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Journal articles on the topic 'Primary schools – Zimbabwe'

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

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1

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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2

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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3

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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7

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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8

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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9

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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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (January 2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual interviews, document analysis and observation data with continual adjustment was used throughout the analysis. Although participants had individual and institutional concerns, including inadequate preparation and resources, about the inclusion of children with disabilities in PE in regular classrooms, they had positive dispositions toward it. Knowing individual children, having positive social relationships with children, fostering positive social relationships among children, supporting collaborative structures and cultures, and utilizing adapted instruction facilitated the inclusion of children with disabilities in PE in regular classrooms. Individual and institutional capacity building, including comprehensive preservice and in-service teacher training and the passage and enforcement of specific policies and legislation on inclusion, could enhance the inclusion of children with disabilities in PE in regular classrooms. This study serves as a baseline for future studies on the subject.
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12

Chakacha, Rumbi Ethel, Chux Gervase Iwu, and Edward Naa Dakora. "DETERMINING THE RELATIONSHIP BETWEEN INFRASTRUCTURE AND LEARNER SUCCESS: A COMPARATIVE STUDY OF TWO PRIMARY SCHOOLS IN ZIMBABWE." Commonwealth Youth and Development 12, no. 1 (September 26, 2016): 15–32. http://dx.doi.org/10.25159/1727-7140/1605.

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 This study was designed to examine the extent to which the availability of adequate infrastructure or lack of it affects the future success of learners. This was against the backdrop of the persistent calls by researchers and agencies for the engagement with issues around basic, youth and adult education in Southern Africa so as to find ways of dealing with the region’s escalating primary school drop-out rates and limited access to both technical and vocational education. The study adopted a purely qualitative approach to uncover the meanings that participants attach to their behaviour, how they interpret situations, and what their perspectives are on particular issues. This study was conducted in two primary schools in Zimbabwe among 52 participants, which included 20 learners and 32 educators. The study indicates that the level of infrastructure available in the schools varies and, in some cases, is inadequate. But more importantly, the study found that a well-equipped school is more functional and presents better learning opportunities for learners. The study recommended, among other things, that school planners, funders and policy makers should take note of the positive impact that a functional, clean and attractive school building can make on education. The size of the population is small; therefore generalisation should be done cautiously. This paper adds to the literature on the significance of quality infrastructure in facilitating learner education, especially in a burgeoning economy such as Zimbabwe.
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Campbell, Catherine, Louise Andersen, Alice Mutsikiwa, Erica Pufall, Morten Skovdal, Claudius Madanhire, Connie Nyamukapa, and Simon Gregson. "Factors shaping the HIV-competence of two primary schools in rural Zimbabwe." International Journal of Educational Development 41 (March 2015): 226–36. http://dx.doi.org/10.1016/j.ijedudev.2014.05.007.

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14

Maposa, Angela, and Chisango Future Fortune T. "Barriers to the Perfect Wedlock of Theory and Practice: Empirical Evidence from Selected Primary Schools in Midlands Province of Zimbabwe." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 6 (June 2016): 640–47. http://dx.doi.org/10.21276/sjahss.2016.4.6.4.

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15

Ncube, France, Artwell Kanda, Maude Chahwanda, Margaret Macherera, and Bigboy Ngwenya. "Predictors of hand hygiene behaviours among primary and secondary school children in a rural district setting in Zimbabwe: a cross-sectional epidemiologic study." Journal of Water, Sanitation and Hygiene for Development 10, no. 4 (October 22, 2020): 851–61. http://dx.doi.org/10.2166/washdev.2020.126.

