Student Number:0400612E Faculty:Humanities Degree:MA / THE PSYCHOSOCIAL CHALLENGES OF UNACCOMPANIED REFUGEE CHILDREN IN URBAN ZIMBABWE Abstract This study explores the psychosocial coping mechanisms of unaccompanied migrant children in Harare, Zimbabwe. While refugees who stay in camps are provided formal assistance through various forms of psychosocial intervention, those who live in cities must typically rely on their own resources and strategies. Using existing academic literature on psychosocial interventions and coping strategies in camps as a comparative referent, this study documents and explains the responses on unaccompanied displaced youth in Harare. Given that this research focuses on the exploration of the informal coping strategies of unaccompanied refugee children a qualitative research is the most preferable method on collecting data. The instruments for collecting the data were semi-structured interviews with key informants and unaccompanied refugee children. Although this project is for academic purposes it is expected that the findings can also be used to for advocacy and programme formulation to meet the psychological needs of unaccompanied refugee children in Zimbabwe as the country undergoes this transitional phase.

Thesis submitted in fulfilment of the requirements for the degree Master of Technology: Town and Regional Planning in the Faculty of Informatics and Design at the Cape Peninsula University of Technology / Political independence for Zimbabwe in 1980 brought about fundamental socio-conomic changes which impacted on urbanisation trends in the country. For instance the removal of colonial influx control laws and regulations which had previously served to curtail ruralurban migration marked the beginning of a new developmental era characterised by rapid urbanisation. Political and economic downturns later experienced in the country in the last decade of the twentieth century and after resulted in massive de-industrialisation, company closures and high unemployment. These changes impacted significantly on the spatial structure of cities which had to firstly adapt to socio-political integration, and had to later focus on the basic challenges of providing shelter and alternative means of employment in a depressed economy. The physical and spatial manifestations of such changes included the rapid growth of informality, the collapse of urban infrastructure and the apparent disregard for the colonially styled urban development management frameworks. This research consequently evaluates the performance of current urban planning frameworks and practices in the face of such changing circumstances. This is against a backdrop of the apparent failure by urban planning to transform in line such development trends. The study explores the theoretical framework of rapid urbanisation, urban planning, and technological innovation in urban development management systems. The main focus of the study is on the transformation of planning practices and frameworks. Geo-spatial technology (GST) is mainly used as a demonstration and methodological tool for analysis and evaluation. The methodology is made up of two contrasting case studies based in the CBD of Harare (Zimbabwe‟s capital city) and Epworth (an informal settlement on the outskirts of Harare). The CBD case study measures the performance of planning frameworks within a formally planned set up whilst the Epworth case study demonstrates the (in)effectiveness of current planning practices to contemporary urban development challenges. The main findings of the research support the need to have mobile planning frameworks and tools that have the capacity to promptly respond to fast changing developmental trends. The other main finding highlights the positive relationship between impartial participation in planning and high level of success in achieving planning objectives.

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)

Thesis (MPhil)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: The study sought to answer the question, what are the reasons for low utilization of long acting contraceptives among HIV positive women attending the Harare Post-test support services clinic. The study was conducted at Harare Post-test support services clinic from September to December 2012. Data was collected using respondent administered questionnaires. A sample of 30 respondents was used for the study. After data collection, data was grouped, analysed and presented in the form of tables, figures, charts and descriptive statistics. The major findings from the study were that the majority of the women who attend the Harare Post-test support services clinic are within the age groups 35-49yaers. Most of the women are not using and modern contraceptive method. Condoms are used by 17% of the respondents and the long acting contraceptives, Jadelle and IUCD and used by a very low number of women attending the clinic. Fear of side effects is one of the reasons why the women are not suing long acting contraception. Most of the women know that the Jadelle and IUCD are long acting methods of contraception which prevents unintended pregnancy for up to five years for Jadelle and up to ten years for the IUCD. The long acting contraceptives are not available at the post test-support services clinic since the set-up of the clinic is not ideal for the provision of these services, women who need the methods are refereed outside the clinic were the cost to access the services is not affordable for most of the respondents. The conclusion drawn from the study is that women living with HIV have limited knowledge and access the long acting contraceptives at Harare Post-test support services clinic hence are not utilizing the methods. The researcher recommends that all women attending the clinic should be educated on the benefits of using dual protection to protect against unintended pregnancy as well as HIV transmission. A proper referral system should be established so that women referred to other service providers do not pay extra fees to access family planning services at the referral centres. Any IEC material should address the myths and fears related to use of long acting contraception by HIV positive women. The young age group below 35years should also be encouraged to access family planning services through the Post-test support services clinic. / AFRIKAANSE OPSOMMING: Die doel van die studie was om te bepaal wat die redes is vir die lae gebruik van langwerkende voorbehoeding onder MIV positiewe vroue wat die Harare Post-test ondersteuningsdienste kliniek besoek. Data is deur middel van vraelyste onder 30 deelnemers ingesamel. Die resultate het getoon dat die meerderheid van vroue wat die kliniek besoek het tussen die ouderdomme van 35 en 49 was. Meeste van hulle gebruik nie moderne voorbehoeding nie, slegs 17% het aangedui dat hul kondome gebruik. Die langwerkende voorbehoeding Jadelle en IUCD word deur min die van vroue gebruik. ‘n Vrees vir die nadelige uitwerking daarvan is een van die redes waarom hul nie die voorbehoeding gebruik nie. Meeste van die vroue is bewus dat Jadelle en IUCd langwerkede metodes is wat swangerskap voorkom en dat Jadell tot 5 jaar werk en IUCD tot 10 jaar effektief kan wees. Die langwerkende metodes is egter nie by die kliniek beskikbaar nie en vroue wat die metodes verkies word na ander diensverskaffers verwys waar wat vir meeste van die vroue nie bekostigbaar is nie. Daar kan dus van die studie afgelei word dat MIV positiewe vroue beperkte kennis en toegang rakende die langwerkende voorbehoeding het en daarom nie die metodes ten volle benut nie. Die navorser beveel aan dat alle vroue wie die klinkiek besoek ingelig moet word oor die voordele van die tweeledige vorm van beskerming, nie net teen swangerskap nie maar ook teen MIV-infeksie. ‘n Verwysingstelsel moet in plek gestel word sodat die vroue wat na ander diensverskaffers verwys word nie nodig het om ekstra daarvoor te betaal nie. Daar word verder ook voorgestel dat die klinkiek meer inligtig rakende die langwerkende voorbehoeding beskikbaar stel en ook gesinsbeplanningsdienste aanbied.

