Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)

The advent of democracy in South Africa necessitated a radical transformation in education. It was recognised from the outset that the revision of History education was an activity that had to be accorded special consideration if the renaissance of education in South African public schools was to become a reality. Yet, precisely at a time when the nurturing of historical consciousness, especially among the youth, is so urgent an undertaking, the subject History is increasingly being judged as lacking in utilitarian purpose, and is deemed irrelevant and meaningless. A strong need is thus felt among History educationists to strengthen History studies because of its importance not only in itself but also because a knowledge of the past is crucial to an understanding of the present. In a South African educational context this thesis attempts to make a contribution to this worthwhile endeavour. It investigates the nature, functions, changing modes and historical role of historical consciousness in the writing and teaching of History in South Africa; proposes a heightened interest in adopting an outcomes-based approach to the teaching of history; and advocates an historical consciousness approach to the teaching of History to learners in the Further Education and Training phase (schools), within the framework of the above-mentioned Outcomes-based Education system. It recommends, among others, the training and retraining of teachers in the historical consciousness approach; the adoption of a fresh methodology; and the revamping and strengthening of the content and scope of the present curriculum to accommodate the new historical consciousness approach. The thesis concludes with a set of recommendations which could serve as a basis for the nurturing of historical consciousness in the South African History classroom. / Educational Studies / D.Ed. (Didactics)

This study begins by analysing and exploring problems associated with (a) history teaching as part of the Human and Social Sciences learning area, (b) history teaching within an Outcomes-based approach, and (c) history teaching and racism. In an effort to provide solutions to these problems the study proceeds to propose a framework for teaching history within the Human and Social Sciences learning area, to suggest a viable Outcomes-based approach to teaching history in the context of this learning area, and an attempt is also made to provide criteria for an anti-racist approach to history teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist perspectives and attitudes have been developed. Overall, the study found that an interdisciplinary approach - intended to preserve history's identity within the Human and Social Sciences learning area- is worthwhile and essential, given the rich potential of the discipline to enrich and even gain from the unique insights that other disciplines within the learning area can provide. It is evident that history, either by itself or in association with other disciplines, lends itself well to Outcomes-based Education; and that while it is important and necessary to differentiate between learning outcomes on the one hand, and aims and objectives on the other, the former and the latter two demonstrate some significant overlaps. Given the crucial importance of improving race and a range of other relations in South Africa, the findings of the study seem to prove to be a feasible and indeed critically important way in which history teaching could deal with racial and other forms of viprejudice, injustice and discrimination. This seems to be the case because the findings reveal that learners registered progress in various aspects of anti-racist history teaching. Given the gains by learners, therefore, an Outcomes-based history teaching within the Human and Social Sciences learning area would seem to be an essential approach to learning programme development in the South African system of education and training. / Educational Studies / D. Ed. (Didactics)

Produto: Curso de formação continuada ciências naturais nos anos iniciais... / Um ensino de Ciências Naturais que contemple a construção de conhecimento e a formação de conceitos está diretamente relacionado a práxis pedagógica dos professores. Assim, a formação do professor precisa ser revista, repensada, ou a escola será esvaziada da sua função social que é a construção e ressignificação do conhecimento historicamente produzido. Como aporte teórico escolheu-se Vygotsky, Piaget e Vergnaud, sendo que os três teóricos discutem a formação de conceitos, estendendo-se a formação de conceitos às Ciências Naturais, voltada para os anos iniciais. Em decorrência desta preocupação, o estudo objetiva analisar as potencialidades de um curso de formação continuada para a construção de conhecimentos científicos e a formação de conceitos com professores que