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Gatsi, Roswitta, Margaret Funke Omidire, and Salome Human-Vogel. "Conceptualization of the Premature School Exit Phenomenon in Mashonaland Region of Zimbabwe: The Voice of Early School Leavers." Journal of Black Psychology 46, no. 2-3 (February 24, 2020): 228–60. http://dx.doi.org/10.1177/0095798420908458.
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School dropout is a major cause of attrition in schools globally, and its implications could be far-reaching. Evidence from previous studies has shown that the voice of those who have lived experiences of the phenomenon is missing. The present study investigated early school leavers’ conceptualization of school dropout from a Zimbabwean perspective. Twenty-two early school leavers from three sites in Zimbabwe participated in the study. The data collection strategies included focus group discussions, interviews, and life-story narratives. The findings indicated the need for an expanded definition of school dropout that goes beyond physical withdrawal from school. School dropout was understood as a traumatic personal experience, with psychological implications. It entailed deprivation of a meaningful future, retrieval of painful memories of school life, and a reflection of unresolved inequity in the education system. School policies and practices in the Zimbabwean education system should, thus, be sensitive to equity needs and provide professional counselling support to those affected and their families. Furthermore, skilled and emotionally stable personnel should be responsible for the country’s education system and economy.
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Maseko, Busani. "Teachers’ language ideologies, conflicting language policy and practices in Zimbabwean education system." Southern African Linguistics and Applied Language Studies 39, no. 1 (January 2, 2021): 30–42. http://dx.doi.org/10.2989/16073614.2021.1886591.
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Vurayai, Simon, and Amasa Philip Ndofirepi. "The commodification of education: Trends and effects in the Zimbabwean secondary school system." African Journal of Gender, Society and Development (formerly Journal of Gender, Information and Development in Africa) 9, no. 3 (September 15, 2020): 189–210. http://dx.doi.org/10.31920/2634-3622/2020/9n3a9.
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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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Chikoko, Vitallis. "The school cluster system as an innovation: Perceptions of Zimbabwean teachers and school heads." Africa Education Review 4, no. 1 (June 2007): 42–57. http://dx.doi.org/10.1080/18146620701412142.
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Garwe, Evelyn Chiyevo, and Elizabeth Maganga. "The Effect of Student Financial Constraints on University Non-Completion Rates." International Journal of Education 7, no. 2 (June 29, 2015): 321. http://dx.doi.org/10.5296/ije.v7i2.7927.
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<p>The year 2009 saw the government of Zimbabwe redesigning cost-sharing in higher education to lean more towards higher contributions by students and private players. This study was aimed at investigating the effects that this strategy has on university completion rates by students from low socio-economic backgrounds. The study used a quantitative design methodology in a longitudinal study framework incorporating data from three cohorts embarking on four-year study programmes from 2009 to 2014. Administrative data from the Zimbabwe Council for Higher Education database involving six state universities was used. The findings reveal that the graduation rates decreased from 86% in the 2009 cohort to 76% in the 2010 cohort and 75% in the 2011 cohort. This finding coincides with the period from 2013 onwards when cadetship funds dried off. Thus the study clearly revealed a problem of increasing attrition rates creeping into the revered and quality-assured Zimbabwean higher education system. The study recommends the need for conceited efforts by the private sector, government and universities in funding higher education through loans and other forms of sponsorship.</p>
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Sachikonye, Lloyd. "Strains and stresses in the Zimbabwean education system: an interview with Fay Chung, minister of education and culture." Review of African Political Economy 17, no. 48 (September 1990): 76–81. http://dx.doi.org/10.1080/03056249008703862.
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Risiro, Joshua. "The challenges of Integrating Indigenous Knowledge in the teaching of weather and climate in Geography in Manicaland province of Zimbabwe." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 30–46. http://dx.doi.org/10.46622/jogea.v2i1.2483.
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Scholars have acknowledged that the current education system in Zimbabwe has done very little to incorporate learners’ socio-cultural experiences. The purpose of the qualitative case study, from which this research draws its data, was to examine the views of the teachers and education officers on the challenges of integrating Indigenous Knowledge (IK) into the teaching of weather and climate. The study was conducted in secondary schools of Manicaland in Zimbabwe. It is hoped that these views from the various stakeholders can contribute to the ongoing discussions on updating the Geography curriculum (2015 – 2022) in Zimbabwe. Data was generated using interviews and focus group discussions. The study revealed numerous challenges in integrating IK into Geography in secondary schools which include the lack of written texts given the oral tradition, the training of teachers, insufficient IK experts for guidance, teachers own attitudes and beliefs, assessment challenges and urbanisation. However, I argue that these challenges should not detract from the decolonizing project of integrating IK into the Zimbabwean Geography curriculum, rather the challenges should open up avenues for further discussion on including IK in the curriculum. It is recommended that the Ministry of Education seek to address the challenges, reported on the integration of IK into the Geography curriculum, that lie within the ambit of teaching, learning and assessment.
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Dzvimbo, Munyaradzi A., Funnycall Zimondi, and Freddy Magijani. "The Dynamics of Local Public Policy Processes." International Educational Research 1, no. 2 (December 28, 2018): p74. http://dx.doi.org/10.30560/ier.v1n2p74.
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This paper unpacks various educational policies that have been put forward with some having been able to make long lasting impact on the Zimbabwean education sector. The past three decades, has witnessed the educational system encountering innumerable challenges whose implications on service delivery are wide and deep rooted. Consequently, the education is premised upon a centralised system. Conversely, there have been calls and the need to transform policies which had been marred by colonial connotations hence the need to introduce modern policies which are in tandem with the contemporary world. The study is qualitative in nature as it used in-depth interviews and descriptive analysis. More so, document review of existing literature, reports and research papers were analysed. Educational policies among other issues are failing to effectively respond to the social and economic needs as well as political conscientization of the heterogeneous citizenry. The study recommends that the there is need to embrace the bottom-up approach as it encourages capacity building and participation. As mutual understanding and harmonisation of schools and the head office is imperative in line with the provisions of the new Zimbabwean curriculum of 2015. Moreover, a comprehensive and judicious approach to inclusive, participatory and policy process system is paramount towards the revamping of the education sector towards improved service provision and economic development anchored on innovativeness, science, technology and engineering.
