Dissertations / Theses on the topic 'Zimbabwean education system'

Although this is not a new research phenomenon, the literature has often associated the digital divide (second order or otherwise) with sociodemographic, sociocultural and socioeconomical factors as reasons for the digital divide. However, there is little presence in the literature into the underlying structures (physical or abstract arrangement) leading to the divide. This means that the underlying structures leading to this problem have so far been ignored and require scholarly attention. This study, therefore, identifies and explains the structures leading to the second order digital divide, a problem relating to the unequal use of information and communication technologies (ICTs) which is more prevalent in the higher education institutions (HEIs) of developing countries. Before the structures that lead to the second order digital divide could be explained the interlocking dynamics of ICT adoption needed to be identified. Structuration Theory was employed as a sensitising tool for collecting, analysing, and interpreting qualitative data for this interpretivist research. Novel qualitative data were collected from a purposive sample drawn from a single HEI of Zimbabwe, a developing country of high literacy. Directed content analysis generated insightful explanations of the structures leading to the second order digital divide at the HEI case. Preliminary analysis based on a deductive logic approach identified signification, domination, and legitimation as some of the structures leading to the second order digital divide at the HEI case. Further analysis based on an inductive logic approach revealed additional belief, institutional and governance structures which manifested from the interlocking dynamics of ICT adoption, involving resources, leadership, adoption behaviours and empowerment. These findings contributed to practice by explaining the underlying structures of the second order digital divide, for the benefit of ICT4D researchers, and by suggesting interventions to HEI policy-makers for reducing the second order digital divide. The results also make an iv explanatory contribution to theory by presenting a model of the interlocking dynamics of ICT adoption for theorising about the complex second order digital divide.

