Environmental education is taught as part of the Primary School Environmental and Agricultural Science (EAS) curriculum in Zimbabwe. An attempt to improve the quality of learning in EAS resulted in a research project at the University of Zimbabwe that aimed to transpose innovative constructivist pedagogy from a western context to a rural African one. This writer has used a definition of teacher change as social change and a belief that sustainable pedagogical change involves a transformative process. The research backs up previous findings that failure to recognise and deal with how people actually experience the change process, accounts for much failure of social change. This qualitative research has attempted to provide some understanding of the complex interrelationships of factors that affected expected change in teaching style. By focusing on the process of teacher change within innovation, this researcher was able to identify inhibitors to change that were subsequently critically reflected on by the tea~hers themselves. The disappointing resistance to change first noted within the project has become a source of unexpected but potentially important illuminative understanding of teacher education and development in a non-western environment.

DEd (Curriculum Studies) / Department of Curriculum Studies / This study sought to evaluate the implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe. A mixed-methods research design was adopted. Questionnaires were used to collect quantitative data while semi-structured interviews and documentary evidence were used to collect qualitative data. All the 50 mainstream primary schools found in the district were included in the study. From these, simple random and purposive sampling procedures were adopted to select participants. Simple random sampling technique was used to choose 150 teachers, that is, 3 from each school. In this case, 50 were Grade 1 teachers, the other 50 taught Grade 3 classes and the last 50 were schools’ clinical language remedial teachers. Purposive sampling was used to select 10 heads of schools who had established special classes in their institutions. The same sampling technique was also used to select a District Remedial Tutor, District Early Childhood Development Trainer and District Schools Inspector. Quantitative data was analysed through the use of the Statistical Package for Social Sciences (SPSS) Version 24. Qualitative data was analysed and interpreted thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stakeholders, shortage of expert teachers and relevant material resources were some crucial factors that hampered effective implementation of intervention programmes for learners with dyslexia. The study recommends the development of dyslexia-friendly schools through designing relevant policies, holding dyslexia awareness campaigns both in schools and communities, training of more specialist teachers and the provision of learning resources that are more sensitive to the diverse needs of learners with dyslexia. / NRF

The aim of this study was to investigate the responsiveness of rural primary schools in Zimbabwe to the needs of in-school OVC. The study adopted a qualitative approach in which the phenomenological and case study designs were employed to study in-school OVC in their natural setting. The target population for the study comprises OVCs, principals and school counsellors. From this population, a sample of 24 participants was purposively drawn. Data was collected from the participants in the three sampled rural primary schools in Masvingo district through in-depth interviews, focus group discussions, document analysis and observation. Tesch’s model was applied to analyse data qualitatively. The study revealed that rural primary schools’ capacity to address the needs of in-school OVC was deemed ineffective by all the participants due to a myriad of factors which include inter-alia: lack of specialist school-counsellors; lack of funds to initiate school-based projects aimed to assist OVC; lack of a comprehensive school-feeding scheme; and a dearth of workshops to equip principals and teachers with knowledge to handle and deal with OVC. To improve the responsiveness of schools to the needs of OVC the study recommends that the Ministry of Higher and Tertiary Education should train specialist counsellors in teachers’ colleges. The study also recommends that the government should increase funds allocated for the Basic Education Assisted Module scheme to cater for more OVC. In addition, the study recommends that the Ministry of Primary and Secondary Education should conduct workshops in schools on how to deal with challenges confronting OVC. Lastly a model to improve rural primary schools’ capacity to address the needs of OVC was suggested, which proposes partnerships among stakeholders in projects aimed at supporting in-school OVC. / Educational Studies / D. Ed. (Socio-Education)

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)

The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The Statistical Package for the Social Sciences, version 16.0 was used to analyse data. Frequency tables and ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. This study revealed that primary school teachers lacked training to assist children with learning disabilities in their classes. The study also revealed that the primary schools did not have material resources to implement inclusive education for children with learning disabilities. The current study also established that the stakeholders had negative attitudes towards the implementation of inclusive education for children with learning disabilities. Findings of the study also revealed that there was no inclusive education policy for the implementation of inclusive education for children with learning disabilities in primary schools. The present study recommended that the implementation of inclusive education for children with learning disabilities in primary schools would be improved through the professional preparation and training of Zimbabwean school teachers, the availability of trained teachers, the provision of resources and the need to formulate mandatory policies and legislation for the implementation of inclusive education. / Inclusive Education / D. Ed. (Inclusive Education)