ministram aulas de Ciências nos anos iniciais. A pesquisa transcorreu em duas etapas. Inicialmente foi aplicado um questionário para 40 professores que ministram aulas de Ciências nos anos iniciais na rede municipal do município de Quatro Barras-PR, visando um levantamento sobre como os professores entendem algumas teorias sobre a formação de conceitos. A segunda etapa envolveu a elaboração de um Blog e o desenvolvimento de um curso de formação continuada, composto de módulos integrados para dez professores voluntários. Durante o desenvolvimento do curso de 40 horas constitui-se o corpus da pesquisa, composto de questionário inicial, gravação da prática social inicial e final durante os módulos integrados, elaboração de diário de bordo e realização de entrevista final. Após a coleta de todo o material foi realizada uma leitura flutuante com base na Análise de Conteúdo de Bardin e foram definidas duas categorias e seis indicadores para a presente pesquisa: a categoria A “formação para docência em Ciências Naturais” e a categoria B “ação docente que vise a construção de conhecimentos e a formação de conceitos em Ciências Naturais”. Com base nos indicadores dessas categorias e as contribuições dos professores, com vistas a construir conhecimentos e formar conceitos, o curso de formação continuada demonstrou ser positivo, havendo a tomada de consciência, por parte dos cursistas, acerca da necessidade de se preparar para a ação docente, bem como se mostrou produtiva no sentido de contribuir para a construção dos conhecimentos em Ciências Naturais. Experienciaram a utilização da Pedagogia Histórico Crítica como ação docente com foco a vincular os saberes escolares à realidade. Tomando por base a fundamentação teórica, desde que os professores sejam preparados para uma ação docente efetiva, conclui-se que é possível a construção de conhecimentos e a formação de conceitos em Ciências Naturais nos anos iniciais indo além da reprodução mnemônica, promovendo a alfabetização científica que habilita o aluno a atuar no seu entorno. / A teaching of Natural Sciences that meditates to the knowledge construction and formation of concepts is straightly connected the pedagogic praxis of the teachers for the initial years, soon the formation of the teacher needs to be revised, rethought, or the school will be emptied of his social function that is the construction and reconstruction of the historically produced knowledge. Like a support reference Vygotsky, Piaget and Vergnaud, were chosen that theoreticians discuss the formation of concepts, when the concepts formation is stretching out to the Natural Sciences, turned for the initial years. Because of this concern, the lifted problem was what would be the potentialities of a course of formation continued in the construction of Scientific Concepts with teachers who teaches classrooms of Sciences in the initial years. The inquiry elapsed in two stages. Initially a questionnaire was applied for 40 teachers who administer classrooms of sciences in the initial years in the municipal net in the Quatro Barras City, aiming at a survey on how teachers understand some theories about concept formation. The second stage wrapped the projection of the course and of the blog and the development of the course of formation continued for ten volunteer teachers. During the development of the course of 40 hours it was collected the Corpus of the inquiry, been composed of carving of the integrated modules, preparation of log book and realization of final interview. After the collection of the whole material was carried out a floating reading on basis of the analysis of content of Bardin and the indicators were defined for the present inquiry. After collecting all the material was performed a floating reading based on content analysis of Bardin and were defined two categories and six indicators for this research: the category A “formation for teaching in Natural Sciences” and the category B “teaching action aimed at the construction of concepts in the Natural Sciences”. On the basis of indicators of these categories, the contributions of the continuing training, with a view to build knowledge and to form concepts, proved to be positive and taken of awareness on the part of teachers the need to prepare for teaching activities, as well as proved productive in the sense of contributing to the construction of knowledge in the natural sciences. They experienced the use of Historical-critical Pedagogy as teaching activities with focus to bind the school knowledge to reality. Supported in the theoretical grounds, provided that the teachers are prepared for an action effective, it is concluded that it is possible the construction of knowledge and the formation of concepts in Natural Sciences in the initial years going beyond the mnemonic reproduction, promoting scientific literacy that enables the student to act in its surroundings.