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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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Dube, Sithobile Priscilla. "An Investigation of the Science Technology Engineering and Mathematics (STEM) Initiative in the Zimbabwean Education System." International Journal for Cross-Disciplinary Subjects in Education 9, no. 1 (March 30, 2018): 3329–34. http://dx.doi.org/10.20533/ijcdse.2042.6364.2018.0445.
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Mpofu, Elias, and Kwadzanai R. L. Nyanungo. "Educational and Psychological Testing in Zimbabwean Schools: Past, Present and Future." European Journal of Psychological Assessment 14, no. 1 (January 1998): 71–90. http://dx.doi.org/10.1027/1015-5759.14.1.71.
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Psychoeducational testing practices in Zimbabwe can be understood in terms of the colonial heritage of the country and the democratization of the education system following Black majority rule. Regulations for psychological practice and Western-oriented psychology curricula inherited from the colonial era are elements of continuity in the country's psychoeducational testing practices. The demands of the postindependence education dispensation that extended psychological services to native Blacks represent elements of change that challenge psychological and educational testing in the country to be more responsive to the cultural diversity. A survey of test users in educational settings in the country revealed a significant use of Western tests, although some limited progress has been made in developing local tests, particularly in the area of achievement testing. The current status of psychoeducational testing in Zimbabwe is best characterized as being in a transitional or modeling stage, entailing the application of Western concepts and technologies. Authentic testing has great potential as an alternative in this developing country.
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Marx, Shirley. "A Zimbabwean mbira: a Tradition in African Music and its Potential for Music Education." British Journal of Music Education 7, no. 1 (March 1990): 25–42. http://dx.doi.org/10.1017/s026505170000749x.
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This article aims to encourage the provision of the Zimbabwean mbira dzavadzimu in schools as a means of experiencing a novel musical system. It provides an outline of the mbira's cultural context within an oral tradition. The basic structure of the mbira pattern is abstracted and represented by four types of notation which makes the music accessible to a range of people. However, the characteristic ‘inherent rhythms’ that emerge kaleidoscopically from patterns and variations throughout performance give the music an elusive quality, the dimensions of which cannot be captured in staff notation. The simplicity of the separate components of a composition can be individually explored on a variety of instruments, while the resultant combination of its interlocking melodic lines is one of complexity and ever-shifting musical images. The mbira introduces a new aesthetic into the classroom and is ideal for both solo and ensemble playing.
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Musodza, Belinda R., Tawanda Runhare, Mamotena Mpeta, and Elphinah N. Cishe. "Influence of Timing in Introducing Teacher Performance Evaluation on Effective Outcomes: The Case of One Education District in Zimbabwe." Academic Journal of Interdisciplinary Studies 9, no. 6 (November 19, 2020): 18. http://dx.doi.org/10.36941/ajis-2020-0108.
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This paper reports on a study that assessed how timing of introducing teacher performance evaluation in one district in Zimbabwe influenced the achievement of the desired outcomes. The research was premised on the pragmatic research paradigm and underpinned by the Readiness Assessment, Design, Process, Significance (RADPS) conceptual framework. The convergent parallel mixed method design was employed for data gathering and analysis from randomly selected 292 teachers for the quantitative strand and 12 purposively selected teachers for the qualitative strand. Descriptive statistics and inferential statistics (Analysis of Variance (ANOVA) and Beta coefficient tests) were used to analyse quantitative data and ATLAS ti. 8 generated quotations and networks that summarised the narrative views of teachers on the timing of introducing the performance evaluation system. The ANOVA result (0.000) indicated that there was a significant relationship between the timing of introducing performance evaluation and its effectiveness and the Beta coefficient value (0.213) indicated a strong influence of timing of introduction on effectiveness of performance evaluation. The quantitative results were corroborated by findings from interviews, which indicated that the system had been imposed, had inadequate budgetary support, no piloting prior to implementation, inadequate pre-implementation training and marketing. These resultantly led to limited buy-in by stakeholders and a negative impact on the effectiveness of the whole performance evaluation system. Based on the findings, we concluded that due to its mistimed introduction, the performance evaluation system was ineffective in achieving its educational objectives in the Zimbabwean district where the study was conducted.
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Kett, Maria, and Marcella Deluca. "Transport and Access to Inclusive Education in Mashonaland West Province, Zimbabwe." Social Inclusion 4, no. 3 (June 7, 2016): 61–71. http://dx.doi.org/10.17645/si.v4i3.502.
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Lack of accessible transportation is considered a major barrier to education for children with disabilities—children already far less likely to attend school. While millions of children face challenges with getting to school, including long distances, poor roads, lack of transport and safety issues, these can be compounded for children with disabilities. Yet there is little data from low and middle-income countries on the nature and extent of this exclusion, or on attempted solutions. This paper explores some practical options for improving transport as part of providing inclusive education for children with disabilities in low income countries, as well applying concepts of transport-related social exclusion in such contexts. The paper reviews a project designed to improve sustainable transportation to school for children with disabilities in four districts in Mashonaland West Province, Zimbabwe. The most common solution was three wheel motorbikes (tricycles) with trailers. Whilst not been unproblematic, teachers, parents and the wider communities overwhelmingly agree that they have supported children with disabilities to attend school. Obviously tricycles are not the only component needed for an inclusive education system, but they are a start. The paper also highlights some crucial gaps in current approaches, key among which is the fact the most government departments work in silos. Whilst inclusive education is strongly supported by the Zimbabwean Government, there is a lack of joined up thinking between transport and education ministries. Without stronger collaboration across ministries children with disabilities will continue to experience avoidable barriers and transport-related social exclusion.
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Makaudze, Godwin, and Jairos Kangira. "High literacy level, very low reading culture: an examination of the underlying causes of the Zimbabwean paradox." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (October 29, 2016): 1198–204. http://dx.doi.org/10.24297/jal.v7i2.5155.