Problem Statement: The implementation and use of Information Communication Technologies (ICTs) has been ascribed as a transformative drive across the world, especially to improve the human capacity development of individuals in Higher Educational Institutions (HEIs). However, developing countries are still struggling to harness the productive capacity of their ICT resources. The ICT index of ‘access, use and skills’ in developing countries is less than 50%, whilst that for developed countries is above 75%. Whilst HEIs have incorporated ICTs, the uptake of the Learning Management Systems (LMS) is low, with the expected objectives remaining largely unachieved and the full potential of the technologies not realised. A myriad of challenges have contributed to the low uptake of ICT projects in resource-limited settings ranging from limited ICT expertise, cost and complexity of implementation, inadequate training, lack of top management support, poor organisational culture, limited infrastructure and resistance to change. Whilst these challenges play a significant role in limiting uptake, the role of user resistance to LMS implementation in HEIs has not been fully explored. Purpose of study: This study offered an explanatory critique of user resistance and its implications on low uptake of LMS in HEIs. The objective was to examine how resistance behaviours manifested from lecturers during implementation of an LMS in an HEI of a developing country context. The study identified different forms of lecturer resistance behaviours and examined how they manifested to cause low uptake of the LMS. It also analysed the nature of responses and/or strategies from management and ICT implementers towards the lecturer resistance behaviours during LMS implementation. Furthermore, the study examined how contextual factors influenced manifestation of resistance practices in relation to habitus, capital and field positions of lecturers, management and ICT implementers. Research methodology: The study adopted an interpretive research paradigm and drew on Bourdieu`s Theory of Practice (TOP) framework and the Multilevel Model of Resistance to Information Technology Implementation (MRITI) as theoretical lens, to analyse the manifestation, interaction and logic of user resistance towards LMS implementation in HEIs. The study analysed data from semi-structured interviews and project documents to highlight issues of incorporating ICTs into teaching and learning. More data and field notes came from participant observations during the implementation of the LMS (Moodle). The case of Omega University in Zimbabwe was used as a representation of an HEI in a developing country context. Key findings: User resistance affected the implementation and uptake of Moodle. The different forms of resistance behaviours that manifested from lecturers during Moodle implementation were disinterest, minimal use, refusal to use, pessimism, withdrawal, avoidance, prioritisation and delegation. The forms were classified into four episodes; apathy, passive resistance, covert resistance and active resistance. Aggressive forms of resistance were not found in this study. Delegation of responsibilities was a unique form in that it falsified and misrepresented acceptance of Moodle despite harbouring resistance tendencies; like two sides of the same coin. Resistance behaviours manifested during Moodle implementation due to initial conditions that interacted with objects and triggers of resistance to generate perceived threats in lecturers. Initial conditions were Omega`s management model, its ICT structure and ICT culture, whilst the objects of lecturer`s resistance were mostly towards ‘Moodle advocates’ and less towards ‘Moodle features’ or ‘Moodle significance’. Therefore, lecturer resistance behaviours were directed towards external rather than internal factors with regard to the LMS. The triggers of lecturer resistance were grouped into management, infrastructure and personal triggers. Perceived threats from lecturers were either fear of loss of relevance, status, jobs or increased workloads. The positive responses and/or strategies from management and ICT implementers were acknowledgment, reward innovation, rectification, effective training and user consultations, whilst the negative responses were inaction, dissuasion, enforcement, no reward for innovation, ineffective training, and absence of change management. Due to other underlying contextual factors, the nature of these responses neither reduced lecturer resistance nor enhanced the low uptake of Moodle. Contextual factors in form of differences in habitus and forms of capital influenced lecturer resistance as well as practices of management and ICT implementers during Moodle implementation. Lecturer resistance was caused by the following habitus: prior exposure to technology, age-related habitus, technophobia and pedagogical beliefs and the following forms of capital: qualifications, position, academic titles and employment status. The practices of management and ICT implementers were driven by the habitus of implementing, supporting, training of ICT projects, providing ICT infrastructure as well as developing and enforcing ICT policies. The following forms of capital motivated management and ICT implementers` practices: prestige, honour, level of Moodle expertise and university positions. Contribution of the study: The study contributed to knowledge, theory and practice. First, the study provided a deeper conceptualisation of user resistance towards the implementation of ICT projects and suggested theoretical propositions to explain how lecturer resistance manifested during the implementation of LMS in HEIs. Second, the study developed a unified conceptual framework by integrating Bourdieu`s TOP and MRITI to explain resistance practices during LMS implementation in HEIs. Third, the study provided recommendations for managers and ICT implementers in Zimbabwean HEIs and similar contextual settings, to address user resistance issues by creating effective responses and strategies aimed at improving the design, implementation and uptake of LMS in HEIs. Additionally, recommendations were provided for HEIs who wish to achieve ‘technological determinism’ and/or ‘techno-centrism’, to implement policies that equip intended technology users with all the knowledge components of TPACK (Technology, Pedagogy and Content Knowledge). Finally, technology implementers should resolve exogenous issues in the institution before system implementation to avoid users directing focus on endogenous factors. This intervention and understanding may lead to the realisation of the full potential of ICT projects and achievement of expected objectives in HEIs of developing countries.

In this study, we employ the theory of deconstruction to challenge and reject the contention that a knowledge paradigm was non-existent among the indigenous people of Zimbabwe before the arrival of the colonisers. This is necessary because the imposition of the colonisers’ knowledge paradigm was premised on the supposed absence of an epistemology among the indigenous people. In defending the thesis that education and indeed an epistemology was in existence among the indigenous people of Zimbabwe, we submit that education is part of any given culture. In the light of this, it becomes untenable to deny the existence of education among the indigenous people of Zimbabwe before the arrival of the colonisers. Knowledge ceases to be the exclusive preserve of the colonisers. It must be noted that the imposition of the colonisers’ knowledge paradigm was accompanied by the suppression and partial destruction of the epistemology of the indigenous people. The suppression and partial destruction of the indigenous people’s epistemological paradigm is called epistemicide. The epistemicide that the colonisers inflicted on the indigenous people led to the exclusive dominance of their knowledge paradigm in the school curriculum at the expense of that of the indigenous people. In the light of this status quo, we present transformation and Africanisation as corrective to the unjustified dominance of the present day curriculum by the epistemological paradigm of the colonisers. We argue that despite the commendable proposals contained in the Report of the Presidential Commission of Inquiry into Education and Training (1999: 24) to change the curriculum so that unhu/ubuntu becomes its organising principle and to allow the co-existence of the indigenous people’s epistemological paradigm and others, in practice the dominance of the colonisers’ epistemological paradigm remains in place. We submit that the Africanisation of the curriculum is a matter of justice that demands the end of the dominance of the knowledge paradigm of the colonisers and the co-existence of the indigenous people’s knowledge paradigm and others
Philosophy, Practical and Systematic Theology
D.Litt et Phil. (Philosophy)

