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

The laxity and continuous apathy among some members of the Catholic Church of the Masvingo Diocese in Zimbabwe towards the Sacrament of Confession prompted this study. The claim of Zvaiwa (2009) that confession is disappearing while psychology is being used more, as reflected in the title of his article ―Confession out, psychology in‖, motivated this research. The objective of the study was therefore, to explore the practical therapeutic value of the Sacrament of Confession among members of the Catholic Church in Masvingo Diocese in Zimbabwe. A theoretical and qualitative life narrative study was done from within a practical pastoral therapeutic perspective of practical theology. The sample of the empirical study consisted of 30 priests and laypeople in the five deaneries. A lifeline and semistructured interview instrument was used. A key finding of the study was that the Sacrament of Confession was not threatened by psychological counselling or psychotherapy. Another significant finding was that the Catholic Diocese of Masvingo was experiencing a devaluation of the church‘s pastoral confessional practice among its priests and laypeople. The study confirmed that the Sacrament of Confession has therapeutic value and spiritual meaning in the Church. The Sacrament of Confession and psychological counselling or psychotherapy were found to collaborate as therapeutic disciplines in pastoral therapy. A new model of therapeutic counselling that embraces spiritual direction through psychological counselling and reconciliation is proposed. It is rooted in cultural value; spirituality; private confession followed by prayer and absolution; and change in existential life, to enhance the pastoral role of the Sacrament of Confession in the Diocese of Masvingo, Zimbabwe. This model has interdisciplinary elements borrowed from medical, pastoral, psychological and social research fields. If adopted in the Diocese it would decrease the spiritual indifference amongst the parishioners and prevent them from defecting to other denominations. / Practical Theology / D. Th. (Practical Theology with specialisation in Pastoral Therapy)

The laxity and continuous apathy among some members of the Catholic Church of the Masvingo Diocese in Zimbabwe towards the Sacrament of Confession prompted this study. The claim of Zvaiwa (2009) that confession is disappearing while psychology is being used more, as reflected in the title of his article ―Confession out, psychology in‖, motivated this research. The objective of the study was therefore, to explore the practical therapeutic value of the Sacrament of Confession among members of the Catholic Church in Masvingo Diocese in Zimbabwe. A theoretical and qualitative life narrative study was done from within a practical pastoral therapeutic perspective of practical theology. The sample of the empirical study consisted of 30 priests and laypeople in the five deaneries. A lifeline and semistructured interview instrument was used. A key finding of the study was that the Sacrament of Confession was not threatened by psychological counselling or psychotherapy. Another significant finding was that the Catholic Diocese of Masvingo was experiencing a devaluation of the church‘s pastoral confessional practice among its priests and laypeople. The study confirmed that the Sacrament of Confession has therapeutic value and spiritual meaning in the Church. The Sacrament of Confession and psychological counselling or psychotherapy were found to collaborate as therapeutic disciplines in pastoral therapy. A new model of therapeutic counselling that embraces spiritual direction through psychological counselling and reconciliation is proposed. It is rooted in cultural value; spirituality; private confession followed by prayer and absolution; and change in existential life, to enhance the pastoral role of the Sacrament of Confession in the Diocese of Masvingo, Zimbabwe. This model has interdisciplinary elements borrowed from medical, pastoral, psychological and social research fields. If adopted in the Diocese it would decrease the spiritual indifference amongst the parishioners and prevent them from defecting to other denominations. / Philosophy, Practical and Systematic Theology / D. Th. (Practical Theology with specialisation in Pastoral Therapy)

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)