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Zimbabwe currently boasts of one of the highest literacy levels in Africa. Paradoxically, such an encouraging state of affairs is not paralleled with a high reading culture. Instead, the high levels of literacy are undone by a very low reading culture. This paper is an exploration of the possible underlying causes of such a state of affairs as well as the possible intervention strategies. It used the qualitative paradigm, with interviews and semistructured questionnaires being employed to extract information from selected teachers, learners, parents, readers, publishers and bookshop managers. For teachers, learners, readers and parents, random sampling was used whilst purposive sampling was used for publishers and bookshop managers. Data was discussed in accordance with the themes that emerged. The paper observed that the reasons of the paradox included: emphasis on passing the examination, high costs of living and of producing and accessing reading literature, paucity of serious works of art that illuminate life. Possible intervention strategies included: re-orienting the education system, partnerships meant to avail and subsidise accessibility of literature, re-orienting the Zimbabwean language policy and improving marketing strategies for literature.
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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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Ngwenya, Victor Chaboneka. "The Factors that cause the dropout rate in Zimbabwean Urban Secondary Schools and Remedies." International Journal of Management Excellence 9, no. 2 (August 31, 2017): 1074–86. http://dx.doi.org/10.17722/ijme.v9i2.920.
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The major purpose of this study was to investigate the factors which cause student dropout in a selected urban secondary school located in Bulawayo Metropolitan Province. The study was informed by the post-positivist and constructivist paradigms, utilising a combination of quantitative and qualitative data in a mixed method approach. Data was collected using closed-ended questionnaires, document analysis and semi-structured interview protocols. Sources of data, methodology and theories were triangulated to authenticate the data gathered. Respondents and interviewees/key informants were systematically and purposively sampled respectively. The main themes centred on the concept of student dropout, its causes and remedies. The study, therefore, unearthed that participants were conscious of the concept, the student/family, community and school level factors which cause it. The latter, though minimum threatened the internal efficiency of the Zimbabwean education system. An inclusive, holistic and relevant curriculum meant to cater for the diversified needs of the students was proposed.
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Mugumisi, Nathan. "The impact of public external debt on private investment. Evidence from Zimbabwe under the multi-currency system." Journal of Economic Info 8, no. 1 (February 16, 2021): 33–47. http://dx.doi.org/10.31580/jei.v8i1.1688.
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The levels of public debt have grown significantly in both emerging and developed countries even during times of peace. The rising levels of debt pose substantial debt sustainability issues to developing countries including Zimbabwe. A defaulting country usually has limited access to new international credit lines or tends to borrow at a higher cost, due to high perceived country risk premium, making the country a less attractive investment destination. Zimbabwe is currently suffering debt distress and has since the year 2000 struggled to service her external debt from international multilateral financial institutions. Zimbabwe’s external debt continues to pile up due to penalties on defaults. This paper examines the impact of public external debt on private investment in Zimbabwe, using quarterly time-series data for the period 2009 and 2017. The period of study was a period of relative stability when Zimbabwe operated under a multicurrency system. Interest rates, political risk, trade openness and household consumption are control variables of this study. Using the Vector Error Correction Model (VECM), we find that external debt and external debt squared have a negative impact on private investment in the long run. Results suggest that Zimbabwe’s external debt is crowding out private investment. In the short-term, we urge the government of Zimbabwe to apply for debt rescheduling to avoid penalties that have so far contributed to the ballooning of Zimbabwe’s external debt obligations. In the medium term, we urge the government of Zimbabwe to design comprehensive debt and arrears reduction strategies, to reduce Zimbabwe’s external debt to sustainable levels. In the long term, after regaining borrowing rights, we urge the government of Zimbabwe to invest external borrowings in productive ventures, to facilitate debt amortisation. Secondly, we recommend that external debt be invested in education, health and infrastructure, which can potentially stimulate private investment, and thus create a multiplier effect on economic growth. Lastly, we recommend the government to invest foreign loans in sectors where Zimbabwe enjoys a comparative advantage, to ensure reliable export revenue for debt servicing.
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Chimbunde, Pfuurai. "Redesigning Teacher Education in the Wake of Covid-19 and Future Emergencies: A Case of Zimbabwe." Journal of Research in Higher Education 5, no. 1 (August 1, 2021): 70–95. http://dx.doi.org/10.24193/jrhe.2021.1.3.
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Globally, the need to mitigate the spread of Covid-19 had rendered the traditional face-to-face educational delivery systems of Higher Education (HE) irrelevant. In light of that, institutions of HE had abruptly introduced online teaching platforms as an alternative, though without auditing the lecturers’ capacities and skills. Informed by the Appreciative Inquiry Model (AIM), this interpretive case study used virtual meetings and WhatsApp discussions to explore the professional limitations of Zimbabwe university lecturers on using the online platforms and their reactions to Teachers Education Programmes in the wake of Covid-19 and future emergencies. 12 lecturers drawn from three purposively selected Zimbabwean universities participated in the case study. Data were generated from questions developed in a way that encouraged the appearance of the Appreciative Inquiry Model stages. Findings suggest that some lecturers in Zimbabwe and possibly in other developing countries are inadequately trained to use online platforms. Institutions of Higher Education are therefore suggested to regularly audit their lecturers’ skills and professionally capacitate them for re-tooling and aligning in order for the skills to match the dictates of future emergencies.
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Chirume, Silvanos. "Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects." Sumerianz Journal of Social Science, no. 312 (December 1, 2020): 150–61. http://dx.doi.org/10.47752/sjss.312.150.161.
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Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, community service, innovation and industrialisation while the previous 3.0 design was centred on three aspects which are teaching, research and community service. Thus, teachers who are being trained at Zimbabwe’s colleges and universities will be required to acquire skills and knowledge to produce goods, services and ideas and also to impart such knowledge and skills to their learners. The mathematics curriculum inclusive of the syllabi, schemes of work and timetables at a teacher training institution in the Midlands Province of Zimbabwe was critically analysed. Two randomly selected lectures in progress were observed and five purposively chosen lecturers interviewed. The study addresses the questions of whether and to what extent Education 5.0 is being realised, the challenges currently being faced and the future prospects of the philosophy. The paper concludes by giving recommendations for sustainable professional development of primary school mathematics teachers in Zimbabwe.
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Katsande, Tapiwa Emmanuel. "Vocational Education and Training in Rural Zimbabwe: Attitudes and Opinions of Students, Teachers and Education Inspectors: The Case of Murewa District." Journal of Education and Vocational Research 7, no. 3 (October 9, 2016): 12–29. http://dx.doi.org/10.22610/jevr.v7i3.1412.