Produto: Curso de formação continuada ciências naturais nos anos iniciais... / Um ensino de Ciências Naturais que contemple a construção de conhecimento e a formação de conceitos está diretamente relacionado a práxis pedagógica dos professores. Assim, a formação do professor precisa ser revista, repensada, ou a escola será esvaziada da sua função social que é a construção e ressignificação do conhecimento historicamente produzido. Como aporte teórico escolheu-se Vygotsky, Piaget e Vergnaud, sendo que os três teóricos discutem a formação de conceitos, estendendo-se a formação de conceitos às Ciências Naturais, voltada para os anos iniciais. Em decorrência desta preocupação, o estudo objetiva analisar as potencialidades de um curso de formação continuada para a construção de conhecimentos científicos e a formação de conceitos com professores que ministram aulas de Ciências nos anos iniciais. A pesquisa transcorreu em duas etapas. Inicialmente foi aplicado um questionário para 40 professores que ministram aulas de Ciências nos anos iniciais na rede municipal do município de Quatro Barras-PR, visando um levantamento sobre como os professores entendem algumas teorias sobre a formação de conceitos. A segunda etapa envolveu a elaboração de um Blog e o desenvolvimento de um curso de formação continuada, composto de módulos integrados para dez professores voluntários. Durante o desenvolvimento do curso de 40 horas constitui-se o corpus da pesquisa, composto de questionário inicial, gravação da prática social inicial e final durante os módulos integrados, elaboração de diário de bordo e realização de entrevista final. Após a coleta de todo o material foi realizada uma leitura flutuante com base na Análise de Conteúdo de Bardin e foram definidas duas categorias e seis indicadores para a presente pesquisa: a categoria A “formação para docência em Ciências Naturais” e a categoria B “ação docente que vise a construção de conhecimentos e a formação de conceitos em Ciências Naturais”. Com base nos indicadores dessas categorias e as contribuições dos professores, com vistas a construir conhecimentos e formar conceitos, o curso de formação continuada demonstrou ser positivo, havendo a tomada de consciência, por parte dos cursistas, acerca da necessidade de se preparar para a ação docente, bem como se mostrou produtiva no sentido de contribuir para a construção dos conhecimentos em Ciências Naturais. Experienciaram a utilização da Pedagogia Histórico Crítica como ação docente com foco a vincular os saberes escolares à realidade. Tomando por base a fundamentação teórica, desde que os professores sejam preparados para uma ação docente efetiva, conclui-se que é possível a construção de conhecimentos e a formação de conceitos em Ciências Naturais nos anos iniciais indo além da reprodução mnemônica, promovendo a alfabetização científica que habilita o aluno a atuar no seu entorno. / A teaching of Natural Sciences that meditates to the knowledge construction and formation of concepts is straightly connected the pedagogic praxis of the teachers for the initial years, soon the formation of the teacher needs to be revised, rethought, or the school will be emptied of his social function that is the construction and reconstruction of the historically produced knowledge. Like a support reference Vygotsky, Piaget and Vergnaud, were chosen that theoreticians discuss the formation of concepts, when the concepts formation is stretching out to the Natural Sciences, turned for the initial years. Because of this concern, the lifted problem was what would be the potentialities of a course of formation continued in the construction of Scientific Concepts with teachers who teaches classrooms of Sciences in the initial years. The inquiry elapsed in two stages. Initially a questionnaire was applied for 40 teachers who administer classrooms of sciences in the initial years in the municipal net in the Quatro Barras City, aiming at a survey on how teachers understand some theories about concept formation. The second stage wrapped the projection of the course and of the blog and the development of the course of formation continued for ten volunteer teachers. During the development of the course of 40 hours it was collected the Corpus of the inquiry, been composed of carving of the integrated modules, preparation of log book and realization of final interview. After the collection of the whole material was carried out a floating reading on basis of the analysis of content of Bardin and the indicators were defined for the present inquiry. After collecting all the material was performed a floating reading based on content analysis of Bardin and were defined two categories and six indicators for this research: the category A “formation for teaching in Natural Sciences” and the category B “teaching action aimed at the construction of concepts in the Natural Sciences”. On the basis of indicators of these categories, the contributions of the continuing training, with a view to build knowledge and to form concepts, proved to be positive and taken of awareness on the part of teachers the need to prepare for teaching activities, as well as proved productive in the sense of contributing to the construction of knowledge in the natural sciences. They experienced the use of Historical-critical Pedagogy as teaching activities with focus to bind the school knowledge to reality. Supported in the theoretical grounds, provided that the teachers are prepared for an action effective, it is concluded that it is possible the construction of knowledge and the formation of concepts in Natural Sciences in the initial years going beyond the mnemonic reproduction, promoting scientific literacy that enables the student to act in its surroundings.

