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Relevant bibliographies by topics / Schools – Zimbabwe – Evaluation

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Academic literature on the topic 'Schools – Zimbabwe – Evaluation'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Schools – Zimbabwe – Evaluation"

1

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

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This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documen

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Musodza, Belinda R., Mamotena Mpeta, Tawanda Runhare, and Elphinah N. Cishe. "A Test of Significance of Process on Effectiveness of Teacher Evaluation in Kwekwe Schools of Zimbabwe." Journal of Educational and Social Research 10, no. 5 (2020): 153. http://dx.doi.org/10.36941/jesr-2020-0096.

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Zimbabwe adopted Results Based Management (RBM) in order to evaluate the performance of its workers. For the process to be ‘significant’ and meet the basic attribute of utility, evaluation information should be focused towards predetermined uses. The objective of this study was to assess the significance of the teacher performance evaluation process and examine the relationship between the significance and the effectiveness of the evaluation system of Kwekwe district in Zimbabwe. The study was situated in the pragmatic worldview and underpinned by the Readiness Assessment, Design, Process, Sig

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Musodza, Belinda R., Elphinah N. Cishe, and Neziwe Mapangwana. "The Impact of Stakeholder Involvement in Evaluation System Design: Lessons from the Zimbabwe Education Sector Experiences." Journal of Educational and Social Research 11, no. 3 (2021): 132. http://dx.doi.org/10.36941/jesr-2021-0057.

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The design of a performance evaluation system should ideally be inclusive and participatory to enhance stakeholders’ buy-in, acceptance and ownership of the system, whilst at the same time, ensure relevance and sustainability of the process. This paper examines the design process of the teacher evaluation system in one education district of Zimbabwe. The study intended to establish the extent of teacher involvement in the design of the evaluation system and to determine the relationship between the design process and effectiveness of the evaluation system. The study used the convergent mixed m

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Ruparanganda, Fenton. "An evaluation of the implementation of the Science-Technology and Society (STS) concept in Science Instruction in secondary schools in Zimbabwe." TEXILA INTERNATIONAL JOURNAL OF ACADEMIC RESEARCH 3, no. 1 (2016): 33–40. http://dx.doi.org/10.21522/tijar.2014.03.01.art004.

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Dondofema, J., J. Mwenje, and L. Musemwa. "Factors affecting Industrial Attachment Programme: Measures of academic performance and efficiency in Zimbabwe: A Review." Southern Africa Journal of Education, Science and Technology 5, no. 1 (2020): 1–25. http://dx.doi.org/10.4314/sajest.v5i1.39823/sajest.2020.001.

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Assessment of the Industrial Attachment Programme was deemed incomplete without reviewing measures of academic performance, efficiency, and the factors that affect performance and efficiency. The factors forming the basis for this review were found to human and system oriented. Academic performance of students has to be measured using examinations, tests, assignments and exercises. Data Envelope Analysis and Stochastic Frontier Analyst were the efficiency measures reviewed. Data Envelope Analysis was regarded appropriate for this study considering its ability to handle multiple inputs and outp

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Cowan, Frances M., Lisa F. Langhaug, George P. Mashungupa, et al. "School based HIV prevention in Zimbabwe: feasibility and acceptability of evaluation trials using biological outcomes." AIDS 16, no. 12 (2002): 1673–78. http://dx.doi.org/10.1097/00002030-200208160-00013.

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Garira, Elizabeth, Sarah Howie, and Tjeerd Plomp. "An analysis of quality of education and its evaluation: A case of Zimbabwean primary schools." South African Journal of Education 39, no. 2 (2019): 1–9. http://dx.doi.org/10.15700/saje.v39n2a1644.

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Frencken, J. E., F. Makoni, and W. D. Sithole. "Atraumatic Restorative Treatment and Glass-lonomer Sealants in a School Oral Health Programme in Zimbabwe: Evaluation after 1 Year." Caries Research 30, no. 6 (1996): 428–33. http://dx.doi.org/10.1159/000262355.

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Mutekwe, Edmore, and Maropeng Modiba. "An Evaluation of the Gender Sensitive Nature of Selected Textbooks in the Zimbabwean Secondary School Curriculum." Anthropologist 14, no. 4 (2012): 365–73. http://dx.doi.org/10.1080/09720073.2012.11891259.

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10

Muswazi, Tinny Margaret. "An evaluation of how socialism as a ‘school of thought’ has influenced the development of the educational system in Zimbabwe, Africa." Greener Journal of Educational Research 3, no. 2 (2013): 085–93. http://dx.doi.org/10.15580/gjer.2013.2.022313489.

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Dissertations / Theses on the topic "Schools – Zimbabwe – Evaluation"

1

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 ran

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2

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 primar

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Simbarashe, Mashingaidze Samuel. "Realistic Mathematics Education as a lens to explore teachers’ use of students’ out-of-school experiences in the teaching of transformation geometry in Zimbabwe’s rural secondary schools." Thesis, 2017. http://hdl.handle.net/10500/25021.