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The 2008 global economic crisis has seen young people’s career and employment prospects dwindle, particularly for those based in rural areas. Governments in both industrialised and developing countries are considering vocational education reform to meet nations’ employment and economic needs. Despite renewed interest in VET, the sentiments of students and teachers remain largely unexplored. This study investigated the views and attitudes of students, teachers and education inspectors towards VET in rural Zimbabwe. The findings revealed divergent views. It emerged that most students did not necessarily have negative views of VET, but they were put off by the low status, lack of choice and the lacklustre delivery of VET. Teachers and students alike were sceptical about the role of VET in securing employment. This study will contribute to the on-going review of Zimbabwe’s education system and will inform school managers and policy makers on curriculum development and culture change in rural communities and schools.
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Makochekanwa, Albert, and Joburg Mahuyu. "TVET Offering Institutions’ Perceptions on TVET Education: The Case of Zimbabwe." African Review 48, no. 1 (March 23, 2021): 168–95. http://dx.doi.org/10.1163/1821889x-12340036.
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Abstract The study examined the perceptions of TVET offering institutions on TVET education in Zimbabwe. The research answered the following three questions: (i) What were the TVET institutions’ views toward technical and vocational education and training in Zimbabwe? (ii) What were the challenges faced by TVET institutions in providing TVET programmes? And (iii) How could TVET activities be enhanced in TVET institutions? To answer these questions, the study adopted the quantitative research paradigm and made use of a descriptive survey research design. The questionnaire was employed as the instrument for collecting data, and was used to get data from 55 government TVET institutions as well as several private institutions. The study found out that perception of community and various stakeholders on TVET educations was diametrically distributed as 50% viewed it negatively while 50% perceived it positively. A number of challenges were enumerated that bedevilled TVET education system in Zimbabwe. Associated recommendations were provided, not only to directly deal with some of the challenges, but also to improve and enhance the overall system.
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Tanyanyiwa, Vincent Itai. "Indigenous Knowledge Systems and the Teaching of Climate Change in Zimbabwean Secondary Schools." SAGE Open 9, no. 4 (July 2019): 215824401988514. http://dx.doi.org/10.1177/2158244019885149.
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Indigenous African education grew out of the immediate environment, real or imaginary, where people had knowledge of the environment. Indigenous education inculcated a religious attitude that imbued courtesy, generosity, and honesty. At colonization, Africans were thought of as primitive although they had their own systems, contents, and methods of education. Colonialism signified the decline in the importance of indigenous knowledge systems (IKS). By shifting focus in the core curriculum from teaching/learning based on Western science to teaching/learning through IKS as a foundation for all education, it is anticipated that all forms of knowledge, ways of knowing, and world views be acknowledged as equally valid, adaptable, and complementary to one another in equally valuable ways. The uniqueness of indigenous people and their knowledge is inextricably connected to their lands, which are situated primarily at the social-ecological margins of human habitation such as tropical forests and desert margins. It is at these margins that the consequences of climate change manifest themselves in the following sectors: agriculture, pastoralism, fishing, hunting and gathering, and other subsistence activities, including access to water. Government policies in Zimbabwe often limit options and thus undermine indigenous peoples’ efforts to adapt. IKS is very important for community-based adaptation and mitigation actions in the agricultural sector for maintenance of resilience of social-ecological systems at a local level. This article, through interviews, document analysis, and personal observations, proposes that it is best for Zimbabwe to develop her own climate change curricula and modes of delivery that incorporates IKS.
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Muzurura, Joe, Farai Chigora, Emmanuel Mutambara, Promise Zvavahera, and Joram Ndlovu. "Determinants of Mobile Learning Systems Adoption in Zimbabwe Rural Secondary Schools." International Journal of Education and Practice 9, no. 1 (2021): 201–19. http://dx.doi.org/10.18488/journal.61.2021.91.201.219.
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Masocha, Pascal. "Re-engineering Approaches to Children’s Education in Zimbabwe after COVID-19: A Call to Innovative Approaches." Quest Journal of Management and Social Sciences 2, no. 2 (December 15, 2020): 251–61. http://dx.doi.org/10.3126/qjmss.v2i2.33290.
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Background: As fears of the corona virus pandemic (also known as the COVID-19 Pandemic) continue to spread around the world, Boma’s global network hosted an unprecedented online summit on the 23rd and 24th of March 2020, to discuss the early lessons learnt about this pandemic with regards to education and explore specific plans of action to address it. The summit inspired this study and its major findings show that COVID-19 has necessitated drastic changes in the education system.
Objective: To explore new ways in which teachers can continue teaching the children using non-traditional means during the COVID-19 lockdown period and after; to assess the attitude of parents/guardians to the re-opening of schools after COVID-19 in terms of children’s safety; and examine the challenges posed by COVID-19 to children’s education during the lockdown period.
Methods: This research is based on an exploratory design given the immediacy, novelty and emergency associated with COVID-19. This study seeks to have a better understanding of the existing problems relating to children in their education during the lock down period. The design utilizes both primary and secondary data collection methods.
Results: The data of this study indicate that it is feasible to offer distance education to children in Zimbabwe despite the existence of COVID-19. Thestudy also indicates that changes to the education system are inevitable and the education system will never be the same after COVID-19.
Conclusion: The study concludes that COVID-19 has had a telling effect on education in Zimbabwe and the lasting changes will remain with the system even after the lockdown period.
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Chitiyo, Morgan, George Odongo, Ambumulire Itimu-Phiri, Florence Muwana, and Mary Lipemba. "Special Education Teacher Preparation in Kenya, Malawi, Zambia, and Zimbabwe." Journal of International Special Needs Education 18, no. 2 (October 1, 2015): 51–59. http://dx.doi.org/10.9782/2159-4341-18.2.51.