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Abstract Hand hygiene is one of the most effective and efficient ways of controlling faecal–oral diseases. However, little is known about the predictors of hand hygiene behaviours among school children. A predesigned checklist guide was used to observe hygiene behaviours of 460 pupils from four rural schools in Shamva South district, Zimbabwe. A pretested questionnaire was administered to obtain demographic data of the observed school children. Membership of a Water, Sanitation and Hygiene (WASH) club, age, gender and the level of education were associated with hand hygiene practices (p < 0.05). The findings indicated that investing in hand hygiene behaviour change processes among school children using the promotion, formation, resuscitation and empowerment of WASH clubs in schools is important in disease prevention among communities in developing countries.
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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, one from a low-income location (high-density residential area) and another from a high-income location (low-density residential area), both in Harare. The study established that in spite of the existence of legal instruments, children are physically and verbally abused in various ways. While children are aware of their rights, they, however, find it difficult to report and in some cases do not even know where and to whom to report to. The study makes a number of recommendations directed towards authorities both in and outside the school system responsible for the discipline of children.
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Magudu, Snodia, and Mishack Gumbo. "Encounters of newly qualified teachers with micro-politics in primary schools in Zimbabwe." South African Journal of Education 37, no. 2 (May 31, 2017): 1–11. http://dx.doi.org/10.15700/saje.v37n2a1264.

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Nkoma, Elliott. "Effects of streaming in P1 (former group A) primary schools in Mutare urban, Zimbabwe." IOSR Journal Of Humanities And Social Science 16, no. 2 (2013): 118–25. http://dx.doi.org/10.9790/0837-162118125.

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Marashe, Joel, Gamuchirai Tsitsiozashe Ndamba, and Excellent Chireshe. "The Teaching of African Traditional Religion in Primary Schools in Zimbabwe: Challenges and Opportunities." Religious Education 104, no. 1 (February 13, 2009): 38–50. http://dx.doi.org/10.1080/00344080802615325.

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Musengi, Martin, and Regis Chireshe. "Inclusion of Deaf Students in Mainstream Rural Primary Schools in Zimbabwe: Challenges and Opportunities." Studies of Tribes and Tribals 10, no. 2 (December 2012): 107–16. http://dx.doi.org/10.1080/0972639x.2012.11886648.

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Chikwiri, E., and E. M. Lemmer. "Gender-based Violence in Primary Schools in the Harare and Marondera Districts of Zimbabwe." Journal of Sociology and Social Anthropology 5, no. 1 (January 2014): 95–107. http://dx.doi.org/10.1080/09766634.2014.11885613.

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Oyedele, V., and W. Chikwature. "The Obligation of School Development Committees in Teacher Retention in Buhera District Primary Schools in Manicaland Province, Zimbabwe." Greener Journal of Educational Research 6, no. 2 (April 20, 2016): 034–43. http://dx.doi.org/10.15580/gjer.2016.2.030316050.

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Govender, Nadaraj, and Godfrey Mutendera. "Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (November 4, 2020): 356–68. http://dx.doi.org/10.1177/1177180120970935.

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Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Knowledge was significant to their identities, but they were concerned with the loss of their culture due to modernization. Most teachers acknowledged the wisdom of Indigenous Knowledge custodians, welcomed their contributions, but some teachers were sceptical about custodians teaching formally in the classrooms. Several dilemmas arose from the views of participants, which have implication for the integration of Indigenous Knowledge in primary schools.
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Frencken, Jo E., Karin Borsum-Andersson, Fiona Makoni, Farayi Moyana, Shadreck Mwashaenyi, and Jan Mulder. "Effectiveness of an oral health education programme in primary schools in Zimbabwe after 3.5 years." Community Dentistry and Oral Epidemiology 29, no. 4 (August 2001): 253–59. http://dx.doi.org/10.1034/j.1600-0528.2001.290403.x.

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Muchenje, Francis, and Prem J. H. Heeralal. "Teachers’ Perceptions of the Implementation of Multicultural Education in Primary Schools in Chegutu District, Zimbabwe." Journal of Social Sciences 41, no. 3 (December 2014): 325–33. http://dx.doi.org/10.1080/09718923.2014.11893367.

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Sibanda, Patrick. "Situation analysis of the early childhood development (ECD) programme in rural primary schools in Zimbabwe." Scientific Journal of Pure and Applied Sciences 7, no. 3 (March 21, 2018): 751–61. http://dx.doi.org/10.14196/sjpas.v7i3.2522.