O ensino de temas ligados a cultura africana, por vezes, acaba restringido ao período onde inúmeras pessoas foram escravizadas e trazidas ao Brasil, no entanto, a história da África não começa e nem termina com a escravidão. O continente africano dispõe de uma pluralidade cultural abrangente e aqui propomos a discussão sobre a inclusão das religiões de matriz africana no ensino, com base na Lei nº 10.639, a qual determina o ensino da história e cultura africana nos currículos escolares. Em específico, abordamos as correntes de Batuque, Umbanda e Linha Cruzada, as quais destacam-se no estado do Rio Grande do Sul. Essa pesquisa acadêmica, aliada à pesquisa historiográfica, buscou, também, conhecer in loco a cultura pesquisada, permitindo assim, a análise dessas correntes religiosas e, também, a busca pela diminuição da intolerância religiosa e, de certa forma, da intolerância racial, já que, muitas vezes, ambas são associadas e, assim, ainda mais segregadas. Procuramos diminuir o abismo entre a produção acadêmica e o conhecimento escolar e, para isso, produzimos um compilado de informações, onde o conhecimento acadêmico foi didatizado, em forma de um manual paradidático. Esta publicação é destinada a alunos e professores do ensino fundamental e médio, como uma ferramenta de pesquisa, a qual idealizamos ser contribuidora na formação de estudantes conhecedores das raízes formadoras da cultura brasileira, tornando-os agentes de uma geração que promova atos contra as mais diversas formas de intolerância. / The teaching of themes related to African culture, sometimes, ends up restricted to the period when numerous people were enslaved and brought to Brazil, however, the history of Africa does not begin and end with slavery. The African continent has a broad cultural plurality and here we propose the discussion on the inclusion of the religions of African matrix in the education, based on the Law nº 10.639, which determines the teaching of African history and culture in the school curricula. Specifically, we approach the currents of Batuque, Umbanda and Linha Cruzada, which stand out in the state of Rio Grande do Sul. This academic research, allied to the historiographic research, also sought to know the culture in loco, thus allowing the analysis of these religious currents, and also the search for a decrease in religious intolerance and, to a certain extent, racial intolerance, since both are often associated and thus even more segregated. We try to reduce the chasm between academic production and scholastic knowledge and, for this, we produce a compilation of information, where academic knowledge was taught, in the form of a paradidático manual. This publication is intended for students and teachers of elementary and secondary education, as a research tool, which we idealize to be a contributor in the training of students who are knowledgeable about the roots that form the Brazilian culture, making them agents of a generation that promotes acts against the most various forms of intolerance.

Abstracts in English, Xhosa and Sotho / The purpose of this study was to analyse the role of critical thinking in the teaching and learning of History in three selected secondary schools in Masvingo urban area, Zimbabwe. The study focused on the challenges Form III learners faced regarding critical thinking. The findings of the research could assist to reveal the role of critical thinking in the secondary education system of Zimbabwe and other countries. A qualitative study method adopting the interpretive phenomenological approach was employed for the purpose of discovering participants’ experiences. The method was the most appropriate for the study since it enabled the researcher to assess the attitudes of teachers and learners to critical thinking. It also assessed their experiences with the development of critical