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)

Human activities such as urbanisation, sewage treatment, industrialisation and agriculture represent major human interference in water resources. The water resources are affected both quantitatively as well as qualitatively by these activities. The impact of human interference in the Mukuvisi River catchment hydrology was studied by determining the concentration values of eight selected physico - chemical and biological parameters. These are pH, temperature, total nitrates, total phosphates, Dissolved Oxygen, Biological Oxygen Demand, lead, copper and Total Faecal Coliform Count. Seven sites were sampled along the river, from up the river in Mukuvisi woodlands up to the point where the river discharges into Lake Chivero. Analysis of the results obtained was undertaken using SPSS (paired sample T test) and descriptive graphs were drawn using Microsoft Excel 2010. Nitrates, phosphates, copper, lead and Total Faecal Coliform Counts were found to be higher than the Zimbabwe National Water Authority (ZINWA) maximum and World Health Organisation, 2011 (WHO) permissible standards from site 3 to site 7. Site 6 recorded the highest concentrations of all the measured parameters, except for pH and Dissolved Oxygen. Mean DO and BOD concentrations were 2.53 mg/l and 40 mg/l respectively at site 6. Mean total nitrates were 17.5 mg/l at site 6 above the ZINWA and WHO threshold of 10 mg/l. Site 6 also recorded a mean total phosphate of 5.9 mg/l which was above the ZINWA and WHO threshold of 0.5 mg/l. Mean TFCC was 992.6 mpn100ml-1 higher than the threshold of nil according to ZINWA and WHO threshold. Site 3 recorded the mean DO and TFCC of 2.4 mg/l and 2.80 mpn100ml-1 respectively. Site 2 had the lowest mean TFCC concentrations of 2.80 mpn100ml-1, which did not differ significantly from the WHO and ZINWA threshold of nil at p<0.05. The quality of water in the river varied from site to site in direct relation to the intensity and type of human activities along the river course. Levels of all the water quality indicators increased after discharge from the Firle sewage treatment plant at site 6 with the exception of temperature and pH. Sewage effluents, agricultural runoff and industrial effluents were found to be responsible for the high nutrient levels and high metal concentrations in the river which in turn reduced DO levels and increased BOD / College of Agriculture and Environmental Sciences / M. Sc. (Environmental Science)

The study sought to establish the quality of Early Childhood Development (ECD) programmes. It was therefore important that the researcher investigates whether the ECD programmes were meeting the expectations of the quality indicators and consequently the holistic needs of ECD children. The qualitative design methodology was used in this study. Self-constructed observation checklists and in-depth interview guides were used. The participants in the study were 10 school heads, 10 ECD teachers and 10 ECD parents, one from each of the ten schools under study from Harare low and high density suburbs. The data were content analysed. The findings of the study revealed that school heads incompetently managed the ECD curriculum. It was also revealed in the study that ECD policies existed in schools but some were not adhered to which impacted negatively on the quality of ECD programmes. Findings of the study also revealed that the components of a quality ECD programme which included; nutrition, health and safety, parental involvement, stakeholder involvement, guidance and counselling in ECD were compromised. The study showed that ECD personnel qualifications were varied. The study also revealed that teaching methods in ECD were all child-centred though some ECD parents and school heads criticised the play-way and child-centred method of teaching. Findings revealed that material, financial and human resources were scarce. It was concluded that the quality of ECD programmes in Harare primary schools was compromised. It was recommended that training of all stakeholders on ECD management and organisation would bring about a better understanding of ECD programmes, mounting staff development workshops on practical skills training in guidance and counselling of ECD children for ECD teachers, school heads and counsellors and, inviting parents as resource persons when teaching certain concepts would improve the quality of ECD programmes. Recommendations for further study were made / Educational Studies / D.Ed. (Psychology of Education)