The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be done by the Zimbabwean government to promote the Tonga language in the school curriculum at all levels in the education domain in Zimbabwe. In the study, the researcher uses a mixed method approach where qualitative and quantitative research techniques are used to corroborate data from different data gathering sources. The postmodernist theory is used in this research because of its encouragement of pluralism in society so as to enhance social cohesion. This is so because all languages are equal and they share the same functions and characteristics. There is no superior or inferior language in the eyes of the postmodernists. Participants for this study were drawn from district officials, selected primary and secondary school educators, primary and secondary school heads, all from Binga district of Zimbabwe and three university Tonga language lecturers, all purposefully selected. Focus group discussions, interviews, questionnaires, documents analysis and observations were used to collect data for this study. The data collected was then analysed using qualitative and quantitative analysis for triangulation purposes. The research established that the marginalisation of the Tonga language in Zimbabwe is caused by both exogenous and endogenous factors. The major factor is Zimbabwe‘s lack of a clear language policy exacerbated by attitudes of the different stakeholders which has also facilitated and enhanced the peripherisation of the Tonga language in Zimbabwe. The government of Zimbabwe has a tendency of declaring policies and not implementing them. Consequently, the government reacts to language problems as they arise. The study also reveals the importance of the Tonga language in the school curriculum in Zimbabwe. It also establishes that, for the Tonga language to be promoted there is need for the expeditious training of educators by the Ministry of Higher and Tertiary Education, Science and Technology Development. There is need for the government of Zimbabwe to strengthen their language policy so that the status of Tonga is enhanced and uplifted. A strong language policy will compel different stakeholders to stick to their mandate thereby improving the place of the Tonga language in the school curriculum at all levels of the curriculum in Zimbabwe.
African Languages
D. Litt. et Phil. (African Languages)

This study explored the role of school-based teacher financial incentives on student academic achievement. Despite great efforts made by Zimbabwean government towards improving the education system in terms of infrastructure development and increasing number of schools, prior and after 1980, not much attention had been paid to the role of teachers’ extra-financial incentives on enhancing teacher motivation which leads to student achievement in and outside classroom situation. Extra-financial incentives differ from government to government depending on the revenue base and political will by such governments to support these teacher incentives programmes. In developed countries, respective governments pay different teacher incentives while in developing countries, parents/guardians or School Development Committees (SDCs) shoulder the burden. This study contented that one of the ways to improve student achievement has been payment of school-based teacher incentives to supplement teachers’ low salaries. While the need to adequately compensate teachers had been a worldwide phenomenon, this is in contrast to Zimbabwean experience after 2014, when Government of National Unity (GNU) came to an end. Zimbabwean government banned payment of teacher incentives under unclear reasons which were widely purported to be political. This research adopted a qualitative approach and as such, collection of primary and secondary data were done using multiple data collection techniques. Techniques included interviews with key informants, focus group discussions and open ended questionnaires in selected secondary schools. Results from this study revealed that improving teacher motivation through school-based incentives had been central to improved student achievement. In schools where teacher incentive system was practiced pass-rates increased, with a sudden decline when teacher incentives were banned. Banning or lack of properly designed incentive systems, where teachers were consulted, was seen as negatively affecting student achievement in selected secondary schools of Makoni District.
Educational Foundations
D. Ed. (Socio-Education)

The research study focused on the integrating of indigenous African knowledge systems in teaching and learning at the Catholic University of Zimbabwe. The curriculum of the Catholic University of Zimbabwe offers a number of degree courses. The study sets out to address the problem with the curriculum of the Catholic University of Zimbabwe, namely, that it is to a large extent dominated by Western knowledge and gives little priority to indigenous African knowledge systems. The majority of the courses offered at the CUZ are Eurocentric in nature and give little regard to the indigenous African knowledge systems. The study was undergirded by the Afrocentric theory which focuses on giving the African world view in terms of knowledge. The research study was informed by the constructivist paradigm which focuses on how individuals analyse and construct meanings of social situations. The research approach is qualitative in nature that means it is based on social interpretation and not numerical analysis of data. The data in the study was generated through face-to-face interviews, focus group discussion and document analysis. The data was presented under different themes. The study found out that they are few courses in the CUZ curriculum which include IAKS. Most of the knowledge and theories in the courses offered at the Catholic University of Zimbabwe curriculum are Western oriented. The knowledge in most of the courses is reminiscent of the colonial education system and gives no regard to indigenous African knowledge systems. The recommendation is for the inclusion of indigenous African Knowledge systems in the CUZ curriculum.
Educational Foundations
D. Ed. (Philosophy of Education)