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Abstract Researchers have repeatedly identified special education teacher shortage as one of the factors that have stymied the development of special education in many African countries. Highly qualified special education teachers are an integral part of successful national educational systems. In order to ensure an optimum supply of qualified special education teachers in any country, one can start by examining special education teacher preparation programs in the country. In this paper, the authors sought to explore special education teacher preparation in Kenya, Malawi, Zambia, and Zimbabwe to identify the characteristics, key features, gaps, and therefore come up with specific recommendations. In doing this the authors hope that this information would be helpful to researchers, practitioners, policy-makers, and organizations that are interested in contributing to the development of special education in these countries through personnel preparation.
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Barugahara, Florence. "Financial Inclusion in Zimbabwe: Determinants, Challenges, and Opportunities." International Journal of Financial Research 12, no. 3 (February 4, 2021): 261. http://dx.doi.org/10.5430/ijfr.v12n3p261.
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Financial inclusion is a highly topical issue for policymakers since inclusive finance is viewed as a channel of social and economic development. Therefore, this paper seeks to ascertain and examine the determinants, challenges, and opportunities for financial inclusion in Zimbabwe. The research is done by examining existing literature and estimating Logit and Probit models. This paper finds that, the major determinants of financial inclusion in Zimbabwe are; gender, age, education, income levels, employment status, the cost of financial services, account opening requirements, and level of trust in the financial system. Challenges to financial inclusion in Zimbabwe include; financial illiteracy, lack of formal identification documents, lack of trust in the financial system, fragile economy, rural poor and gender inequality, and high transaction costs of financial services. However, mobile money services such as Eco-cash, Tel-cash, and One-money have proved an opportunity for inclusive finance in Zimbabwe. Furthermore, the establishment of the women’s Bank of Zimbabwe is one of the strategies to enhance inclusive finance for women in Zimbabwe. The simplified KYC requirements for low-income groups and the financial inclusion strategy commissioned by the Reserve Bank of Zimbabwe are hoped to promote financial inclusion. This paper recommended that to make finance inclusive, the government should develop policies that target marginalized groups such as the elderly, rural population, low-income earners, females, and the unemployed. The government should also develop a strong consumer protection regulatory framework, promote financial literacy, reduce the transaction cost of financial services and encourage the use of accounts with simplified KYC requirements to ease documentation needs.
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Garwe, Evelyn Chiyevo. "Self-study of Innovation in Quality Assurance at the Zimbabwe Council for Higher Education." International Journal for Innovation Education and Research 6, no. 1 (January 31, 2018): 105–10. http://dx.doi.org/10.31686/ijier.vol6.iss1.924.
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This paper presents a self-study of the innovative policies, practices, methods, systems and instruments that have been used by the Zimbabwe Council for Higher Education to assure quality in the constantly changing higher education environment. The aim of the paper is to provide information to countries still developing quality assurance frameworks. The author underscore the role of motivation in creating fertile ground for innovation and creativity.
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Chikunda, Charles, Plaxcedes Chikunda, and Rafael Fonseca de Castro. "Boundary learning in a gender responsive curriculum transformation in Zimbabwe: an activity theory approach." Roteiro 42, no. 3 (December 4, 2017): 497–522. http://dx.doi.org/10.18593/r.v42i3.14215.
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This paper aims to share insights of a boundary learning process in a curriculum transformation in Zimbabwe. It is based on the dialectical lenses of Cultural-Historical Activity Theory (CHAT). The boundary learning epistemic actions were designed/interpreted using CHAT tools of double stimulation, activity system and expansive learning. The main findings are two types of boundary learning: individual and institutional. Individual focused on questioning and confronting tensions in current individual curriculum practice. Institutional refers to collaborative relationships between hierarchical levels of the teacher education system in Zimbabwe. We point to the need for theoretical and conceptual rigor in studies on curriculum transformation, arguing for careful attention to empirical evidence of transformation/transgressing current practices in any expansive learning process. There is also need to think through the policy-practice gap, especially in curriculum development.
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Glencross, Michael J. "Reliability of a Free-Format Values Inventory." Perceptual and Motor Skills 83, no. 3 (December 1996): 1056–58. http://dx.doi.org/10.2466/pms.1996.83.3.1056.
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A free-format inventory of Life and Work Values, designed in Zimbabwe as a wide-spectrum instrument suitable for exploratory investigations in a variety of groups, was used to collect data from a sample of 926 education students in South Africa. Analysis showed that the inventory had high internal consistency across all groups sampled.
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Dzimiri, Cynthia, Plaxedes Chikunda, and Viola Ingwani. "Causes of Child Marriages in Zimbabwe: A Case of Mashonaland Province in Zimbabwe." IRA-International Journal of Management & Social Sciences (ISSN 2455-2267) 7, no. 1 (May 10, 2017): 73. http://dx.doi.org/10.21013/jmss.v7.n1.p9.
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<div><p><em>Increasing concerns on the welfare of a girl child world wide is observed and yet there are significant matters still to be discussed. In addition to all the causes raised by other researchers one of the objectives of this study is to focus on the impact of the legal systems that are already in place on child marriage. This is elucidated by a sample of thirty (30) participants in one of the districts within Mashonaland Province of Zimbabwe. This study examines the reasons why child marriage is on the rise in this province and what the law, parents, teachers and the children themselves say about it which seems to be a dearth study in this issue. The study also focuses on the solutions to this disturbing issue. The researchers employed descriptive survey as a way of collecting evidence, analysing and reporting on the findings (Chiromo, 2009) and triangulation which refers to the use of multiple sources of data ( Palmer and Quinn, 2003 in Chinomona and Tam, 2013 ). Various independent sources of evidence including interviews, focus group discussion and document analysis provided the data. Data collection and analysis were done at the same time for accuracy’s sake. The results indicate that the major causes of child marriage in this province in particular are religious beliefs and practices as also indicated in the research by Masinire (2015). In addition to that the following were also highlighted as other factors that contribute to child marriage: lack of serious sex education in schools due to cultural beliefs and practices, socio-economic background of learners, early socialisation, parental expectations and level of education and also lack of adequate knowledge on the children‘s rights and other legal systems that support them. Shortcomings of these policies are discussed and recommendations are given before paving way forward for other researchers. </em></p></div>
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Malisa and Missedja. "Schooled for Servitude: The Education of African Children in British Colonies, 1910–1990." Genealogy 3, no. 3 (July 11, 2019): 40. http://dx.doi.org/10.3390/genealogy3030040.