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Ncube, Alfred, Augustine Muranda, Thembinkosi Tshabalala, and Tichaona Mapolisa. "The Nature and Prevalence of Bullying in Primary Schools of Nkayi South Circuit in Zimbabwe." British Journal of Education, Society & Behavioural Science 8, no. 1 (January 10, 2015): 1–8. http://dx.doi.org/10.9734/bjesbs/2015/14554.

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Kurebwaand, M., and N. Wadesango. "Effects of Pre-Schools on Performance of Grade 1 Pupils: A Case Study of Gweru Urban Primary Schools in Zimbabwe." Journal of Social Sciences 38, no. 2 (February 2014): 167–73. http://dx.doi.org/10.1080/09718923.2014.11893247.

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Saiden, Thondhlana, and Mangizvo V. Remigios. "Teaching Management And Sustainable Utilization Of Water Resources At Infant Level In Primary Schools In Zimbabwe: Challenges And Opportunities." Advances in Social Sciences Research Journal 6, no. 11 (December 3, 2019): 430–40. http://dx.doi.org/10.14738/assrj.611.7189.

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Water has become an inadequate resource as a result of population and economic growth, climate change, pollution and other challenges. This is impacting on social, economic and environmental wellbeing. Education about water issues at all levels is pertinent to equip people with knowledge, skills and values of its management and sustainable utilization. Young children have a tendency of wasting water because of lack of knowledge of its management and sustainable utilization. The study aimed at establishing how knowledge, skills and attitudes of the management and sustainable utilization of water resources were being transmitted to school pupils in the infant grades in primary school. Furthermore the study wanted to find out the extent to which the curriculum content addressed the management and sustainable utilization of water resources. The study was conducted in the infants section of primary schools in the City of Gweru. It was qualitative in nature and it employed document analysis, in-depth interviews and questerviews to gather data. The sample of seven teachers in the infant section was purposively selected as these were the people with the requisite information. The study established that the infant syllabi has inadequate content for the management and sustainable utilization of water resources. The education system in Zimbabwe has not put in place mechanisms and strategies to pass on information to the young learners. Teachers have not been capacitated to deal with this aspect of the curriculum. The methods used in schools to inculcate the content are suitable for the age levels. The study concluded that the content and teaching of management and sustainable utilization were not adequate. The materials to complement the teaching were relevant. The study recommends the assessment methods need to be practical so as to establish the attitudes and skills acquired and that adequate content has to be injected into the curriculum.
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Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (November 27, 2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.

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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
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Mutangabende, Shepherd, and Elvin Shava. "Assessing Progress and Pitfalls of the Millennium Development Goals in Zimbabwe: A Critical Analysis." Africa’s Public Service Delivery and Performance Review 4, no. 4 (December 1, 2016): 573. http://dx.doi.org/10.4102/apsdpr.v4i4.141.

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Zimbabwe adopted the Millennium Development Goals (MDGs) at their inception in 2000 and it has trends of its progress in its attempt to attain these MDGs as indicated in progress reports since 2004, 2010, 2012 and 2015. In these reports optimistic trends are chiefly found in MDG2 on universal primary education which is Zimbabwe’s pride in Africa, MDG3 regarding gender parity in schools and MDG6 on HIV and AIDS. The country continues to face its biggest challenges in attaining MDG1 which is eliminating extreme poverty and hunger and MDG5 which is increase nurturing mortality, whereas all the objectives under these goals are dubious that would be attained at the cut-off date. It was unfortunate that, the inception of the MDGs coincided with the deepening of socioeconomic, political and environmental crisis in the country which made it very difficult for Zimbabwe to accomplish all of its MDGs. The focal motive of this study was to check the progress, policies, programmes and strategies which were in place to promote the attainment of the MDGs from 2000-2015 and other strategies or policies in place to attain the SDGs 2016-2030. This paper recommended that there is need for institutionalisation of SDGs that is aligning them with Zimbabwe Agenda for Sustainable Socioeconomic Transformation (Zim-Asset) cluster; for instance, value accumulation and beneficiation, nourishment security, poverty extermination, social services and strengthening partnership with all stakeholders. The research uses intensive secondary data analysis from various sources including government gazette, journal articles, e-books, and government website, reports, published and unpublished books.
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Muchenje, Francis, and Pedzisai Goronga. "The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe." Journal of African Education 1, no. 3 (December 1, 2020): 41–69. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a3.