This study explores the problem of a bibliocentric Religious Education curriculum in Zimbabwe amid the quest for a multi-faith curriculum. It traces the history of Religious Education, how it was started and crafted by the so-called missionary propagandists in order to suit their dogmatic interests. Two main aspects of the christianization of the Religious Education curriculum are highlighted, namely cultural alienation and indoctrination. Two post-independence teaching approaches, the life experience approach and the multi-faith approach are discussed in a comprehensive manner as possible solutions to the problem of Religious Education in Zimbabwe. An empirical analysis and evaluation of the views of various stakeholders about post-independence developments in Religious Education is also presented. Finally, relevant findings, conclusions and recommendations critical to successful Religious Education teaching are presented.
Teacher Education
M. Ed. (Didactics)

In this dissertation, research was undertaken to trace the development of technical, . education in Zimbabwe and evaluate its role in community upliftment. The colonial era ( 1890-1979) and the post-colonial era ( 1980-2000) were examined in this connection. This involved, inter alia, analysing findings and recommendations of commissions of inquiry, and provisions of national development plans. Empirical analysis of the status and role of technical education in community upliftment was also undertaken. Finally, on the basis of the historical data, findings and conclusions regarding the history of technical education, as well as its role in community upliftment in Zimbabwe were made. As a way forward, some recommendations were made which would, if implemented, enhance the role of technical education in the individual's attainment of meaningful adulthood and improvement of society's quality of life.
Educational Studies
M. Ed. (History of Education)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses.
Health Studies
D.Litt. et Phil. (Advanced Nursing Sciences)

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom.
Educational Studies
M.Ed. (Special Needs Education)

The pace of technological advancement and growth in the twenty-first century continues to soar at unprecedented levels and beyond human imagination. As the fourth industrial revolution unfolds, it has become increasingly difficult to predict the direction technological innovation will take in the not too distant future. Digital technologies have become an integral part of every aspect of human existence (work, play, schooling and personal relationships). The purpose of this study was to explore the various ways mobile technological gadgets like cell phones, tablets and laptops could be leveraged to promote a culture of leisure reading amongst a group of Zimbabwean adolescent learners. Data was collected using the literacy practices interview, mobile reading diaries, focus group interviews and the researcher’s personal field notes. Theoretically, the study was guided primarily by Urie Bronfenbrenner's Bioecological systems theory. Also, the study was supported by Guthrie and Wigfield's reader engagement model and Turner and Hicks' connected reader model. The empirical data collected through the data collection instruments were analysed inductively. The findings revealed that adolescent learners are a digital generation whose reading needs are ever growing and expectations are ever changing. The adolescent participants expect their reading to be like the rest of their digital lives, which is quick, uninterrupted, personalised and smart. It was found that the adolescent participants like to read on their terms, as they dislike being told when to read or what to read. Three reader identities were revealed namely; the eager reader, the ‘fifty fifty’ reader and the non-reader. The adolescent participants who were not already mobile readers readily accepted and adopted mobile reading as it afforded them vast reading opportunities. Besides, the findings of the study revealed that participants encountered many challenges, which in some instances militated against their mobile reading endeavours. These challenges were because of mobile phone use restrictions in schools, prohibitive data costs, a strong emphasis on academic reading as opposed to leisure reading and internet connectivity problems amongst other issues. In this study, the recommendations and guidelines outlined provide a framework with which schools, parents, mobile reading application developers and policymakers can adopt to support a robust mobile reading culture amongst Zimbabwean adolescent learners. The researcher concluded that mobile reading devices are a novel, noble and credible means through which they can foster positive leisure literacy practices amongst Zimbabwean adolescents.
Language Education, Arts and Culture
Ph. D. (Curriculum and Instructional Studies)

