The study explored the psychosocial needs of Orphans and Vulnerable Children (OVCs) affected by HIV and AIDS in Gokomere, a rural area of Masvingo Province, Zimbabwe. The participants of the study included OVCs, caregivers and members of non-governmental organisations (NGOs) and faith-based organisations (FBOs). The data was gathered using semi-structured in-depth interviews and a focus group discussion. The audio-taped data was transcribed, coded and interpreted to generate themes, categories and sub-categories. The main psychosocial needs of OVCs affected by HIV and AIDS were found to be the need for relationships, succession planning, social protection and emotional and spiritual support. Kinship care emerged to be the most important form of care for OVCs while home-based care and child-headed households emerged as new forms of care for OVCs. This study recommends that coordinated efforts by the government, NGOs/FBOs/CBO and the community at large is needed to address the challenges facing OVCs affected by HIV and AIDS. / Health Studies / M.A. (Social Behaviour Studies in HIV/AIDS)

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories. The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented. In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed. / Psychology of Education / D. Ed. (Psychology of Education)

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories. The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented. In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed. / Psychology of Education / D. Ed. (Psychology of 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)

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)

Philosophiae Doctor - PhD / Informal sector operators in many cities of the global South face extensive harassment, criminalization and restricted access to public spaces despite the important role the sector is playing in urban development. Using Lefebvre’s theory of right to the city the study aimed to investigate how the city of Masvingo has embraced urban informality. The study also examined how informal sector operators in the city of Masvingo have been accessing –urban space and creating opportunities for the informal sector to access such space. The study also examined how the provision of essential services in the city has been extended to the people in the informal sector as a way of granting them their right to urban social and infrastructural services. The research took a survey design where a cross section of Masvingo city, including the city centre, residential areas and industrial areas, was sampled for the study. Methodologically the research used a mixed method approach to data collection and analysis, where both qualitative and quantitative methods were used. A questionnaire survey constituted the quantitative component of the study and it was administered to the informal sector operators, In-depth interviews and field observations were at the core of the qualitative methods that were used in the research. In-depth interviews were done with key informants in the city and these included officials in the city council, government ministries, and leaders of informal sector associations and civic groups in the city. Field observations were done in areas where the informal activities were carried out to assess the provision of services and the environment in which informal activities were operating. Data collected through interviews and field observations was analysed qualitatively and the SPSS was used for quantitative data analysis. The research found that informal operators in the city of Masvingo are being disenfranchised of their right to the city in various ways. They are not afforded the right to express their lives in the city centre as the city authorities are determined to flush out all informal structures and activities from the city centre in line with their modern city goals. The planning system in the city does not recognise informal activities as approved land user in the city centre and they do not plan for them in new spatial development projects. However, informal activities continue to occupy contested spaces, where they are in direct contravention of existing regulatory framework and this has been used to marginalise them and deny them of their right to the city. Right to the city calls for all urban residents to have access to the city centre and that access to city space should be based on use values rather than exchange values (Lefebvre 1996). Also, informal sector operators based at various sites in the city are generally denied access to essential services such as waste collection, provision of water and sewer services. / 2020-08-31

Information and communication technologies (ICTs) have been embraced by a number of public institutions in Masvingo province of Zimbabwe as part of the government’s drive towards e-governance and improved service delivery. This has resulted in the generation of large volumes of digital records that are invaluable for strengthening accountability, transparency, decision making and service delivery. Preservation of these digital records has been cited as a daunting task for most institutions especially in sub-Saharan Africa. The dynamic nature of information technologies, obsolescence issues, as well as media degradation require digital preservation strategies in place to ensure that digital records remain accessible and usable over time. However, the National Archives of Zimbabwe (NAZ) mandated to preserve all types of records is at the moment unable to ingest digital records from public departments for preservation due to lack of adequate digital storage facilities and skilled manpower. The records creating agencies in Masvingo have been left on their own to deal with the digital preservation conundrum yet they are also faced with similar challenges. This qualitative study utilised the Open Archival Information System (OAIS) reference model as the conceptual framework to explore the strategies for preservation of digital records in Masvingo province in Zimbabwe. Data was gathered through interviews with officials from 13 out of 15 public departments that preserved digital records in Masvingo province, augmented by observation and document analysis. Research data was manually processed and thematically analysed in line with the objectives of the study. The study established that the strategies for preservation of digital records in Masvingo province were failing to guarantee their long-term preservation and security due to lack of supportive legislation, standards, policy guidelines, budgets, adequate and conducive infrastructure and skills. This has resulted in swathes of digital memory being lost. The study recommended the adoption of trusted digital repositories (TDRs) that are compliant to the OAIS standard, close co-operation between records creating agencies, NAZ, information technology (IT) experts and the academia in tackling digital preservation challenges, and the development of preservation policies and guidelines, as well as continuous training and provision of budgets to cater for preservation of digital records. In the absence of infrastructure, the NAZ should consider cloud computing for preservation of digital records as an interim solution while observing legal obligations. / Information Science / M. Inf. (Archival Science)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)

Vegetative species diversity is under threat from environmental pressures, particularly climate change. As the impacts of climate change vary from place to place, response of vegetative species diversity to a changing climate also vary depending on geographical location. The response of vegetative species diversity under dry conditions in Zimbabwe is not well known. This study assessed the impact of climate change on vegetative species diversity under semiarid conditions of Masvingo province in Zimbabwe. This was achieved by determining climate change trends over a period of forty years (1974-2014), and examining the relationship between vegetative species diversity and spatially interpolated climate data. The absence of historical diversity data prompted the use of remote sensing to enable the assessment of spatial and temporal changes. Thus, the Normalised difference vegetation index (NDVI) was used to assess vegetative species diversity changes after establishing a positive relationship between species diversity and NDVI. The mixed methods research design was used as the strategy of inquiry. The non-aligned block sampling design was used as the sampling framework from which 198 sampling points were identified. Meteorological data obtained from Zimbabwe Meteorological Services Department (ZMSD) and the National Climate Data Centre (NCDC) were used for climate change analysis. Data collected through image analysis, direct observations, questionnaire surveys and interviews were used to assess the impact of climate change on vegetative species diversity. Results indicate that all temperature and precipitation variables have significant (p<0.05) trends over the period under study. However, the trend for seasonal total precipitation was not significant but declining. The significant trends indicate that climate change occurred over the period under study. 93% of the respondents confirmed having experienced the climate change phenomenon. Results also show a significant relationship between climate elements (precipitation and temperature) and vegetative species diversity represented by Shannon Weaver Index (H). More so, there is a positive relationship between NDVI and H. Vegetative species diversity represented by NDVI decreased over the period under review. The results indicate that climate change has contributed to the decrease of vegetative species diversity in Masvingo province, thus it is a force behind many other factors contributing to biodiversity loss. / College of Agriculture and Environmental Sciences / Ph. D. (Environmental Sciences)