Text in English with summaries in English, Shona and Ndebele / Bibliography: pages 228-252 / The work being reported hereunder focused on spousal conflict as a threat to family cohesion, while exploring a pastoral approach in the Masvingo Diocese in Zimbabwe. Experience as a pastor has shown that domestic violence is cancerous in the Masvingo Diocese and this is proved by alarming statistics about this province. Many marriages have been irrevocably broken down and the moral fabric that used to characterise family cohesion seems to have evaporated into thin air. It is on that premise that the objective of the study was to suggest practical ways that can be employed to facilitate pastoral counselling among families, encountering spousal issues in the Masvingo Diocese. The research is anchored in Viktor Frankl’s Logotherapy, complimented by White’s narrative therapy. The research adopts a mixed method approach which involved closed questionnaires, focus-group discussions and structured interviews. Some 40 respondents constituted the study sample and they were purposively sampled. The research sample consisted of four priests in the five deaneries and 36 ordinary members of the Catholic Church. The key results were that Logotherapy and narrative counselling are effective methods of assisting people to find new meaning in their lives. Practical ways which pastoral counsellors can adopt go a long way in ameliorating internal household strife. It must as well be stated that, as a recommendation, pastors have to take an active role in addressing this malicious domestic violence. Problems of domestic violence can be solved through pastoral care and counselling. / Iyi itsvagurudzo yezvinokonzerwa nemhirizhonga dzemudzimba pakubatana kwemhuri, pachiongororwa nzira yekufambisa chitendero muDunhu reMasvingo. Kubva muruzivo seMufundisi, zvinoratidza kuti mhirizhonga yemudzimba yadzika midzi muDunhu reMasvingo uye izvi zvinotsigirwa neumbowo hunotyisa hunowanikwa mudunhu iri. Michato mizhinji yakakaparadzika zvisingagadzirisiki uye tsika neyemuro yaimbowanikwa pakubatana kwemhuri inenge yakanyangarika pasina anoziva kwayakaenda. Nekuda kwezvikonzero izvi, chinangwa chetsvagurudzo ino ndechekuedza kupa nzira dzingashandiswa pakubatsiridza pakushandisa dzidziso yechitendero kuvanhu vanowirwa nemhirizhonga yemudzimba muDunhu reMasvingo muZimbabwe. Tsvagurudzo ino inotsigirirwa nedzidziso yaViktor Frankl yeurapi hwelogo iyo inosimbiswa nenhoroondo yedzidziso yaWhite. Tsvagurudzo ino inoshandisa nzira dzakasiyana-siyana dzinosanganisa mibvunzo yakavharwa, mibvunzo yokutsvaga pfungwa dzavanhu uye hurukuro dzomumapoka saka boka richashanda mutsvagurudzo ino rine vanhu makumi mana avo vakasarudzwa pachinangwa ichi. Chikwata cheboka iri chinosanganisira vaPriste vana uye vatenderi makumi matatu nevatanhatu vanobva mumaDhinari mashanu. Zvakabuda mutsvagurudzo yedzidziso dzeurapi dzelogo nenhoroondo yedzidziso yacho inzira kwadzo dzingabatsira kune vakawanana kuti vawane mafungiro nemaonero matsva ehupenyu uye nzira chaidzo dzingashandiswa nevadzidzisi vechitendero idzo dzinogona kugadzirisa pakuru dambudziko remhirizhonga mudzimba. Zvinodawo kucherechedza uye sekurudziro nemazano kuVafundisi kuti vanofanira kutora matanho akasimba pakugadzirisa chirwere ichi chemhirizhonga mudzimba agogona kugariswa kuburikidza nebasa revadzidzisi nechitendero nerairo yavo. / Isufundo lesi sikhangela ukuphambaniseka okwenzakalayo ekubambaneni kwemuli yikuhlukumezana emakhaya sikhangele umbono webandla le Masvingo Diocese. Okuhlanganwe lakho njengo Mufundisi kubonise ukuthi emakhaya kuyamemetheka ukuhlukuzemana eMasvingo Diocese njalo kuvenzwa yibalo ezesabekayo kulendawo.Inutshando eminengi idhilikile njalo Ubuntu lokuziphatha okwakutholakala ekubambeneni kwemuli sokuuqukile kwaphephetwa ngumoya. Yikho injongo yesifundo iyikubonisa undlela ezesebenzayo ezingasetshenziswa ukubonisa lokusiza abahlukumenzwayo emakhaya endaweni yeMasvingo Diocese e Zimbabwe. Ukulonda kubotswe kuViktor Frankl ekhangela ukwelatshwa ngemifanekiso (Logotherapy) kauye incedisana le white’s narrative therapy. Umkhondo uthatha imibono etshiyeneyo ehlanganisela imibuzo evalekileyo, ingxoxo ezihleliweyo lengxoxo phakathi kwamaqembu njalo kwakhetwa isampula elabaphenduli abalitshumi lane abakethwa ngokucophelela.Isampula ihlanganisa abafundisi abane kanye labebandla abangu 36 emadeanery amahlanu eMasvingo.Impumela eyinhloko yikuthi ukwelatshwa kwe logo kanye lokwelatshwa okulandayo zindela eziphumelelayo ezingancedisa ababili emendweni ukuthola likuzwisisa empilweni njalo ukuhamba phambili ekuthuthukiseni ukwenangaba ukuhlukumezana emakhaya ngembono ku bokholo. Kumele kugaphelwe ukuthi njengabafundisi abaqotho kufanele bathathe indima ekusebenzelaneni lalokhu kuhlukumezana emakhaya. Inkinga yokuhlukuluzana emakhaya ingaqoniswa ngokunakekela komfundisi lokukhulumisana. / Practical Theology / D. Phil. (Practical Theology)