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The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.
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Moyo, George, Joseph Chimombo, and John Kalokoni. "Chapter 5 Have educational inputs to primary schools in Zimbabwe been allocated in an equitable fashion?" International Journal of Educational Research 23, no. 4 (January 1995): 343–51. http://dx.doi.org/10.1016/0883-0355(95)98305-g.

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Mtembo, Roger, Dhurumbeer Kulpoo, and Daphne Dlamini. "Chapter 3 What are the baseline data for the selected educational inputs to primary schools in Zimbabwe?" International Journal of Educational Research 23, no. 4 (January 1995): 321–29. http://dx.doi.org/10.1016/0883-0355(95)98303-e.

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35

Simuforosa, Magwa, and Ngara Rosemary. "FACTORS CONTRIBUTING TO CHILD SEXUAL ABUSE BY TEACHERS IN SCHOOLS: A STUDY OF MASVINGO DISTRICT SECONDARY SCHOOLS." JOURNAL OF SOCIAL SCIENCE RESEARCH 8, no. 1 (June 19, 2015): 1520–28. http://dx.doi.org/10.24297/jssr.v8i1.3610.

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Learners are at risk of sexual abuse by teachers. This study set to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse in schools. The study is informed by Maslows hierarchy of needs. In an attempt to provide acceptable answers to research problem the qualitative phenomenology design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in Masvingo district. The schools selected were 4 and participants were 19 Accepted ethical measures were adhered to during the study. Teschers open coding method of data analysis was used to identify themes and categories. The study found out that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse was said to fall into two categories namely; contact or non -contact sexual behaviour. According to the results of the study multiple factors cause teachers to sexually abuse. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teacher. Students were said to be contributors of their own sexual abuse through their seductive behaviours and dressing. In light of these findings recommendations are made with regards to the need for how various stakeholders in the school namely; the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners to thoroughly understand the forms and root causes of child sexual abuse so as to be able to fight this scourge.
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Silumba, Cassim, and Show Chibango. "Online Education in Promoting Continued Education during Coronavirus Outbreak in Zimbabwe: ‘Challenges and Solutions’." Asian Journal of Interdisciplinary Research 3, no. 4 (December 2, 2020): 74–88. http://dx.doi.org/10.34256/ajir2047.

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The education system has been affected by 2019–20 coronavirus pandemic. In order to curb the widespread of coronavirus pandemic, people were recommended to exercise social-distancing and self-isolation. The idea of social-distancing and self-isolation has resulted in the closures of schools, universities and colleges as Ministry of Primary and Secondary Education try to control the spread of the contagious disease among learners in Zimbabwe. The effects and perceptions of Zimbabwean parents, teachers, learners and stakeholders on education and Covid19 are a cause for concern. The closure of educational institutions in response to the pandemic has risen to alarming levels. In this article, the issue of online learning has been seen as the impending solution to the challenges posed to the teaching and learning process during the coronavirus pandemic outbreak in Zimbabwe. What is very disturbing is that the mitigating measures proposed by stakeholders and government seem to favour the have and the have-not are severely impacted. At the end of the day, all the strides Zimbabwe has been making in terms of bringing education to the door step and improvement of standards of life is just going down the drain due to lack of ICT equipment and technical expertise. The study was carried out through qualitative method through a phenomenological approach. Snowballing, interviews, observations and document reviews were made use of in gathering the data for this article. Presentation is mainly descriptive since the type of data gathered depended much on the experiences and feelings of the people in the society about the impact of Covid19 on education. A number of recommendations were put forward that include the government putting in place laws that restrict mobile operators to hike their charges and all educational stakeholders should be heard when they air their concern.
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Chivhanga, Ester. "Language Planning In Zimbabwe: The Use of Indigenous Languages (Shona) As a Medium of Instruction in Primary Schools." IOSR Journal Of Humanities And Social Science 12, no. 5 (2013): 58–65. http://dx.doi.org/10.9790/0837-1255865.