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Our paper examines the education of African children in countries that were colonized by Britain, including Ghana, South Africa, and Zimbabwe. We show how education plays an important role in shaping and transforming cultures and societies. Although the colonies received education, schools were segregated according to race and ethnicity, and were designed to produce racially stratified societies, while loyalty and allegiance to Britain were encouraged so that all felt they belonged to the British Empire or the Commonwealth. In writing about the education of African children in British colonies, the intention is not to convey the impression that education in Africa began with the arrival of the colonizers. Africans had their own system and history of education, but this changed with the incursion by missionaries, educators as well as conquest and colonialism.
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Edwards, Glyn, and John Fisher. "Achievement targets and funding equity in the zimbabwe secondary education system: The case of harare." Prospects 25, no. 3 (September 1995): 519–31. http://dx.doi.org/10.1007/bf02333942.
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Rumbidzai Muzira, Dumisani, and Beatrice Maupa Bondai. "Perception of Educators towards the Adoption of Education 5.0: A Case of a State University in Zimbabwe." July to September 2020 1, no. 2 (July 16, 2020): 43–53. http://dx.doi.org/10.46606/eajess2020v01i02.0020.
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This study was an exploration of educators’ perceptions towards the adoption of Education 5.0 which was conducted at a state University in Zimbabwe. Education 5.0 is a new curriculum reform that would need a buy-in of educators for possible smooth implementation. The study revealed that educators perceived Education 5.0 as a helpful and more beneficial to the education system than the preceding Education 3.0 although they bemoaned lack of infrastructure and financial resources for proper implementation. The study recommended that the University administrators should source funding from business partners and banks to build physical infrastructures such as industrial parks and innovation hubs to support Education 5.0 adoption. The study also recommended that the Ministry of Higher and Tertiary Education, Innovation, Science and Technology Development conduct seminars with educators to address sticky issues regarding Education 5.0, since educators are directly involved in its implementation.
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Mpofu, Vongai, Tendai Samukange, Lovemore M. Kusure, Tinoidzwa M. Zinyandu, Clever Denhere, Shakespear Ndlovu, Renias Chiveya, et al. "Challenges of virtual and open distance science teacher education in Zimbabwe." International Review of Research in Open and Distributed Learning 13, no. 1 (January 31, 2012): 207. http://dx.doi.org/10.19173/irrodl.v13i1.968.
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This paper reports on a study of the implementation of science teacher education through virtual and open distance learning in the Mashonaland Central Province, Zimbabwe. The study provides insight into challenges faced by students and lecturers on inception of the program at four centres. Data was collected from completed evaluation survey forms of forty-two lecturers who were directly involved at the launch of the program and in-depth interviews. Qualitative data analysis revealed that the programme faces potential threat from centre-, institution-, lecturer-, and student-related factors. These include limited resources, large classes, inadequate expertise in open and distance education, inappropriate science teacher education qualifications, implementer conflict of interest in program participation, students’ low self-esteem, lack of awareness of quality parameters of delivery systems among staff, and lack of standard criteria to measure the quality of services. The paper recommends that issues raised be addressed in order to produce quality teachers.
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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 (May 10, 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 method design. A quantitative sample of 292 teachers and a qualitative sample of 12 educators, namely teachers, heads of departments and school heads drawn from 10 secondary schools participated in the study. Quantitative data were analysed using SPSS version 26 and descriptive and inferential statistics were conducted. Atlas ti. 8 was used to analyse the qualitative data. The study established that the design process was exclusive and non-participatory, which led to lack of ownership and buy-in by the teachers. Based on these findings, it was concluded that the design process was faulty and negatively impacted the effectiveness of the teacher performance evaluation system. The study recommends that policy formulation should be inclusive and pilot tested to allow input of the users before full scale implementation.
Received: 14 October 2020 / Accepted: 29 March 2021 / Published: 10 May 2021
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Chiparausha, Blessing, and Josiline Phiri Chigwada. "Promoting library and information services in a digital age in Zimbabwe." Library Hi Tech News 36, no. 1 (March 4, 2019): 17–18. http://dx.doi.org/10.1108/lhtn-09-2018-0058.
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Purpose This study aims to demonstrate how librarians in Zimbabwe are promoting library and information services in a digital environment. Design/methodology/approach An online questionnaire administered using SurveyMonkey was used to gather data from the participants who comprised 14 academic, one public, three school and three special librarians. Findings The study confirms that there is competition for the attention of the citizens who have social media, television, social life, work, family life, education, and so on before them. Despite the challenges being faced, librarians in the country are prepared to promote their services and are therefore using a number of strategies to promote the use of library and information services. Originality/value Promoting library and information services is important considering the waning reading culture in Zimbabwe. The paper recommends possible ways of promoting reading culture in the digital age through the use of library and information services.
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Hirai, Mitsuaki, Arnold Cole, Moreblessing Munyaka, Steven Mudhuviwa, Taurai Maja, and Aidan Cronin. "Use of group maturity index to measure growth, performance, and sustainability of community health clubs in urban water, sanitation and hygiene (WASH) program in Zimbabwe." Journal of Water, Sanitation and Hygiene for Development 10, no. 4 (October 5, 2020): 1026–33. http://dx.doi.org/10.2166/washdev.2020.023.
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Abstract Zimbabwe experienced an unprecedented cholera outbreak in 2008 and 2009. Reduced access to water, sanitation and hygiene, delayed community health education, and limited knowledge on cholera prevention were the major risk factors of this outbreak which were addressed by urban WASH interventions. Health and hygiene promotion through community health clubs (CHCs) is a cost-effective strategy to reduce the risk of cholera. In 2013, UNICEF Zimbabwe launched the Small Towns WASH Program (STWP) and used the CHC approach for hygiene promotion. To monitor the growth, performance, and sustainability of CHCs, STWP employed the Group Maturity Index, which measures the status of CHCs in five domains: objectives, governance, resources, group systems, and impacts. This study described the maturity status of CHCs as measured by GMI as a new monitoring tool and assessed if CHCs’ performances in GMI's output domains are associated with the impact domain. The results suggested that over 75% of CHCs had reached the managed stage or the mature stage by 2018. Three of the GMI's output domains were independently associated with the overall impact domain after controlling for potential confounders. CHCs and club members may experience overall positive impacts by developing their governance, resource, and group system domains.