MPM / Oliver Tambo Institute of Governance and Policy Studies

Abstracts in English, Afrikaans and Tsonga / This study aimed at exploring the role of student-teacher relationships in the educational, social and emotional lives of Form 5 students in Masvingo District. Student-teacher relationship is an important factor in educational research within pre-school settings and primary education, but remains largely neglected in secondary schools. The study was informed by a qualitative and instrumental case study design within the constructivist paradigm. In-depth interviews, focus group discussions, document analysis and reflective journals were used to collect data. General teachers, Guidance and Counselling teachers, educational psychologists and students were purposively sampled. The data were analysed using the thematic content analysis approach. Findings indicate that a decisive understanding of the complex nature of student-teacher relationships is not easy as the field is under-explored in Zimbabwe and multifarious. The participants described student-teacher relationships according to two dimensions, namely a democratic and egalitarian dimension and an authority figure within a subordinate student-teacher dimension. The study further revealed that the personal characteristics of the teachers and students, the educational environment, teaching methods and the schooling community have a direct impact on the quality and nature of student-teacher relationships. In addition, the study established that a democratic and egalitarian relationship between the teacher and students results in positive educational, social and emotional outcomes in the lives of Form 5 students. Likewise, an authority figure within a subordinate student-teacher relationship negatively affects the educational, social and emotional outcomes of students. Lastly, the study revealed that child-centred approaches, reciprocal power-sharing, the positive personal characteristics of the participants and positive labelling can help to improve student-teacher relationships in secondary schools. The study recommends that in order to enhance the educational, social and emotional lives of students, the teacher and students could share the learning environment. In this sense, students’ voices in the selection and development of teaching and learning activities are important and could promote a democratic classroom environment. / Hierdie studie is gerig op die verkenning van die rol van student-onderwyser-verhoudings in die opvoedkundige, sosiale en emosionele lewens van Klas 5-studente in die Masvingo-distrik. Student-onderwyser-verhoudings is ʼn belangrike faktor in opvoedkundige navorsing in voorskoolse omgewings en primêre onderwys, maar word grootliks in sekondêre skole verwaarloos. Die studie is gebaseer op ’n kwalitatiewe en instrumentele gevallestudieontwerp in die konstruktivistiese paradigma. Indringende onderhoude, fokusgroepbesprekings, dokumentontleding en reflektiewe vaktydskrifte is gebruik om data in te samel. Gewone onderwysers, beroepsleiding- en voorligtingsonderwysers, opvoedkundige sielkundiges en studente is doeldienend bestudeer. Die data is ontleed deur gebruikmaking van die benadering van tematieseinhoudontleding. Bevindings dui daarop dat ’n deurslaggewende begrip van die komplekse aard van student-onderwyser-verhoudings nie maklik is nie, aangesien die terrein veelsoortig is en in Zimbabwe onderverken is.Die deelnemers het student-onderwyser-verhoudings volgens twee dimensies beskryf, naamlik ’n demokratiese en egalitêre dimensie aan die een kant en ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-dimensie aan die ander kant. Die studie het verder aan die lig gebring dat die persoonlike eienskappe van die onderwysers en studente, die opvoedkundige omgewing, onderrigmetodes en die skoolgemeenskap ’n regstreekse uitwerking op die gehalte en aard van student-onderwyser-verhoudings