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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.

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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender significantly influenced attitudes towards FPE. The study found that the majority of the teachers (73%) had negative attitudes towards FPE mainly because of, among other things, large teacher-pupil ratios (1:70) which increased their workload; shortage of resources and infrastructure; being viewed as lowering educational standards; and the fact that the teachers were not consulted despite being the key implementers. Cramer’s V yielded an insignificant positive relationship (0.06) between gender and attitudes; and this meant that gender did not significantly influence the teachers’ attitudes towards the introduction of FPE. KEY WORD: Assessing; Teacher Attitudes; Free Primary Education; Increased Enrolments; Gender. ABSTRAKSI: “Menilai Sikap Guru-guru Sekolah Dasar terhadap Pendidikan Dasar Gratis di Swaziland: Kasus Daerah Shiselweni”. Penelitian dirancang untuk menilai sikap guru-guru Sekolah Dasar terhadap PDG (Pendidikan Dasar Gratis) yang baru-baru ini diperkenalkan di Swaziland, dengan tujuan akhir menentukan bagaimana perasaan para guru tentang perubahan tersebut mengingat meningkatnya pendaftaran murid di sekolah. Desain penelitian survei digunakan dalam penelitian ini. Data bersumber dari 118 guru (perempuan = 50%) yang diperoleh melalui kuesioner semi-terstruktur dan wawancara lanjutan. Data sebagian besar dianalisis melalui prosedur skala Likert, sedangkan V Cramer adalah statistik yang digunakan untuk menguji apakah jenis kelamin secara signifikan mempengaruhi sikap. Studi ini menemukan sebagian besar guru (73%) memiliki sikap negatif terhadap PDG terutama karena, antara lain, besarnya rasio guru-murid (1:70) yang meningkatkan beban kerja; kurangnya sumber daya dan infrastruktur; dipandang akan menurunkan standar pendidikan; dan fakta bahwa guru tidak diajak urun-rembug meskipun sebagai pelaksana kunci. V Cramer menghasilkan hubungan positif yang tidak signifikan (0.06) antara gender dan sikap; dan ini berarti bahwa gender tidak berpengaruh secara signifikan terhadap sikap guru. KATA KUNCI: Menilai; Sikap Guru; Pendidikan Dasar Gratis; Peningkatan Pendaftaran; Gender. About the Authors: T.D. Mushoriwa, Ph.D. is a Full Professor at the University of Fort Hare in South Africa; V.T. Mlangeni is a Teacher at the Nhlangano Central High School in Swaziland; and M. Kurebwa is a Lecturer at the Zimbabwe Open University, Midlands, in Zimbabwe. Corresponding author is: tmushoriwa@ufh.ac.zaHow to cite this article? Mushoriwa, T.D., V.T. Mlangeni & M. Kurebwa. (2016). “Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.143-150. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 16, 2016); Revised (August 17, 2016); and Published (September 30, 2016).
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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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Nhundu, Tichatonga J., and Almon Shumba. "The nature and frequency of reported cases of teacher perpetrated child sexual abuse in rural primary schools in Zimbabwe." Child Abuse & Neglect 25, no. 11 (November 2001): 1517–34. http://dx.doi.org/10.1016/s0145-2134(01)00288-5.

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41

Murimba, Saul, Manasseh Nkamba, and Christopher Busang. "Chapter 7 Which educational inputs to primary schools in Zimbabwe have most impact on the reading achievement of pupils?" International Journal of Educational Research 23, no. 4 (January 1995): 361–71. http://dx.doi.org/10.1016/0883-0355(95)98307-i.

