This research investigated the perceptions of student-teachers and lecturers regarding Initial Teacher Education (ITE) for secondary teachers in Zimbabwe. The ways in which factors in and between the university and school settings for ITE shaped learning to teach were investigated. Student-teachers’ and lecturers’ perceptions of the development of ideas as student-teachers moved through the different stages of training were also investigated. The study employed a qualitative case study methodology and methods - interviews, biographical questionnaires and document analysis. Data analysis began by defining a priori themes and identifying parts of the interview transcripts that were relevant to these a priori themes. The initial coding was then refined by adding additional codes which emerged from the data to create a final coding template to interpret findings. Activity Theory was used to provide a conceptual map to help describe and analyse the findings. Student-teachers had varied backgrounds and motives for joining the teacher education programme. These were often at variance with the goals of ITE. They had pre-conceived ideas about teaching from their years of schooling, prior training and work experience. Student-teachers were learning to teach in the university setting and attempting to prove their competence in school settings. In both settings students, teachers and lecturers constituted the learning communities. Relationships and availability of tools often determined the kind of support student-teachers were receiving. The factors encountered within and between the two different activity systems shaped learning to teach in various ways. ‘Taken-for-granted’ practices were not questioned and this limited the ways in which ideas presented in the university were used in the school setting. The student-teachers’ professional development, evident both to the students themselves as well as their lecturers, demonstrated not only growth in their pedagogical maturity, but also some deeper insights and the beginnings of their teacher identity. Much literature argues that learning to become an effective practitioner necessitates the use of reflective practice as a tool to resolve contradictions and for processing and internalising the complexities of boundary crossing between settings. The ‘theory-practice’ gap can be viewed as a ‘transformation space’ where teacher identity is often developed. A model to explain learning to teach made up of five elements is proposed: preconceived ideas of teaching, new ideas, contradictions, socialisation and reflective practice. The findings suggest that the university where the study was carried out should harmonise espoused practice and actual practice so that activities are consistent with the notion of concurrent learning. Concerted efforts are also needed to develop collaborative school-university partnerships, which foster reflective practice as a tool to promote professional development. Staff development programmes are needed to develop appropriate working practices. Working conditions for teachers need to be revised by the Zimbabwe government, both to encourage teaching as a desirable profession and to keep pace with changes occurring in pedagogic practice. Further research is needed to investigate how students can successfully negotiate and learn from university-school boundary crossing issues, and what sort of boundary brokers and tools are needed. Contextual factors in Zimbabwe are such that little funding is available to develop ITE. The challenge is to find innovative ways of using scarce resources to produce high quality teachers.

The central focus of this study was to determine the extent to which identity formation influenced Zimbabwean A-level female students’ perceptions of and participation in physics. The themes from the sub-problems included the influence of contextual factors on identity formation in relation to physics as a subject at Advanced Level (A-level), facets of identity formation considered to be of significance by female students in relation to physics, the way in which female students’ perceptions of physics influenced their participation in the subject as well as the factors of identity formation considered as contributing to developing an orientation towards physics by female students. A qualitative approach grounded in an interpretivist paradigm was used. A tri-hybrid theoretical lens comprising of Wenger’s (1998) Social Learning Theory featuring CoP, the Feminist Stand point Theory and Sfard and Prusak’s (2005) notion of ‘telling’ identities or stories, enabled a rich understanding of the influences of identity formation on female students’ perceptions of and participation in physics. The data generating methods used were classroom observation, Draw-A-Scientist Test and semi-structured interviews conducted with nine participants. The data were collated to generate narratives. Key findings: The contextual factors that influenced the identity formation of female students and subsequently their participation in physics at A-level included: Parental and siblings influence; cultural perceptions; impact of the O-level experience; A-level physics teachers’ attitudes; classroom and laboratory experience; male peer influence and other factors such as an understanding of the relevance of physics in daily life. Facets of identity formation considered to be of significance by female students in relation to physics included: being confident, fearless, intelligent, and courageous, liking physics and being determined. These facets motivated them to develop an identity in favour of physics. The female participants studying only mathematics perceived themselves as very intelligent but with a fear of failing physics, lacking confidence and courage. Female students who held negative perceptions towards physics chose to do only mathematics at A-level while those with positive perceptions which influenced the formation of a positive physics identity displayed enthusiasm and commitment to achieve high levels of performance in the subject. Factors of identity formation considered as contributing positively to the development of an orientation towards physics by female students included the importance of v female physics teachers as role models, motivation from O-level science teachers, high self-confidence, high self-esteem, parental support and encouragement, and aspirations towards a physics related career. Gender insensitivity displayed by male teachers, male peer harassment and gender stereotyping are factors in identity formation considered as inhibiting the development of an orientation towards physics by female students. This study provides physics educators, physics planners and the government with detailed information on the role identity formation plays on the participation of Zimbabwean female adolescent students in A-level physics. The findings may be used by heads of schools to sensitise academic staff on the gender dimensions of teaching and learning as well as by counsellors and parents to encourage females to enrol for physics and mathematics as their subjects of choice. This study also contributes to the strengthening of educational research in Zimbabwe, especially research aimed at emancipation of female students in Zimbabwe.