het. Daarbenewens het die studie vasgestel dat ’n demokratiese en egalitêre verhouding tussen die onderwyser en studente positiewe opvoedkundige, sosiale en emosionele uitkomste in die lewens van Klas 5-studente tot gevolg het. Eweneens beïnvloed ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-verhouding die opvoedkundige, sosiale en emosionele uitkomste van studente negatief. Laastens het die studie aan die lig gebring dat kindgesentreerde benaderings, wederkerige magsdeling, persoonlike eienskappe van die deelnemers en positiewe etikettering kan help om student-onderwyser-verhoudings in sekondêre skole te verbeter. Die studie beveel aan dat die onderwyser en studente die leeromgewing deel ten einde die opvoedkundige, sosiale en emosionele lewens van studente te bevorder. In hierdie verband is studente se stemme in die seleksie en ontwikkeling van onderrig- en leeraktiwiteite belangrik, aangesien dit ’n demokratiese klaskameromgewing kan bevorder. / Ndzavisiso lowu wu naxikongomelo xo kambela vuxaka exikarhi ka muchudeni na mudyondzisi eka vutomi bya swa dyondzo, vuxakelani bya vanhu na ntlhaveko emoyeni eka machudeni ya Form 5 eka Distriki ya Masvingo, eZimbabwe Vuxaka bya muchudeni na mudyondzisi i nchumu wa nkoka eka rhiseche ya swa dyondza eka swiyimo swa dyondzo ya xiyenge xa khreshe, dyondzo ya prayimari, kambe i nchumu lowu wu honisiwaka swinene eka swikolo swa sekondari. Ndzavisiso lowu wu seketeriwe hi ndzavisiso wo tirhisa fambiselo ra qualitative na dizayini ya case study eka paradayimi ya constructivist. Ku endla tiinthavyu to enta, mimburisano na mintlawa yo kongomisa mbulu, ku xopaxopa tidokumente na ku tirhisa ti-reflective journals swi tirhisiwe ku hlengeleta datara. Ku endliwe sampuli hi mathicara ya tidyondzo to nava (general teachers) mathicara ya tidyondzo ta swiletelo hi mintirho, tisayikholojisti ta swa dyondzo na machudeni. Datara yi xopaxopiwe hi ku tirhisa fambiselo leri vuriwaka thematic content analysis kumbe ku xopaxopa hi ku landza tinhlokomhaka to karhi. Vuyelo byi kombisa leswo ku twisisa ku enta hi ku nonon'hwa na ku sohana-sohana ka vuxaka exikarhi ka muchudeni na mudyondzisi a hi nchumu wo olova, hikuva xiyenge lexi a xi si lavisisiwa kahle eka swiyenge swo tala eZimbabwe. Lava va nga na va xiavo va hlamusele vuxaka exikarhi ka muchudeni na thicara hi tindlela timbirhi, leti ku nga leswo thicara i munhu wa fambiselo ra xidimokrasi na ndzinganano, na ndlela ya munhu loyi a nga munhu wa matimba na vutivi eka vuxaka bya muchudeni na thicara. Ndzavisiso wu tlhele wu humelerisa na leswo swihlawulekisi swa muchudeni na mudyondzi hi xiviri, mbangu wa dyondzo, maendlelo yo dyondzisa, na vaaki eka ndhawu ya xikolo swi na vuyelo eka khwaliti na muxaka wa vuxaka exikarhi ka muchudeni na thicara. Na le henhla ka swona, dyondzo yi kume leswo vuxaka bya xidimokrasi na ndzinganano exikarhi ka thicara na machudeni byi na vuyelo lebyinene eka swa dyondzo, vuxakelani bya vanhu na ntlhaveko eka swa moya eka vutomi bya machudeni ya Form 5. Kasi na swona, vuxaka bya ku tirhisa matimba ka thicara (authority figure) na ku vonela machudeni ehansi, swi na vuyelo lebyi nga ri ku lebyinene eka swa dyondzo, vuxakelani na ntlhaveko eka moya eka machudeni. Xo hetelela, dyondzo yi humelerise na leswo maendlelo yo tshikilela ku pfuneta eka n'wana, ku avelana matimba, na swihlawulekisi leswinene swa lava nga na xiavo, na ku nyiketa tilebule letinene eka vana, swi nga pfuneta ku antswisa vuxaka exikarhi ka muchudeni na thicara eswikolweni swa sekondari. Ndzavisiso wu bumabumela leswo ku antswisa swa dyondzo, vuxakelani na ntlhaveko vi emoyeni eka vutomi bya machudeni, thicara na vadyondzi va nga avelana hi ku dyondza eka mbangu wa ku dyondza. Hi ndlela leyi marito ya machudeni eka nhlawulo na nhluvuko eka migingiriko ya ku dyondzisa na ku dyondza i swa nkoka na swona swi nga promota mbangu wa klasi ya xidimokrasi. / Psychology of Education / D. Ed. (Psychology of Education)

