that it should have a clear purpose, be context specific, and should focus on what is essential for education. The main conclusion of the study is that there are no clear policy guidelines for Zimbabwean primary schools, coupled with lack of SSE instruments, to engage in self-evaluation of quality of education and therefore, no meaningful SSE takes place. An SSE framework with procedural guidelines developed in this research appears to be relevant, feasible and is expected to be effective for use in Zimbabwean primary schools. Some recommendations were made in order to improve Zimbabwe‟s quality of education.
Thesis (PhD)--University of Pretoria, 2015.
Centre for Evaluation and Assessment (CEA)
University of Pretoria
Science, Mathematics and Technology Education
PhD
Unrestricted
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Ndlovu, Sibonokuhle. "The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe." Master's thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/10659.

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Includes bibliographic references (leaves 140-148).
The study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences that the breakdown of schooling and classroom teaching and learning had on learners' performance and cognitive development. Using a case study of a specific primary school in Gwanda district, the study has found that classroom teaching and learning in rural Zimbabwe was adversely affected by a conglomerate of contextual factors and worsened by the prevailing socio-economic and political problems resulting in contradictory classroom practices of teaching and learning. The analysis reveals the extent to which classroom teaching and learning has deteriorated and how the cultural practices of this specific tradition of schooling, impede on possibilities for meaningful learning activities in the classroom. The study contributes towards an understanding of the effects of the specific cultural conditions of schooling on learners' learning and cognitive development within the prevailing context of socio-economic and political instability in Zimbabwe and suggests ways in which teachers could organise pedagogy to assist their learners' learning and cognitive development.
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Machawira, Patricia. "Teachers living with AIDS underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-111501.

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Books on the topic "Primary schools – Zimbabwe"

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Shumba, Overson. Baseline survey of the Better Environmental Science Teaching Programme (BEST) in primary schools and teacher training colleges in Zimbabwe. [Harare]: Curriculum Development Unit & Technical Cooperation of Germany, 1997.

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Chivore, B. S. R. The effectiveness of the primary school teacher in Zimbabwe. Gweru, Zimbabwe: Mambo Press, 1994.

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Nyagura, L. M. Primary school achievement in English and mathematics in Zimbabwe: A multilevel analysis. Washington, DC: World Bank, 1993.

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Nyagura, L. M. Multilevel investigations of effects of schools, classrooms, and student characteristics on academic achievement in Zimbabwe's primary schools. [Harare]: Human Resources Research Centre, 1991.

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A gender analysis of the Zimbabwe education sector's policies, programmes, and budget: Special focus on primary and secondary school levels. Harare, Zimbabwe: Zimbabwe Women's Resource Centre & Network, 2010.

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Zimbabwe Women's Resource Centre and Network. A gender analysis of the Zimbabwe education sector's policies, programmes, and budget: Special focus on primary and secondary school levels. Harare, Zimbabwe: Zimbabwe Women's Resource Centre & Network, 2010.

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Mhlanga, J. J. A study of access, distribution, levels, patterns, and trends of primary school enrolments in Mashonaland Central and Masvingo Provinces of Zimbabwe: A follow-up to the Jomtien World Declaration on Education for All and framework for action to meet basic learning needs. [Harare]: UNICEF Harare, 1991.

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Julie, Stewart, and University of Zimbabwe. Women's Law Centre., eds. Life skills, sexual maturation, and sanitation: What's (not) happening in our schools? : an exploratory study from Zimbabwe. Harare: Weaver Press, 2004.

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Shumba, Overson. Monitoring findings on the Better Environmental Science Teaching Programme (BEST) in primary schools and teacher training colleges in Zimbabwe. Curriculum Development Unit & Technical Cooperation of Germany, 1997.

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Book chapters on the topic "Primary schools – Zimbabwe"

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Makumbe, Spiwe, and Tariro Nyevera. "The Teaching of Home Economics in Primary Schools in Zimbabwe." In Advances in 21st Century Human Settlements, 161–73. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0305-1_11.

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Muzvidziwa, Irene. "Zimbabwean Women Primary School Heads." In International Handbook of Educational Leadership and Social (In)Justice, 799–817. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6555-9_41.

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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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4

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
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