The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The Statistical Package for the Social Sciences, version 16.0 was used to analyse data. Frequency tables and ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. This study revealed that primary school teachers lacked training to assist children with learning disabilities in their classes. The study also revealed that the primary schools did not have material resources to implement inclusive education for children with learning disabilities. The current study also established that the stakeholders had negative attitudes towards the implementation of inclusive education for children with learning disabilities. Findings of the study also revealed that there was no inclusive education policy for the implementation of inclusive education for children with learning disabilities in primary schools. The present study recommended that the implementation of inclusive education for children with learning disabilities in primary schools would be improved through the professional preparation and training of Zimbabwean school teachers, the availability of trained teachers, the provision of resources and the need to formulate mandatory policies and legislation for the implementation of inclusive education. / Inclusive Education / D. Ed. (Inclusive Education)

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)

The study investigated challenges in School Guidance and Counselling (SGC) services provisions for children with disabilities in Zimbabwean inclusive primary schools as a context for strategizing on overcoming them and proposing a model of School Guidance and Counselling services provisions for children with disabilities. The survey design, which was mainly quantitative in nature, was used. Self-administered questionnaires were used to collect data. Three hundred inclusive primary school administrators and three hundred school counsellors participated in the study. The Statistical Package for the Social Sciences, version 11.0 was used to analyze data. Frequency tables, ratios and Chi-square tests were computed. The study revealed that Zimbabwean inclusive primary school counsellors lacked training in School Guidance and Counselling and Special Needs Education. The school counsellors also lacked experience in teaching children with disabilities and the stakeholders had negative attitudes towards School Guidance and Counselling services provisions for children with disabilities. It was further revealed that inclusive primary schools lacked materials and supplies, time, finance, physical and curricular resources. The study revealed that there was no mandatory School Guidance and Counselling policy and legislation, clear mission statement, School Guidance and Counselling Framework, school counsellor certification requirements nor a School Guidance and Counselling national model. These facilities, together with Special Needs Education, experience in teaching children with disabilities and staff development, were found to positively impact on SGC services provisions for children with disabilities. School counsellors’ training in School Guidance and Counselling, advocacy on disabilities, stakeholders’ collaboration, passing mandatory School Guidance and Counselling policy and legislation, adequate budgetary and time allocation were seen as strategies to overcome challenges in SGC services provisions for children with disabilities in Zimbabwean inclusive primary schools. It was recommended that School Guidance and Counselling services provisions for children with disabilities in Zimbabwean inclusive primary schools would improve if there would be promulgation of mandatory School Guidance and Counselling policy and legislation, school counsellors’ training in School Guidance and Counselling, requisition of adequate resources and development of positive attitudes among stakeholders. Recommendations for further research were made. / Inclusive Education / D. Ed. (Inclusive Education)

There is overwhelming evidence the world over on the pedagogical benefits of learning in the mother language. Zimbabwe recognized this significant role played by the mother tongue in education when a policy enshrined in the 1987 Education Act was enunciated. The language-in-education policy, which was amended in 2006, allows mother tongue usage up to Grade Seven. Contrary to the stated policy, primary school teachers continue to use English as the medium of instruction in primary schools. The purpose of this study was thus to explore the barriers that rural primary school teachers face in implementing the proposed policy in Masvingo District of Zimbabwe. Literature suggests that factors that inhibit implementation of a mother tongue education policy in ex-colonial African countries include state-related factors, uninformed language myths and language attitudes which support the dominant role of English. The postcolonial theory paradigm guided this study since the intention was to conduct the research as well as to contribute to how to generate teachers’ participation in mother tongue policy implementation in a postcolonial context. A qualitative case study was employed where semi-structured open ended questionnaires, focus group discussions and individual interviews were used to collect data. Fifteen rural primary school teachers, three school heads and two District Schools Inspectors were purposefully selected to participate in the study. It emerged from the study that all the participants were not knowledgeable about the stipulations of the 2006 language-in-education policy. The major barriers identified include inadequate policy dialogue, unavailability of educational material resources in the mother tongue, language attitudes and individual teacher concerns which contribute to low self-efficacy. A critical analysis of the barriers to implementation success indicates that they are mainly related to postcolonial mentality where language attitudes are deeply entrenched in people’s minds. Participants believed that the challenges they faced could be resolved and they proposed some intervention strategies. The study recommends that teacher education institutions should spearhead the designing of professional development modules that impart knowledge and skills on the implementation of additive bilingual education in primary schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)