Municipal solid waste management (MSWM) is a global problem as most local authorities fail to dispose MSW safely. In view of this, the study was aimed at evaluating environmental and health risks associated with municipal solid waste (MSW) illegal disposal as well as constraints faced by Masvingo City in MSWM, with a view to developing an alternative sustainable management model. The study, informed by the philosophy of pragmatism, employed a mixed methods design in which quantitative and qualitative data werecollected concurrently. Questionnaires comprising both close and open-ended questions, semi-structured interviews and site visits were used to collect data. The study population comprised participants from Masvingo City’s residential areas, Masvingo City Council employees, Environmental Management Agency (EMA) officials and informal waste pickers. A sample of 406 participants, comprising 354 residents from high-density, 16 residents from medium-density, 24 residents from low-density suburbs, six council employees, two EMA officials and four informal waste collectors participated in the survey. Concurrent triangulation was employed to analyse data. Basic numerical analysis was used for quantitative data while thematic data analysis was employed for qualitative data. Three main findings which emerged from the study were (a) Land pollution, air pollution, surface water pollution and loss of urban beauty, were the main environmental risks as at least 59 % of the respondents noted the four as environmental risks associated with illegal municipal solid waste disposal (b) Cholera, skin problems and malaria were the main health risks; and, (c) The main constraints related to MSW management were inadequate environmental education, lack of cooperation and participation from waste generatorsand lack of resources by Masvingo City . From the findings, 66 %, 52 % and 49 % of participants noted inadequate environmental education, lack of cooperation and participation, and lack of resources respectively as constraints faced by Masvingo City in MSWM. Basing on the findings of the study, it can be concluded that MSW disposal in Masvingo was a threat to the environment and human health and, as a result, a sustainable MSWM model was developed for Masvingo City. / Environmental Sciences

Bibliography: leaves 221-244 / The purpose of this thesis is to examine the mission of the ‘Church as family’ and to explore its implications in terms of levels of inclusion and participation of church members in the Catholic Diocese of Masvingo. The background of the study is the 1994 African Synod that suggests the ecclesiology of the mission of the ‘Church as family.’ The study helps the Catholic Diocese of Masvingo to evaluate the implementation of the ideal of the mission of the ‘Church as family’ and draw implications for nuclear, single parent, child-headed, reconstituted and extended families within the church. The study explores Shorter’s culture model to examine how cultural practices, symbols, values and belief systems can be used as an analytic framework for the human dimension of the church. A qualitative research methodology that involves 36 participants in semi-structured interviews, three focus group discussions in urban, semi-urban and rural parishes and participant observation was used to collect data from parishioners, priests and religious of the Catholic Diocese of Masvingo. The study reveals that each family type contributes to Evangelisation as proclamation of the Good News and inculturation differently thereby enriching the ideal of the mission of the ‘Church as family.’ Furthermore, the study shows that guilds, associations and commissions help to strengthen families through spiritual, psychological, social and economic support. Findings also indicate that the Trinity is the theological foundation of the family and it finds acceptance in African communal setup. Family types in Masvingo Diocese are analysed using the notion of the Trinity to show that dignity, equality and respect among family types can be used to strengthen the ideal of the mission of the ‘Church as family.’ At pastoral level, economic, social and cultural obstacles to family ministry stand as a challenge to the full implementation and realisation of the ideal of the mission of the ‘Church as family’. In the light of the research, recommendations for mission strategies were suggested at different levels that involve Diocesan administration, priests, religious, catechists and parish leaders. Recommendations for further researches were also suggested for areas that seem to be important yet outside the scope of this study. The theological, pastoral, and cultural issues raised in this study combine to help the Catholic Diocese of Masvingo to become an authentic expression of the mission of the ‘Church as family’ of God. / Christian Spirituality, Church History and Missiology / D. Th. (Missiology)

Research has it that students in institutions of higher learning the world over evidence stifled critical thinking dispositions in their studies. Some researchers in countries like the United States of America have come up with findings about critical thinking dispositions peculiar to their contexts and hence not universally applicable. Factors that stifle critical thinking dispositions of students in Zimbabwean institutions of higher learning had not been studied per se. This research focuses on factors that stifle critical thinking dispositions of third year students at Morgenster Teachers’ College in Zimbabwe. Both the qualitative and the quantitative research approaches were employed in this research. Focus group interviews and questionnaires were used to generate data. Third year students at Morgenster Teachers’ College were studied. The research findings reveal that the factors that stifle critical thinking dispositions in the students are individualistic, structuralistic, socio-cultural and political. In this study, it is recommended that the lecturers can alleviate the effects of the factors that stifle critical thinking dispositions by exposing students to critical thinking situations. / Educational Studies / M. Ed.(Philosophy of Education)