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Munyoka, Willard. "Electronic government adoption in voluntary environments – a case study of Zimbabwe." Information Development 36, no. 3 (July 28, 2019): 414–37. http://dx.doi.org/10.1177/0266666919864713.
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Many governmental organisations across the world are progressively implementing electronic government systems to enhance their back-office operations and offer better and efficient services to citizens. Zimbabwe is not an exception to this e-government wave. Previous studies note that the acceptance and utilisation of e-government systems by citizens in Zimbabwe remains suboptimal, sluggish and problematic due to several factors. This study sought to establish the effect of seven predictor variables on citizens’ behavioural intentions to use e-government systems in Zimbabwe. Drawing from the extended Technology Acceptance Model (TAM2), extended Unified Theory of Acceptance and Use of Technology (UTAUT2), Framework for National and Donor Action, and e-Government Trust model as theoretical underpinnings, this study proposed a conceptual framework to predict citizens’ behavioural intentions on e-government. Survey data for testing the conceptual framework were collected from 247 respondents in Zimbabwe using structured questionnaires. Confirmatory factor analysis using IBM AMOS structural equation modelling method was conducted to establish the structural model fit of the proposed model. Findings of this study establish that eight of the hypothesised constructs explain 89% of the discrepancies of behavioural intention to demonstrate good predictive power of the proposed model in voluntary environments. Thus, level of education, facilitating conditions, e-government awareness, price value; privacy, security and trust; political self-efficacy and influence were all confirmed as salient predictors of e-government adoption. These findings provide invaluable insights and pointers to practitioners and policy-makers on e-government implementation and may guide further research on e-government adoption in voluntary environments.
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Kurebwa, Jeffrey. "Gendered Inequalities in the Informal Economy in Masvingo Urban of Zimbabwe." Business, Management and Economics Research 4, no. 9 (September 10, 2018): 111–20. http://dx.doi.org/10.32861/bmer.8.49.111.120.
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This paper focuses on the gendered inequalities in the informal economy of Zimbabwe with specific reference to Masvingo urban in Zimbabwe. The informal economy in Zimbabwe is made up of unregistered and unrecorded statistics and therefore is not registered, supported or regulated by the Government. Women trading in the informal economy have little or no access to organised markets, credit institutions, formal education and training institutions, public services and amenities. Qualitative research methodology was used for the research. A case study research of Masvingo urban in Zimbabwe was used, while data was collected using key informant interviews, semi-structured interviews, observations and documentary search. The findings of the study indicates that women in the informal economy are affected by environmental, political, economic, social and personal constraints. Women are concentrated in this sector due to the value system in the society; fewer skills required for the jobs in this sector, technological advancement, and the traditional roles assigned to them. The study concludes that gender-sensitive macro-economic policies are an important enabler to address gender inequalities in the informal economy as they shape the economic environment for women’s empowerment. The study recommends that local authorities should come up gender-responsive policies to enable women to operate in an environment that has decent infrastructure for vending, free from police and sexual harassment and adequate security.
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Impedovo, Maria Antonietta. "In-service Teachers’ Sense of Agency after Participation in a Research Master Course." International Journal of Educational Psychology 5, no. 3 (October 24, 2016): 281. http://dx.doi.org/10.17583/ijep.2016.2206.
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In this paper, we investigate the in-service teachers ‘sense of agency’ after their participation in a research master course. A semi-structured interview was administrated to nine in-service science teachers, coming from three different African countries: Zimbabwe, Lesotho, and Burkina Faso. All of them attended a European master course aimed to acquire skills in science educational research. The data collected was qualitatively analysed through a system of categories. This paper aims to contribute to the discussion about the professionalisation of teacher education and the integration of research into teacher training.
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Sibanda, Ethelia, and Gracious Muzenda. "Stakeholders’ Perceptions on the State of the Education System in Zimbabwe’s Institutions of Learning from 2007 to 2010." Greener Journal of Educational Research 3, no. 2 (April 20, 2013): 053–58. http://dx.doi.org/10.15580/gjer.2013.2.012213401.
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Betty Kutukwa Mutambanengwe and Ignatius Isaac Dambudzo. "Employment Creation and Extreme Poverty Eradication through Open and Distance eLearning and Technical-Vocational Education and Training in Zimbabwe." International Journal of Distance Education and E-Learning 6, no. 2 (July 1, 2021): 1–14. http://dx.doi.org/10.36261/ijdeel.v6i2.1854.
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This study explored how Open and Distance eLearning (ODeL) system is enhancing employment creation and extreme poverty eradication in Zimbabwe. Poverty is a challenge in developing countries in the presence of unemployment and lack of education. This study aimed to put into perspective the strides made by ODeL institutions in Zimbabwe towards extreme poverty eradication through TVET in the education system. Data were collected from purposively selected 20 ODeL graduates including; entrepreneurs, street vendors, and individuals, formally and informally employed, by using interviews and observation, in this case study. The study employed thematic analysis for the narrative qualitative data. The study revealed that poverty can be reduced through skills empowerment to learners at all educational levels. Exposure to a bouquet of vocational subjects in technical-vocational institutions has enabled entrepreneurs to create employment, applying acquired skills. The major barriers to effective entrepreneurship and employment creation were the scarcity of resources and natural disasters. The study is also significant that educational planners and policy-makers may formulate policies that encourage school and college graduates to be innovative, self-reliant, and may guard against extreme poverty in their communities. It can be concluded that possession and application of vocational skills may create employment and eradicate extreme poverty. It is, therefore, recommended that TVET starts early in life for innovativeness and effective use of available resources. Further research could be carried out on the nature of programmes in learning institutions that empower learners with skills for employment creation, sustainable development, and extreme poverty eradication.
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Edwards, Glyn, and Clem Tisdell. "The Educational System of Zimbabwe Compared with those of Selected African and Advanced Countries: costs, efficiency and other characteristics." Comparative Education 25, no. 1 (January 1989): 57–76. http://dx.doi.org/10.1080/0305006890250107.
