The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof.The study found out that the internal efficiency of Rural Day Secondary Schools was low. At least 30% of students entering Rural Day Secondary Schools were overage; and the overall survival rate was 57.4% Dropouts were mainly caused by inability to pay school and examination fees and long distances walked by students to school. Students repeated classes mainly at Form 4. The average "O" level examination pass rate was 9.8%. The reasons for the low pass rates include the calibre of students enrolled; lack of resources; low teacher morale; long distances walked by students to school, and an unsuitable curriculum. BSP (Z) has been the most effective programme in addressing the quality of education, while the Quality Assurance Division is the least effective. ZIMSEC has improved access to "O" level examinations and the relevance of the examination questions, but is fraught with mismanagement, while the Clients' Charter has not been fully implemented due to inadequate training. SDCs have improved the supply of resources in the schools, but lack basic understanding of education policies.The study recommended that more funding be allocated to Rural Day Secondary Schools to boost resources and curtail dropouts, and that low-cost boarding facilities be introduced to deal with the problem of long distances walked by students. There is also a need to re-engineer the curriculum and make it more responsive to the plight of rural students. Training is needed for SDCs, on the Clients' Charter. It was further recommended that BSP (Z) should try to reach out to remote schools; ZIMSEC should improve examinations management, and the Quality Assurance Division should be revamped to carry out effective teacher supervision. / Further Teacher Education / D. Ed. (Education Management)

The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof.The study found out that the internal efficiency of Rural Day Secondary Schools was low. At least 30% of students entering Rural Day Secondary Schools were overage; and the overall survival rate was 57.4% Dropouts were mainly caused by inability to pay school and examination fees and long distances walked by students to school. Students repeated classes mainly at Form 4. The average "O" level examination pass rate was 9.8%. The reasons for the low pass rates include the calibre of students enrolled; lack of resources; low teacher morale; long distances walked by students to school, and an unsuitable curriculum. BSP (Z) has been the most effective programme in addressing the quality of education, while the Quality Assurance Division is the least effective. ZIMSEC has improved access to "O" level examinations and the relevance of the examination questions, but is fraught with mismanagement, while the Clients' Charter has not been fully implemented due to inadequate training. SDCs have improved the supply of resources in the schools, but lack basic understanding of education policies.The study recommended that more funding be allocated to Rural Day Secondary Schools to boost resources and curtail dropouts, and that low-cost boarding facilities be introduced to deal with the problem of long distances walked by students. There is also a need to re-engineer the curriculum and make it more responsive to the plight of rural students. Training is needed for SDCs, on the Clients' Charter. It was further recommended that BSP (Z) should try to reach out to remote schools; ZIMSEC should improve examinations management, and the Quality Assurance Division should be revamped to carry out effective teacher supervision. / Further Teacher Education / D. Ed. (Education Management)

The purpose of this study was to evaluate the impact of philanthropic interventions in public high schools in Mutasa district of Zimbabwe. Three research questions guided the study. The investigation focused on finding out the types of philanthropic interventions in the public high school and to evaluate their impact on the schools and students involved from an educational management perspective. The investigation was a mixed methods research using both quantitative and qualitative methods. Data was collected by questionnaire, interview and documentary sources. Principals of twenty nine high schools responded to a questionnaire. Interview data was gathered from two representatives of non-governmental organisations. One NGO also provided documents for more data. Two individual philanthropists from the district were also interviewed. The results of the study indicate that philanthropic interventions have made significant improvements to the physical infrastructure of some schools. During the 2014 study there were about 700 students from poor backgrounds on various school fees assistance programmes. School enrolment and completion rates have increased. School drop-outs have decreased. Over 6 500 former beneficiaries of fees from one donor organisation have formed an alumni association to assist other children in disadvantaged circumstances. It is strongly recommended that schools in the district and elsewhere use online social network platforms to organise alumni associations from a wider catchment area beyond national borders. Alumni associations are a potentially rich source of philanthropic revenue hardly tapped in the district. Schools should create their own websites to be exposed to a global audience of donors for possible funding of their projects. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study was to evaluate the impact of philanthropic interventions in public high schools in Mutasa district of Zimbabwe. Three research questions guided the study. The investigation focused on finding out the types of philanthropic interventions in the public high school and to evaluate their impact on the schools and students involved from an educational management perspective. The investigation was a mixed methods research using both quantitative and qualitative methods. Data was collected by questionnaire, interview and documentary sources. Principals of twenty nine high schools responded to a questionnaire. Interview data was gathered from two representatives of non-governmental organisations. One NGO also provided documents for more data. Two individual philanthropists from the district were also interviewed. The results of the study indicate that philanthropic interventions have made significant improvements to the physical infrastructure of some schools. During the 2014 study there were about 700 students from poor backgrounds on various school fees assistance programmes. School enrolment and completion rates have increased. School drop-outs have decreased. Over 6 500 former beneficiaries of fees from one donor organisation have formed an alumni association to assist other children in disadvantaged circumstances. It is strongly recommended that schools in the district and elsewhere use online social network platforms to organise alumni associations from a wider catchment area beyond national borders. Alumni associations are a potentially rich source of philanthropic revenue hardly tapped in the district. Schools should create their own websites to be exposed to a global audience of donors for possible funding of their projects. / Educational Leadership and Management / D. Ed. (Education Management)

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom. / Educational Studies / M.Ed. (Special Needs Education)

Behaviour problems are a problem in many secondary schools in Zimbabwe. This study attempts to investigate the causes and manifestations of behaviour problems of adolescent learners and to develop guidelines for teachers on how to assist learners with behaviour problems in the classroom. This is a qualitative study using focus group and semi-structured interviews. The main findings contributing to the causes of behaviour problems among adolescent learners are environmental factors, such as the family and the school and peer pressure. Behaviour problems are manifested by adolescents as disruptive behaviour, aggressive and antisocial behaviour, telling lies and theft. The findings highlight important guidelines, which teachers can use to assist and understand learners with behaviour problems in the classroom. The guidelines present an endeavour to solve problem behaviour in the classroom. / Educational Studies / M.Ed. (Special Needs Education)