The most critical hurdle on the path to sustainable development in Africa and the rest of the so-called Third World is poverty, commonly manifested as food security. A number of factors threaten food security in Zimbabwe, and these include climate change, an unstable socio-political environment and economic depression. The major debates and initiatives on sustainable development often fail to focus on the eradication of poverty in southern Africa. As a result, the trade liberalisation programmes signed by African countries in economic partnership agreements leave smallholder farmers vulnerable to the influx of hybrid seed and genetically modified organisms (GMOs), which threaten local agro-biodiversity. This case study has shown that farmers select seed to plant for food as a result of various learning interactions they engage in, which include inter-generational knowledge transfer, farmer to farmer extension and external training by extension organisations and NGOs. A communities of practice (COPs) (Wenger, 2007) framework was used to gain an understanding of the learning interactions among farmers and their stakeholders in Nyanga and Marange COPs of small grain farmers in Manicaland Province, Zimbabwe, who have been working with Environment Africa (A regional NGO). A critical realist causal analysis was conducted to unravel the various causal factors influencing choice. A number of underlying structures and causal mechanisms were found to influence learning interactions and choices in these communities of practice, and they include ambivalence, which influences the changing domain and practice. Climate change, drought and risk were found to affect farmer practice, while power relations affect the community, its practice, domain, sponsorship and the learning interactions in the COPs. The political economy was also found to have a profound effect on the domain and practice. A space was found for the influence of capacity and knowledge sharing in participatory frameworks of the communities, implying that extension quality can be enhanced to promote locally adapted and diverse seed varieties for food security improvement. The study shows that a deeper understanding of the mechanisms influencing the context of teaching and learning provides a more refined insight into the learning interactions and choices of farmers. This, coupled with the social processes descriptors provided by Wildemeersch (2007) has given me a more detailed understanding of the nature of learning interactions influencing farmer choices.

