This study explored teachers’ perceptions on the implementation of multicultural education in Zimbabwean primary schools. The sample consisted of twenty teachers (10 male and 10 female) selected through purposive sampling technique. Teachers in the sample had a minimum of five years post qualifying experience. The study focused on five selected primary schools in Chegutu district. Qualitative research was chosen as the research method with phenomenology as the research design. Data collection instruments consisted of unstructured in-depth interviews and focus group discussions. Interviews were conducted with the teachers at their respective schools. Focus Group Discussions were also conducted with the teachers soon after the unstructured interviews at their schools. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses. A number of findings emanated from this study. Teachers were found to have a narrow focus in terms of their conceptualisation of multicultural education. The study revealed that multicultural education is being implemented at a superficial level as the participants felt that it is being implemented to a limited extent. Some school textbooks particularly those in the Languages, Social Studies, Religious and Moral Education and Environmental Science were seen as reflecting the multicultural character of Zimbabwe. In terms of the language policy, the teaching of marginalised indigenous languages such as Tonga, Nambya, Kalanga and others was seen as a way of addressing the needs of learners in a linguistically diverse nation. The study found out that parental participation in school activities involves parents from culturally diverse backgrounds. The study recommends that multicultural education should be part of the curriculum in initial teacher education. Seminars and workshops should be hosted by the Ministry of Primary and Secondary Education to conscientise teachers on the practice of multicultural education. Book publishers should liaise closely with the Ministry of Primary and Secondary Education so as to ensure that the content of textbooks is multicultural in every respect. There is need to consider the teaching of Chewa particularly in those communities where it is commonly spoken. A policy framework regulating the practice of multicultural education needs to be put in place. / Educational Leadership and Management / D. Ed. (Education Management)

This study explored teachers’ perceptions on the implementation of multicultural education in Zimbabwean primary schools. The sample consisted of twenty teachers (10 male and 10 female) selected through purposive sampling technique. Teachers in the sample had a minimum of five years post qualifying experience. The study focused on five selected primary schools in Chegutu district. Qualitative research was chosen as the research method with phenomenology as the research design. Data collection instruments consisted of unstructured in-depth interviews and focus group discussions. Interviews were conducted with the teachers at their respective schools. Focus Group Discussions were also conducted with the teachers soon after the unstructured interviews at their schools. Data analysis consisted of a thematic approach where common themes were identified in participants’ responses. A number of findings emanated from this study. Teachers were found to have a narrow focus in terms of their conceptualisation of multicultural education. The study revealed that multicultural education is being implemented at a superficial level as the participants felt that it is being implemented to a limited extent. Some school textbooks particularly those in the Languages, Social Studies, Religious and Moral Education and Environmental Science were seen as reflecting the multicultural character of Zimbabwe. In terms of the language policy, the teaching of marginalised indigenous languages such as Tonga, Nambya, Kalanga and others was seen as a way of addressing the needs of learners in a linguistically diverse nation. The study found out that parental participation in school activities involves parents from culturally diverse backgrounds. The study recommends that multicultural education should be part of the curriculum in initial teacher education. Seminars and workshops should be hosted by the Ministry of Primary and Secondary Education to conscientise teachers on the practice of multicultural education. Book publishers should liaise closely with the Ministry of Primary and Secondary Education so as to ensure that the content of textbooks is multicultural in every respect. There is need to consider the teaching of Chewa particularly in those communities where it is commonly spoken. A policy framework regulating the practice of multicultural education needs to be put in place. / Educational Leadership and Management / D. Ed. (Education Management)

In the last decade Zimbabwe has faced serious political, social and economic challenges which have affected the ordinary citizen. Among the economic challenges is the rapid growth of the informal economy which has become the main employer for most people. This growth is attributable to the shrinking formal economy which has left many people jobless and fighting to survive. The alternative is the informal economy which is accommodating millions of Zimbabweans providing a source of income and form of livelihood. Women tend to be overrepresented in the informal economy and among them is a sub-group of women who head households. Women headed households are among the poorest people in the world. The aim of this study was to determine and explore how the informal economy impacts on social and economic development of women headed households. This aim was realised through contextualizing WHH within a social and economic development framework; determining the nature and extent of the informal economy in Zimbabwe; conducting an empirical study which explored and determined the impact made by the informal economy in the social and economic development of WHH in Chegutu urban area of Zimbabwe and research findings, conclusions and recommendations were made to support women involved in the informal economy. A qualitative approach was utilised in the study and the case study was used as the research design. Data was gathered by means of semi-structured interviews. The targeting and snowball sampling methods were used to identify respondents. Findings from the study indicated that women headed households in the informal economy benefit from the sector. They are self-employed, it is their main source of income, main form of livelihood which caters for all their household necessities, it brings in sustainable livelihood and it has enhanced their self-esteem and economic independence. The informal economy however, posits many challenges for women headed households. For instance it creates many health and economic hardships. The informal economy lacks security, organisation, recognition, social protection and legal representation. There is lack of government and institutional support and resources are inaccessible to most women headed households. The study concluded that integrated social and economic development is the key to the eradication of poverty. Opportunities for active participation in the economy combined with sound social policy are critical for the empowerment of women headed households. Based on the findings and conclusions, recommendations were made to the government, municipality and NGOs to be more supportive of women headed households. This can be done by forming partnerships that focus on skills development to enhance human capital, develop poverty eradication strategies that are informed by social development framework, creating awareness of resources through information centres, subsidising education, medical care and rentals and engaging financial institutions to offer capital and credit facilities. / Dissertation (MSW)--University of Pretoria, 2012. / Social Work and Criminology / unrestricted

Notes on the productivity of nostalgia is a treatise on otherness and memory, framed as entries into the notebook of a no-longer-young man who decides to visit places that have a nostalgic connection to him - places where he grew up, and places where he fell in love -and who is trying to overhaul the notion that you can't look back and move forward at the same time. / [I examensarbetet ingår utställningen "Little father, glorious stump":] The exam work consisted of a three-room installation of sculptural objects, activated by a live sound performance, as well as a 3D animation projected unto one wall of the gallery. / <p>Examensarbetet består av en skriftlig del och en gestaltande del. Alternativ titel anger namnet förden gestaltande delen. </p><p>The master work includes a written essay and a forming part. The alternative title is the name of the forming part.</p>