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The study explores Mathematics educators’ use of students’ out-of-school experiences in the teaching of Transformation Geometry. This thesis focuses on an analysis of the extent to which students’ out-of-school experiences are reflected in the actual teaching, textbook tasks and national examination items set and other resources used. Teachers’ teaching practices are expected to support students’ learning of concepts in mathematics. Freudenthal (1991) argues that students develop their mathematical understanding by working from contexts that make sense to them, contexts that are grounded in re

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Kapfidze, Gabriel. "An evaluation of the social studies programme textbook content at stage four (4) level in Zimbabwean primary schools." 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001806.

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D. Tech. Education<br>The research study sought to find out if social studies textbooks used at stage 4 level in Zimbabwean primary school are deficient in content. The focus was on the relevance and adequacy of the content to meet National Curriculum Standards.

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Chikutuma, Tendai. "The quality of early childhood development programmes in Harare primary schools in Zimbabwe." Thesis, 2013. http://hdl.handle.net/10500/13511.

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The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density

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Chimhenga, Sylod. "An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools." Thesis, 2014. http://hdl.handle.net/10500/18876.

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The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The S

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Chireshe, Regis. "An assessement of the effectiveness of school guidance and counselling services in Zimbabwean secondary schools." Thesis, 2006. http://hdl.handle.net/10500/1645.

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The present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns. The research design consisted of a literature and an empirical study. The survey method was used

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Pazvakavambwa, Addmore. "Developing and sustaining a results-based management model in Zimbabwean schools in Goromonzi District." Thesis, 2015. http://hdl.handle.net/10500/22046.

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There is limited research on the use of results-based management (RBM) in schools, therefore this study focussed on developing a sustainable and effective RBM model. The objectives of the study were to identify the obstacles encountered in implementing RBM in primary and secondary schools in the Goromonzi District, identify and describe the steps taken in developing and sustaining an effective RBM model, and to develop a sustainable and effective RBM model suitable for both Zimbabwean primary and secondary schools. A qualitative research method was used since the researcher’s interest was to

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Chirinda, Admore. "Teaching methods in grade 7 in Shurugwi district, Zimbabwe." Diss., 2011. http://hdl.handle.net/10500/6054.

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The research study was conducted to investigate the effectiveness of the instructional methods, particularly the lecture-discussion instructional method as a teaching and learning method at grade 7 level, in Shurugwi district, Zimbabwe. The subject taught being English language. The experimental method (quasi-experimental) used at the twenty chosen schools was the pre-test and post test group method. It was found that the lecture-discussion instructional method produced better results in more cases than the discussion method alone. It was also found that work produced by the lecture-discussion

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Madziyire, Godfrey Tapfumaneyi. "Evaluating the impact of philanthropic activities in public high schools in Mutasa District, Zimbabwe : an educational management perspective." Thesis, 2015. http://hdl.handle.net/10500/19117.

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The purpose of this study was to evaluate the impact of philanthropic interventions in public high schools in Mutasa district of Zimbabwe. Three research questions guided the study. The investigation focused on finding out the types of philanthropic interventions in the public high school and to evaluate their impact on the schools and students involved from an educational management perspective. The investigation was a mixed methods research using both quantitative and qualitative methods. Data was collected by questionnaire, interview and documentary sources. Principals of twenty nine high

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Books on the topic "Schools – Zimbabwe – Evaluation"

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Section, Zimbabwe Ministry of Education Planning. An evaluation report on education with production in pilot secondary schools under the Zimbabwe Foundation for Education with Production. Ministry of Education, Planning Section, 1987.

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2

International Association for the Evaluation of Educational Achievement., ed. Reading literacy at junior secondary school level in Zimbabwe. University of Zimbabwe Publications, 2000.

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3

Riddell, Abby Rubin. What causes differences in achievement in Zimbabwe's secondary schools? Population and Human Resources Dept., World Bank, 1991.

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4

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

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5

Curriculum Review Workshop, 1994. School of Social Work, 1994.

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Book chapters on the topic "Schools – Zimbabwe – Evaluation"

1

Zikhali, Edson, and Joyce Tsungai Zikhali. "Utilization of Reflective Strategies by Mentors in the Student Teacher Mentoring Program (STMP) in a Selected Province in Zimbabwe." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch011.

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In Zimbabwe, teacher training is a joint endeavor between teachers' colleges and host schools, with the latter relying on mentors in training student teachers during teaching practice (TP). This chapter explores how mentors' reflective strategies enhance students' training. It explores how mentors adopt reflective strategies to guide student teachers. Five mentors were interviewed individually while 20 were interviewed in two focus groups. Their views concentrated on key aspects of teaching, namely scheming, lesson planning, delivery, and evaluation. Findings revealed that student teachers lacked clear aims, had poor lesson introductions, superficial lesson evaluation, and unsatisfactory lesson delivery. The study highlighted that mentors reflected on these aspects and assisted the student teachers to do the same. The study recommends that teachers' colleges should prepare student teachers adequately in scheming, planning, and lesson delivery before TP. More time should be devoted to professional studies by teachers' colleges before student teachers are deployed on TP.

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