Factors that Impact on Learning in Orphanhood in Zimbabwe The aim of the study was to provide scientific knowledge on the factors impacting on the learning profile of orphans as compared to those who are not orphaned, and to identify the relationships between these factors and learning outcomes. This is a quantitative study and the Evaluation-Process and Outcome design was used. Structured quantitative data collection methods, questionnaires, interviews, observation and document analysis were used in this study. Maslow’s humanistic motivation theory of learning is the theoretical framework. The population included form four students and teachers from the Harare Metropole Province in Zimbabwe. A stratified random sampling procedure was used to sample schools, and the simple random procedure was used to sample both students and teachers. The experimental design was used to allow comparisons among orphans and between orphans and non-orphans. Ethical principles including consent, confidentiality and privacy were adhered to. Measures to uphold the quality of the study were applied. In the study it was found that in the peri-urban area, students who had been orphaned for one year or less performed poorly compared to other orphans and to non-orphaned students in their average examination marks, (p<. 023). Lack of books was significantly different amongst the non-orphaned and orphans (p<. 003), mostly affecting those orphaned for one year or less. There was a significant difference in the performance of orphans whose mothers had died and those whose mothers were alive, according to their average coursework marks (p<. 001) and average examination marks (p<. 005). The performance of single orphans, double orphans and non- orphans did not differ significantly, but the post hoc analysis revealed that in most subjects double orphans performed worse than single orphans and non-orphaned students. In the HIV/AIDS/Reproductive health and life-skills teaching-learning sessions observed, the majority of teachers, 12, (66.7%) (n =18) did not agree that relevant assignments were being given and 16 (88.9%) (n =18) did not agree that reading references were available. The majority of students (55.2% n = 509) had inadequate information on HIV and AIDS prevention, and those orphaned for one year or less (62% n = 29) and those orphaned for two to three years (62.5% n = 48) had even less information on HIV and AIDS prevention than the other groups. There was a difference in what the students perceived as life skills and what the teachers reported as life skills. It is recommended that this study be replicated on a larger scale and that factors that impact on learning be studied in national school settings in order to determine orphans’ and non-orphans’ learning outcomes. / Health Studies / D. Litt. et Phil. (Health Studies)

1 online resource (xiii, 212 leaves) / DEd / Department of Educational Management / The study sought to evaluate the extent to which the affirmative action policy on the accelerated promotion of women to senior educational management positions has created opportunities for women. The policy was promulgated and implemented in 1995 with the sole purpose of achieving gender parity between men and women in educational management positions. The study was prompted by the underrepresentation of women in senior educational management positions in Matabeleland South province in Zimbabwe against the existence of an affirmative action policy which aimed at increasing the number of women in educational management positions. The study interrogated the effectiveness of the affirmative action policy in creating opportunities for women advancement to senior educational management positions, the challenges experienced by female teachers in ascending to leadership positions, the challenges faced by women in educational management positions, the unintended outcomes and the leadership qualities of women. The study employed a case study design, the qualitative approach and the convenience sampling procedure was used to select study participants. Teachers participated in the study through the focus group discussion while heads of schools, education officers, district education officers and members of the provincial education directorate were engaged through individual interviews. The study revealed that the affirmative action policy on the accelerated promotion of women to senior educational management positions was in place, though not effective because female and male candidates to educational management positions were competing on an equal basis in terms of educational qualifications, experience, and length of service, interview score and the performance rating. Women applicants only supersede their male counterparts in cases where there is a tie after all the above considerations have been made. This approach was found disadvantaging women who in general lack experience and educational qualifications in comparison to their male counterparts hence to date women remain underrepresented in educational management positions in Matabeleland South. The study revealed that women aspiring to ascend to educational management positions lacked family/spouse support and ambitions / confidence to apply for leadership positions. Socio-cultural practices, negative male attitudes about women leadership also constrained women’s v rise to leadership positions. Women in leadership positions face resistance from their subordinates and from members of the greater community who are used to be led by male leaders. The study found that the policy has a labelling effect on women promoted on such policies, it has created disharmony in families as women take their headship portfolios home. Furthermore the study established that home –work conflict causes stress on women in educational management positions .Women were found to be hard workers, less corrupt and produce better results than their male counterparts but are emotionally unstable, use autocratic leadership styles and do not take quality decisions. The study recommended that the Civil Service Commission revise, and disseminate the affirmative action policy so as to increase stakeholders’ awareness so that it can benefit the women, promote more women to headship positions so as to act as role models for other female teachers. The study proposed a model of leadership development in women by creating an enabling environment at home, school, society, and church and government level for gender equality as a pre requite for developing self confidence in the girl child and later in women