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Muchacha, Munyaradzi, Charles Dziro, and Edmos Mtetwa. "The implications of neoliberalism for the care of orphans in Zimbabwe: Challenges and opportunities for social work practice." Aotearoa New Zealand Social Work 28, no. 2 (August 18, 2016): 84–93. http://dx.doi.org/10.11157/anzswj-vol28iss2id227.
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The paper explores the implications of neoliberal social policies for the care of orphans in Zimbabwe and looks at the challenges and opportunities for social work practice in such a context. It is estimated that Zimbabwe is home to over 1 million orphaned and vulnerable children most of whom are being looked after by their relatives. As from 1991, Zimbabwe switched over from a “socialist” socio-economic policy trajectory to a neoliberal dispensation. This neoliberal policy regime entails the implementation of austerity measures such as severe cuts on social expenditures, the introduction of stringent means tested social safety nets and reduction of the civil service wage bill. This paper argues that this neoliberal policy regime negatively affects the care of orphans and access to services such as health and education. The reduction of expenditure on social services has also resulted in severe cuts on social work posts within the civil service leading to high caseloads and poor social work practice. The paper concludes by identifying and arguing for developmental social work practice as a social work strategy to challenge and address the implications of neoliberalism through strengthening the capacities of the kinship system, advocacy and contribution to the social policy making process
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Dzomira, Shewangu. "Electronic fraud (cyber fraud) risk in the banking industry Zimbabwe." Risk Governance and Control: Financial Markets and Institutions 4, no. 2 (2014): 17–27. http://dx.doi.org/10.22495/rgcv4i2art2.
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The paper explores forms of electronic fraud which are being perpetrated in the banking industry and the challenges being faced in an attempt to combat the risk. The paper is based on a descriptive study which studied the cyber fraud phenomenon using content analysis. To obtain the data questionnaires and interviews were administered to the selected informants from 22 banks. Convenience and judgemental sampling techniques were used. It was found out that most of the cited types of electronic fraud are perpetrated across the banking industry. Challenges like lack of resources (detection tools and technologies), inadequate cyber-crime laws and lack of knowledge through education and awareness were noted. It is recommended that the issue of cyber security should be addressed involving all the stakeholders so that technological systems are safeguarded from cyber-attacks.
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Mlungisi, Moyo, and NyathiVuyiswa Sandra. "Opportunities and Challenges for the Adult Learner in the 21st Century: A Case Study of One Tertiary Education Institution in Zimbabwe." Randwick International of Education and Linguistics Science Journal 1, no. 3 (December 20, 2020): 378–84. http://dx.doi.org/10.47175/rielsj.v1i3.148.
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Quality education in Zimbabwe has remained one of the major demands in the system. This has therefore seen the majority of both academic and non-academic staff in institutions of higher learning advancing themselves in various courses and programmes. This study hence was conducted to explore opportunities and challenges experienced by adult individuals as they further pursue their studies. It was a case study of one tertiary education institution conducted within the framework of a qualitative research paradigm and also influenced by the human capital theory. Semi structured questionnaires and interviews were used to generate data from 20 participants that were purposively and conveniently targeted for the study. The major findings revealed that staff in tertiary institutions envy to advance themselves education wise. However, their efforts are being derailed by several challenges which unfold themselves socially, academically and economically, among others. The results further revealed that issues of institutions policy on manpower development were a cause of concern. Ultimately the study concluded that continued adult education in the 21st century is quite pivotal despite the challenges that these adults encounter. Recommendations put forth in the study, therefore include reconceptualization of institution policy on manpower development, availing financial resources and a variety of schemes for adult education
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Mafongoya, Owen, Paramu Leslie Mafongoya, and Maxwell Mudhara. "Using Indigenous Knowledge Systems in Seasonal Prediction and Adapting to Climate Change Impacts in Bikita District in Zimbabwe." Oriental Anthropologist: A Bi-annual International Journal of the Science of Man 21, no. 1 (April 18, 2021): 195–209. http://dx.doi.org/10.1177/0972558x21997662.
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The use of indigenous knowledge systems (IKS) in seasonal forecasting and adaptation to devastating vagaries of climate change has gained attention in academic discourses. The debates opened contrasting views with the first over-romanticizing IKS’ potentials, while the other arguing that it has many setbacks. In this study, we interrogated IKS’ roles in seasonal forecasting and chances of informing adaptation among poorly resourced smallholder farmers in ward 24, Bikita. Using focus group discussions, in-depth interviews, and key informant interviews, we identified diverse indigenous indicators and interrogated how they subsequently inform adaptation. We noted that IKS is important in providing seasonal forecasting information, which is critical in making decisions in planning, designing cropping calendars, offering early warnings, as well informing preparedness against disasters. However, we also noted that IKS is under threat from Western education, Christianity, scientific seasonal forecasting (SSF), and climate change. These factors are challenging and reducing IKS’ reliability and hence increasing its susceptibility to disappearance. We concluded that IKS can be resuscitated if included in science education and policy frameworks. We recommended governments to formulate policy frameworks, which allow it to work well with SSF in reducing poorly resourced smallholder farmers’ vulnerability to climate change disasters.
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Ketsitlile, Lone. "An Integrative Review on the San of Botswana's Indigenous Literacy and Formal Schooling Education." Australian Journal of Indigenous Education 41, no. 2 (December 2012): 218–28. http://dx.doi.org/10.1017/jie.2012.21.
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The San are Southern Africa's first indigenous peoples. They can be found in South Africa, Botswana, Zimbabwe and Namibia. The San peoples in Botswana still face discrimination, especially in the education sector, as their indigenous literacy and way of life are largely ignored. Their languages are not part of the school curriculum in Botswana and it is English (the official language) and Setswana (the national language) that are taught in schools. In theory, this should not be the case. This highly disadvantages San children as they underperform and drop out of school. Hence, very few have made it to the University of Botswana and the Colleges of Education. In order for Botswana to reach its aim of an educated and informed nation by 2016, San peoples need to be catered for in the education system of Botswana. This article is an integrative review about the San of Botswana and (1) explains what has been studied about the San with regard to their indigenous ways of knowing and reading the world; (2) gives a clear picture of their formal schooling experiences; and, (3) provides an overview of their English and Setswana language acquisition.