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42

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

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Historically, health care in Zimbabwe was provided primarily to cater to colonial administrators and the expatriate, with separate care or second-provision made for Africans. There was no need for legislation to guarantee its provision to the settler community. To address the inequities in health that had existed prior to 1980, at independence, Zimbabwe adopted the concept of Equity in Health and Primary Health Care. Initially, this resulted in the narrowing of the gap between health provision in rural areas and urban areas. Over the years, however, there have been clear indications of growing inequities in health provision and health care as a result of mainly Economic Structural Adjustment Policies (ESAP), 1991–1995, and health policy changes. Infant and child mortality have been worsened by the impact of HIV/AIDS and reduced access to affordable essential health care. For example, life expectancy at birth was 56 in the 1980s, increased to 60 in 1990 and is now about 43. Morbidity (diseases) and mortality (death rates) trends in Zimbabwe show that the population is still affected by the traditional preventable diseases and conditions that include nutritional deficiencies, communicable diseases, pregnancy and childbirth conditions and the conditions of the new born. The deterioration of the Zimbabwean health services sector has also partially been due to increasing shortages of qualified personnel. The public sector has been operating with only 19 per cent staff since 2000. Many qualified and competent health workers left the country because of the unfavourable political environment. The health system in Zimbabwe has been operating under a legal and policy framework that in essence does not recognize the right to health. Neither the pre-independence constitution nor the Lancaster House constitution, which is the current Constitution of Zimbabwe, made specific provisions for the right to health. Progress made in the 1980s characterized by adequate financing of the health system and decentralized health management and equity of health services between urban and rural areas, which saw dramatic increases in child survival rates and life expectancy, was, unfortunately, not consolidated. As of 2000 per capita health financing stood at USD 8.55 as compared to USD 23.6, which had been recommended by the Commission of Review into the Health Sector in 1997. At the beginning of 2008 it had been dramatically further eroded and stood at only USD 0.19 leading to the collapse of the health system. Similarly, education in Zimbabwe, in addition to the changes it has undergone during the different periods since attainment of independence, also went through many phases during the colonial period. From 1962 up until 1980, the Rhodesia Front government catered more for the European child. Luckily, some mission schools that had been established earlier kept on expanding taking in African children who could proceed with secondary education (high school education). Inequity in education existed when the ZANU-PF government came into power in 1980. It took aggressive and positive steps to redress the inequalities that existed in the past. Unfortunately, the government did not come up with an education policy or philosophy in spite of massive expansion and investment. The government had cut its expenditure on education because of economic and political instability. This has happened particularly in rural areas, where teachers have left the teaching profession.
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Ncube, Sikhangezile, and Alfred Modise Motalenyane. "Social Distancing, Cultural and Psychological Effects on Learners in a Rural Setting in Zimbabwe." Journal of Ethnic and Cultural Studies 7, no. 3 (October 27, 2020): 200. http://dx.doi.org/10.29333/ejecs/503.

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Social distancing has proven to be one effective reaction to the threat of increasing numbers of Coronavirus (COVID-19) cases and fatalities. The crisis around COVID-19 and social distancing is leaving an indelible footprint on the hearts and minds of the learners. The impact and ripple effects around the teaching and learning fraternities is likely too vast to comprehend for the learners. The study seeks to unveil the socio-cultural and psychological effects of social distancing on the learners in Zimbabwe. The study was limited to Matabeleland North Province of Zimbabwe. Respondents were 10 learners from secondary schools and 10 from primary schools. Data were electronically collected to observe the ongoing lockdown and social distancing measures. Semi-structured interview schedules were the tools for data gathering. The study was underpinned using the interactionist, socio-cultural theory of Vygotsky and Sullivan’s interpersonal theory. The findings of the study revealed that learners lack psycho-social support from home. The situation is causing stress, depression, loss of feeling of control over one’s life, low self-esteem and loss of aspiration. There is also unavailability of peer support, peer tutoring, co-operative and competitive learning and resources which are essential pedagogies for effective learning. Access to the Internet is a challenge for many learners due to the poor economic status of the country. Most of the learners are worried about their well-being and that of their family-members in-turn, this affects the academe. Guidance and counselling lessons have become more vital to support learners during this social distancing era.
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Chabaya, Owence, Symphorosa Rembe, and Newman Wadesango. "The persistence of gender inequality in Zimbabwe: factors that impede the advancement of women into leadership positions in primary schools." South African Journal of Education 29, no. 2 (July 8, 2009): 235–51. http://dx.doi.org/10.15700/saje.v29n2a259.