The research was carried out to assess the value of the Bachelor of Education, Educational Administration, Planning and Policy Studies (B.ED-EAPPS) degree programme offered by the Zimbabwe Open University (ZOU) as a further teacher education programme for primary teachers in Zimbabwe offered through open and distance learning. The research utilised the case study design and had relevant data collecting instruments which included questionnaires, write ups and interviews. Both random and non-random sampling methods were used to come up with samples used quantitatively and quantitatively. The research was immensely useful as it provided an attempt to determine whether it was worth the while for primary school teachers to study for the BEDEAPPS degree programme and more so in view of the large numbers of non-degree primary school teachers either studying for it or on its waiting list. Nothing of the sort had been done since the inception of the BEDEAPPS degree programme in 1993. The research produced findings that reflected that the BEDEAPPS degree programme had much to offer in the area of further teacher education of an in-service nature than had been envisaged by those who originated the programme. It was realised that while the programme's emphasis was on management and supervision it was not devoid of the instructional expertise that is relevant to classroom practitioners. Moreover, there was a traceable link between college training experiences of the BEDEAPPS students and Teachers' College graduates and the course content they had to work on. These findings made revelations on the diversity of further teacher education whose structure and content could be designed to respond to a specific further education need. Findings also revealed that open and distance learning was a suitable and effective means of delivering such a programme provided an enhancing technological back-up can be easily accessed. The research had time related and operational limitations whose impact on the whole process were, however, repulsed by controls effected by the researcher. The diversity of data collecting instruments also played a positive role in ensuring checks and balances in the type and authenticity of data collected. The research had, among its findings, a grounded research theory which was extrapolated from the data that was collected using the seven data collecting instruments mentioned earlier on. It was possible, after thorough scrutiny of data collected, to conclude that the BEDEAPPS degree programme was a performance enhancing qualification to those primary school teachers who were involved in classroom teaching since it made them effective instructors and managers both within their classroom confines and the larger school-wide operational environment. / Educational Studies / D.Ed.

The study ofinformation seeking patterns ofdistance learners registered with the Zimbabwe Open University (ZOU) was undertaken with a view to understand the paths taken by the distance learners to identifY, locate and make use ofinformation resources to solve their problems, answer questions or to accomplish given tasks. This study was carried out after the realisation by the Library and Information Service Management that the distance learners were making very little use ofthe library and information resources that were put in place to expressly serve their needs. It was critical for the study to establish the possible causes for this under-utilisation. The study investigated the socio-demographic and academic characteristics ofthe distance learners to verifY the assumption that these characteristics affected the use ofthe LIS. The socio-economic commitments ofthe distance learners were investigated to determine how they impacted on the use ofthe LIS. Factors that possibly prevented the distance learners from using the ZOU LIS were investigated. The CCAUSAL factors included the cost in terms ofboth time and money to get to the LIS due to distance, currency or recency ofthe information, accessibility in terms ofhow easy it was to get to the LIS, usability as it implies the ease ofconsulting the LIS and locatibility ofthe LIS. The study investigated the use ofother information sources and libraries and the CCAUSAL factors that possibly affected the use of them. The results ofthe study revealed that the distance learners registered with the ZOU did follow specific information seeking patterns as a result ofwhat the study's acronym CCAUSASL suggested as factors. For instance, it was shown that on one hand, the distance factor affected 32.4% of the respondents who lived more than 51 kilometres from the LIS and on the other hand it was not much ofa factor for the 34.1% and 32.4% who lived within the 0-10 and 11-20 kilometre ranges respectively. The study sought recommendations from the respondents as the main users ofthe LIS on what Management should do in order to put in place effective and efficient 'open' library systems that meets their requirements as distance learners. Their suggestions together with guidelines from the literature on library service provision in distance learning environments form the recommendations ofthe study. / Thesis (MIS.)-University of Natal, Pietermaritzburg, 2002.