Orientation: The safety of any natural being with respect to the processing of their personal information is an essential human right as specified in the Zimbabwe Data Protection Act (ZDPA) bill. Once enacted, the ZDPA bill will affect universities as public entities. It will directly impact how personal information is collected and processed. The bill will be fundamental in understanding the privacy perceptions of students in relation to privacy awareness, privacy expectations and confidence within university. These need to be understood to give guidelines to universities on the implementation of the ZPDA. Problem Statement: The current constitution and the ZDPA are not sufficient to give organisations guidelines on ensuring personal information privacy. There is need for guidelines to help organisations and institutions to implement and comply with the provisions of the ZDPA in the context of Zimbabwe. The privacy regulations, regarded as the three concepts (awareness, expectations and confidence), were used to determine the student perceptions. These three concepts have not been researched before in the privacy context and the relationship between the three concepts has not as yet been established. Research purpose: The main aim of the study was to develop and validate an Information Privacy Perception Survey (IPPS) diagnostic tool and a Student Personal Information Privacy Perception (SPIPP) model to give guidelines to universities on how they can implement the ZDPA and aid universities in comprehending student privacy perceptions to safeguard personal information and assist in giving effect to their privacy constitutional right. Research Methodology: A quantitative research method was used in a deductive research approach where a survey research strategy was applied using the IPPS instrument for data collection. The IPPS instrument was designed with 54 items that were developed from the literature. The preliminary instrument was taken through both the expert review and pilot study. Using the non-probability convenience sampling method, 287 students participated in the final survey. SPSS version 25 was used for data analysis. Both descriptive and inferential statistics were done. Exploratory factor analysis (EFA) was used to validate the instrument while confirmatory factor analysis (CFA) and the structural equation modelling (SEM) were used to validate the model. Main findings: diagnostic instrument was validated and resulted in seven new factors, namely university confidence (UC), privacy expectations (PE), individual awareness (IA), external awareness (EA), privacy awareness (PA), practice confidence (PC) and correctness expectations (CE). Students indicated that they had high expectations of the university on privacy. The new factors showed a high level of awareness of privacy and had low confidence in the university safeguarding their personal information privacy. A SPIPP empirical model was also validated using structural equation modelling (SEM) and it indicated an average overall good fit between the proposed SPIPP conceptual model and the empirically derived SPIPP model Contribution: A diagnostic instrument that measures the perceptions (privacy awareness, expectations and confidence of students) was developed and validated. This study further contributed a model for information privacy perceptions that illustrates the relationship between the three concepts (awareness, expectations and confidence). Other universities can use the model to ascertain the perceptions of students on privacy. This research also contributes to improvement in the personal information protection of students processed by universities. The results will aid university management and information regulators to implement measures to create a culture of privacy and to protect student data in line with regulatory requirements and best practice.
School of Computing
Ph. D. (Information Systems)

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories. The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. 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 teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented. In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed.
Psychology of Education
D. Ed. (Psychology of Education)

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories. The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. 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 teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented. In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed.
Psychology of Education
D. Ed. (Psychology of Education)

Text in English
This qualitative descriptive phenomenological study explored the experiences of HIV positive women utilising PMTCT services at a central hospital in Zimbabwe. Data was collected using in-depth interviews of fifteen participants. The interviews were audio recorded and transcribed verbatim. Using the Interpretive Phenomenological Analysis framework for data analysis, two super-ordinate themes emerged, namely resources for provision of PMTCT services and approaches and nature of PMTCT care. The study revealed challenges experienced by HIV positive women emanating from material, financial and human resource related constraints in the PMTCT setting. The resource challenges negatively affected access and utilisation of PMTCT services. A practice model, whose purpose is to enhance the quality and utilisation of PMTCT services, was developed and described. The model was evaluated using Chin and Krammer (2011) criteria plus a modified form of the Delphi technique. These findings have implications for effective PMTCT service provision. The key lessons learnt for programmatic improvement were that in order to provide quality and accessible PMTCT services the health care system will need to be well resourced. There is need to strengthen the health care system in line with HIV related programmatic changes.
Health Studies
D. L.itt. et Phil. (Health Studies)