thinking in the History learners in secondary schools. The study used semi-structured interviews, focus group interviews, lesson observations and document analysis to generate data. The study’s main findings reflected a lack of critical thinking among learners in secondary schools in Masvingo urban area in Zimbabwe. The development of critical thinking was negatively affected by three major categories of factors. These are: (a) the characteristics of the teaching and learning environment such as deficiency in teaching and learning resources, inadequate infrastructure and poor learning and teaching routines; (b) personal factors connected to the negative attitudes and lack of motivation of teachers and learners to critical thinking; and (c) policyrelated matters being an obstacle to learners’ development of critical thinking such as policies that embrace enrolment of learners, the History syllabus, the system of public examinations and the creation of the examination-oriented education system. The study revealed that several approaches such as the provision of essential learning resources and the improvement of teacher motivation could enhance effective implementation of critical thinking in the curriculum of Zimbabwe’s secondary schools. The study also revealed that including critical thinking in the curriculum could contribute positively to the improvement of the Zimbabwean education system. The study recommends that the Zimbabwean government, Ministry of Primary and Secondary Education, the secondary school authorities, universities and teachers’ training colleges and Zimbabwe’s Schools’ Examination Council work together to develop critical thinking among learners in Zimbabwean secondary schools. / Xikongomelo xa ndzavisiso lowu i ku xopaxopa hi ndzima ya ku ehleketa hi vuenti eka ku dyondzisa na ku dyondza Matimu eswikolweni swa sekondari swinharhu leswi nga hlawuriwa endhawini ya doroba eMasvingo eZimbabwe. Ndzavisiso wu tshikilela eka mintlhontlho leyi vadyondzi va Form III va langutanaku na yona ya ku ehleketa hi vuenti. Leswi kumekaku eka ndzavisiso swi nga pfuneta ku kombisa ndzima ya ku ehleketa hi vuenti eka dyondzo ya sekondari eZimbabwe na matiko man'wana. Methodi wa ndzavisiso wa qualitative lowu tekelaku eka interpretive phenomenological approach ku tirhisiwe wona hi xikongomelo xa ku kuma mintokoto ya vakhomaxiavo. Methodi a wu fanele swinene eka ndzavisiso hikuva wu kotise muendli wa ndzavisiso ku kambela mavonelo ya mathichara na vadyondzi eka ku ehleketa hi vuenti. Wu tlhele wu kambela mintokoto ya vona hi nhluvuko wa ku ehleketa hi vuenti eka vadyondzi va Matimu eswikolweni swa sekondari. Ndzavisiso wu tirhise ti-semistructured interview, wu tshikilela na le ka ti-interview ta ntlawa, ku langutisa kunene leswi endlekeka eka tidyondzo na ku dokumenta vuxopaxopi ku endla vutivi. Swikulukumba leswi kumiweke eka ndzavisiso swi kombise ku pfumaleka ka ku ehleketa hi vuenti exikarhi ka vadyodnzi eswikolweni swa sekondari endhawini ya doroba ra Masvingo eZimbabwe. Ku hluvukisa ku ehleketa hi vuenti swi khumbeke hi ndlela yo biha hikokwalaho ka swilo swinharhu swa nkoka. Swona hi leswi: (a) swihlawulekisi swa mbangu wa ku dyondzisa na ku dyondza swo fana na nkalo wa swihlovo swa swipfuneto eka ku dyondzisa na ku dyondza, ku kala ka infrastrakchara na matirhiselo ya le hansi ya maendlelo ya ku dyondza na ku dyondzisa; (b) swilo swa vanhu xiviri leswi khumbanaka na mavonelo yo ka ya nga ri lamanene, na ku pfumaleka ka nsusumeto wa nhlohlotelo eka mathicara na vadyondzi eka ku ehleketa hi vuenti; na (c) swilo leswi fambelanaka na swa pholisi leswi swi nga swihingakanyi eka nhluvukiso wa vadyondzi eka ku ehleketa hi vuenti swo fana na tipholisi leti ti angarhelaka ku tsarisa ka vadyondzi, silabasi ya Matimu, sisteme ya makambelelo ya vadyondzi va mfumo, na ku endliwa ka sisteme leyi fambelanaka na nkambelo