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Muderedzwa, Tavonga M., and Tonderayi M. Matsungo. "Nutritional status, physical activity and associated nutrition knowledge of primary school learners." Nutrition and Health 26, no. 2 (March 30, 2020): 115–25. http://dx.doi.org/10.1177/0260106020910625.

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Background: Nutrition education has the potential to improve eating habits, physical activity and nutritional status of schoolchildren. Aim: This study aimed to determine the nutritional status, physical activity levels and the associated nutrition knowledge of primary school learners aged 9–14 years in Harare, Zimbabwe. Methods: A cross-sectional survey was conducted among learners ( n = 368) from eight primary schools. A self-administered questionnaire was used to collect sociodemographic, nutrition knowledge and physical activity data. The weights and heights were measured using World Health Organization (WHO) standards. Pearson chi-square and Fisher’s exact tests were used to assess association between categorical variables. Binary logistic regression was used to explore the determinants of wasting and overweight. The level of significance was set at p < 0.05. Results: Overweight, wasting and stunting affected 25.8%, 6.3% and 3% of the learners, respectively. Only 52.7% of the learners achieved the WHO recommended 60 minutes of physical activity. The mean±standard deviation nutrition knowledge score of the learners was 70.3±10.9%. Stunted children were more likely to be wasted (odds ratio (OR) = 4.38; 95% confidence interval (CI) 1.07–17.8; p = 0.039). Inadequate dietary diversity score (OR = 0.44; 95% CI 0.22–0.87; p = 0.018) and using non-active forms of transportation (OR = 2.69; 95% CI 1.52–4.76; p = 0.001) were a significant predictor of overweight among the learners. Conclusions: Overweight was the leading form of malnutrition, coexisting with undernutrition, reflecting the presence of a ‘double burden of malnutrition’. Therefore, comprehensive and multi-sectoral interventions to improve healthy eating and physical activity are warranted.
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Muchenje, Francis, and Prem J. H. Heeralal. "Teachers’ Views on the Accommodation of Students’ Cultural Diversity in Curriculum Instructional Materials in Use in Primary Schools in Chegutu District Zimbabwe." Journal of Social Sciences 47, no. 2 (May 2016): 142–50. http://dx.doi.org/10.1080/09718923.2016.11893554.

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Ndebele, Clever. "Prevalent Supervisory Styles in Primary Schools in a Remote Rural District in Zimbabwe: Strategies for Reconciling them with Teacher Preferred Supervisory Styles." Studies of Tribes and Tribals 11, no. 1 (July 2013): 55–66. http://dx.doi.org/10.1080/0972639x.2013.11886666.

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Gonye, Jairos, and Nathan Moyo. "Traditional African dance education as curriculum reimagination in postcolonial Zimbabwe: a rethink of policy and practice of dance education in the primary schools." Research in Dance Education 16, no. 3 (May 11, 2015): 259–75. http://dx.doi.org/10.1080/14647893.2015.1036020.

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Ndebele, Clever. "Teacher Perceptions on the Effectiveness of an English Remedial Teaching Programme in Primary Schools in Zimbabwe: Towards an Alternative to the Deficit Model." International Journal of Educational Sciences 6, no. 3 (May 2014): 497–508. http://dx.doi.org/10.1080/09751122.2014.11890161.

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Chivhanga, Dr Ester, and Chimhenga Sylod. "Student Teachers’ Attitude towards the Use of Indigenous Languages as Medium of Instruction in the Teaching of Science Subjects In Primary Schools of Zimbabwe." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 4 (2014): 37–43. http://dx.doi.org/10.9790/7388-04443743.

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