I explored the support structures and strategies used by adults to cope with distance learning (DL). The Zimbabwe Open University (ZOU) wished to become a world class university of excellence while students struggled to complete programmes. My argument is that education cannot produce the quality of graduate that society expects unless access is accompanied by adequate effective learner support. I studied adults’ experiences with the ZOU support structures and student’s strategies that they used to cope with: administration of the programme, availability of learning materials, library, information communication technology (ICT) needs, studying in isolation, tutorials, assessment and financing the programme. Adults’ strategies for integrating study with employment, family and social commitments, and their suggestions for improving learner support in DL were crucial aspects of my study. I used a mixed-method research design of the phenomenological interview and a questionnaire survey. The design helped in comprehensive coverage and cross-data validity checks. My sample comprised three sets of Bachelor of Education (B. Ed.) students that completed on time, those that delayed completion and others that were on the programme. My epistemological position is that data obtained from interviews reflects participants’ perspectives. I collected data from past and current students. I used phenomenological interviews to understand the subjective world of my participants and the questionnaire to determine relationships among themes and cross-check findings for the sake of generalization. My study revealed that students used ZOU administrative and academic structures to cope with DL. The structures they used include: the regional centre staff and facilities, orientation, modules, the library, ICT, contact tutorials, assignments, examinations and projects. However, some students faced challenges in: orientation, communication, use of modules, supervision of assignments and projects, missing results and funding which contributed to delayed completion of the programme. As adults, my participants also used: social contracts with family and employers, study groups, private extra tutorials, outsourcing ICT services, dedicated study and past examination papers, buying own books, borrowing money, self-help income generating projects and paying fees by instalment as well as good time management to cope with DL. I recommend research into and improvement of: communication between ZOU and students, student support services, preparation and supply of modules and ICT, staff development on supervision of assignments, projects and examinations, and also student funding to enhance the quality and rate of programme completion in DL. Keywords: support structures, strategies, adults, cope and distance learning. / Thesis (Ph.D.) - University of KwaZulu, Edgewood, 2011.

The research was carried out to assess the value of the Bachelor of Education, Educational Administration, Planning and Policy Studies (B.ED-EAPPS) degree programme offered by the Zimbabwe Open University (ZOU) as a further teacher education programme for primary teachers in Zimbabwe offered through open and distance learning. The research utilised the case study design and had relevant data collecting instruments which included questionnaires, write ups and interviews. Both random and non-random sampling methods were used to come up with samples used quantitatively and quantitatively. The research was immensely useful as it provided an attempt to determine whether it was worth the while for primary school teachers to study for the BEDEAPPS degree programme and more so in view of the large numbers of non-degree primary school teachers either studying for it or on its waiting list. Nothing of the sort had been done since the inception of the BEDEAPPS degree programme in 1993. The research produced findings that reflected that the BEDEAPPS degree programme had much to offer in the area of further teacher education of an in-service nature than had been envisaged by those who originated the programme. It was realised that while the programme's emphasis was on management and supervision it was not devoid of the instructional expertise that is relevant to classroom practitioners. Moreover, there was a traceable link between college training experiences of the BEDEAPPS students and Teachers' College graduates and the course content they had to work on. These findings made revelations on the diversity of further teacher education whose structure and content could be designed to respond to a specific further education need. Findings also revealed that open and distance learning was a suitable and effective means of delivering such a programme provided an enhancing technological back-up can be easily accessed. The research had time related and operational limitations whose impact on the whole process were, however, repulsed by controls effected by the researcher. The diversity of data collecting instruments also played a positive role in ensuring checks and balances in the type and authenticity of data collected. The research had, among its findings, a grounded research theory which was extrapolated from the data that was collected using the seven data collecting instruments mentioned earlier on. It was possible, after thorough scrutiny of data collected, to conclude that the BEDEAPPS degree programme was a performance enhancing qualification to those primary school teachers who were involved in classroom teaching since it made them effective instructors and managers both within their classroom confines and the larger school-wide operational environment. / Educational Studies / D.Ed.

The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.