eka sisteme ya dyondzo. Ndzavisiso wu paluxe leswo matirhelo yo hambana yo fana no nyiketa swihlovo swa swipfuneto eka ku dyondza na ku antswisa nsusumeto wa nhlohlotelo eka mathicara swi nga antswisa tirhelo lerinene eka ku ehleketa hi vuenti eka kharikhyulamu ya swikolo swa sekondari eZimbabwe. Ndzavisiso wu tlhele wu paluxa leswo ku katsa ku ehleketa hi vuenti eka kharikhyulamu swi nga pfuneta hi vuyelo byo antswa eka sisteme ya dyondzo ya Zimbabwe. Ndzavisiso wu bumabumela leswo mfumo wa Zimbabwe, va vulobye bya Dyondzo ya Prayimari na Sekondari, vafumi wa swikolo swa sekondari, tiyunivhesiti na tikholichi ta ku letela mathicara na huvo ya Zimbabwe ya vukamberi bya swikolo swa sekondari ku nga Zimbabwe's Schools Examination Council, va fanele ku tirhisana eka ku hluvukisa ku ehleketa hi vuenti eka vadyondzi va swikolo swa sekondari eZimbabwe. / Maikemišetšo a dinyakišišo tše ebile go sekaseka tema ye e kgathwago ke go nagana ka tsinkelo ka go ruteng le go ithuta thuto ya Histori ka dikolong tše tharo tšeo di kgethilwego ka lefelong la motsesetoropo la Masvingo, ka Zimbabwe. Dinyakišišo di nepišitše kudu ditlhohlo tšeo baithuti ba Foromo ya III ba ilego ba lebana le tšona mabapi le go nagana ka tsinkelo. Dikutollo tša dinyakišišo di ka thuša go utolla tema ye e kgathwago ke go nagana ka tsinkelo ka lenaneo la thuto ya dikolo tše di phagamego tša Zimbabwe le ka dinageng tše dingwe. Mokgwa wa dinyakišišo wa boleng wo o dirišago mokgwa wa go hlatholla seemo o šomišitšwe ka maikemišetšo a go utolla maikutlo a bakgathatema. Mokgwa wo o bile maleba kudu go dinyakišišo tše ka ge o kgontšhitše monyakišiši go sekaseka maikutlo a barutiši le a baithuti mabapi le go nagana ka tsinkelo. O sekasekile gape maitemogelo a bona mabapi le go tšweletša go nagana ka tsinkelo ga baithuti ba thuto ya Histori ka dikolong tšeo di phagamego. Dinyakišišo di šomišitše dipoledišano tšeo dipotšišo tša gona di nyakago gore baarabi ba fe mabaka, dipoledišano le dihlophanepišo, ka ditekodišišo tša thutišo le tshekatsheko ya dingwalwa ka nepo ya go tšweletša tshedimošo. Dikutollokgolo tša dinyakišišo di laeditše tlhokego ya go nagana ka tsinkelo magareng ga baithuti ka dikolong tšeo di phagamego ka lefelong la metsesetoropo la Masvingo ka Zimbabwe. Go tšweletša go nagana ka tsinkelo go amilwe gampe ke mabaka a mararo a magolo. Wona ke: (a) dikokwane tša seemo sa go ruta le go ithuta tša go swana le tlhaelelo ya methopo ya go ruta le ya go ithuta, tlhokego ya mananeokgoparara le mekgwa ye e fokolago ya go ithuta le ya go ruta; (b) mabaka a seng ao a amanago le maikutlo a go se loke le tlhokego ya tlhohleletšo ya barutiši le baithuti go nagana ka tsinkelo; le (c) mabaka a go amana le melawana ao a fetogago ditšhitišo go tšweletšo ya go nagana ka tsinkelo go baithuti go swana le melawana yeo e amogelago go ngwadišwa ga baithuti, lenaneothuto la Histori, tshepedišo ya ditlhahlobo tša dikolo tša mmušo le go hlama ga lenaneothuto leo le theilwego go ditlhahlobo. Dinyakišišo di utollotše gore mekgwa ye mmalwa ya go swana le kabo ya methopo ya go ithuta ye bohlokwa le kaonafatšo ya tlhohleletšo ya barutiši di ka thuša phethagatšo ye e šomago gabotse ya go nagana ka tsinkelo ka go lenaneothuto la dikolo tšeo di phagamego tša ka Zimbabwe. Dinyakišišo di utollotše gape gore go akaretšwa go nagana ka tsinkelo ka go lenaneothuto go ka ba le seabe se sekaone go kaonafatšo ya lenaneothuto la Zimbabwe. Dinyakišišo di šišinya gore mmušo wa Zimbabwe, Kgoro ya Thuto ya Dikolo tša Phoraemari le ya Dikolo tše di Phagamego, bolaodi bja dikolo tše di phagamego, diyunibesithi le dikholetše tša go ruta barutiši le Lekgotla la Ditlhahlobo tša Dikolo tša Zimbabwe di swanetše go šomišana mmogo ka nepo ya go tšweletša go nagana ka tsinkelo gareng ga baithuti ka dikolong tše di phagamego tša Zimbabwe. / Educational Foundations / D. Ed. (Philosophy of Education)