The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem. / M. Ed. (Adult Education) / Educational Studies

Les bouleversements politiques et intellectuels provoqués par l’avènement du principat augustéen entraînent sous le Haut Empire une redéfinition des buts et des fonctions assignés à la formation intellectuelle de l’élite romaine et occidentale. Le développement de l’éloquence judiciaire et épidictique au détriment de l’éloquence politique modifie l’enseignement traditionnel de la rhétorique, tandis que la pratique philosophique prend de plus en plus de place au sein de la société et favorise le développement de son enseignement. Ces changements suscitent chez plusieurs auteurs des Ier et IIe siècles apr. J. C. des réflexions sur la manière d’améliorer l’enseignement rhétorique et philosophique alors que diverses initiatives sont prises pour organiser à l’échelle de l’Empire la diffusion de ces savoirs. Notre travail se propose d’examiner, en se concentrant sur les acteurs du système éducatif – professeurs et étudiants –, la façon dont cette formation intellectuelle se développe sous le Haut Empire dans les régions latinophones et de dresser une cartographie de l’enseignement de la rhétorique et de la philosophie en acquérant une connaissance concrète de ces personnages, par l’examen de leurs origines géographique et sociale et de leurs mobilités. Cette dimension réaliste se double d’une étude de la représentation de ces deux groupes dans la littérature impériale. Une attention particulière est portée à la question de la formation des futurs empereurs, dont la vie est richement documentée, afin de déterminer si la description de leur éducation est altérée par le souvenir qu’ils ont laissé de leur règne. / The political and intellectual upheavals caused by the advent of Augustus’ Principate result, in the Early Empire, in a new definition of the aims and functions assigned to the intellectual training of the Roman and Western elite. The development of judiciary and epidictic eloquence at the expense of political eloquence modifies traditional rhetorical teaching whereas philosophical learning is gaining importance within society thus favouring the teaching itself of philosophy. These changes bring several 100 and 200 A.D. authors to reflect upon the way of improving rhetorical and philosophical teaching. Meanwhile various initiatives are taken to spread these forms of knowledge throughout the Empire. By focusing on those who are in charge of the educational system – teachers and students – our research offers to examine how intellectual training develops in the Latin speaking regions in the Early Empire and to draw a map of rhetorical and philosophical teaching while getting to know these characters concretely through the study of their geographical and social backgrounds together with their mobility. Such realistic aspect goes with a survey of the representations of the two groups in imperial literature. Emphasis is laid in particular on the question of the education of the future emperors the documentation of whose lives is rich in order to examine whether the description of their education is altered by the memory that remains of their reign.

This exploratory study sought to determine how the current science education curriculum at Nazarene Teachers College contributes to the final (third) year’s students’ career readiness from their own perspectives. A self-administered questionnaire was used for data collection. The target population was 150 third year students; 110 responded to the questionnaire which had a response rate of 79%. To describe the biographical information of the respondents, frequencies and percentages were used. Tables of frequency distribution were then used to deduce the respondents’ responses to the group of questionnaire questions that probe the various career readiness concepts. Scale reliability testing was also used to determine the reliability of career readiness concepts. An overall measure of career readiness was calculated for each respondent and the effect of biographical properties as part of evaluation of respondents. The empirical (quantitative survey)showed that the science education course at the Nazarene Teachers College indeed prepares the students for their career readiness with specific reference to the teaching profession although some aspects can be improved. Therefore, it was recommended that there should be increased time allocated to science education and its teaching approaches; that a suitable science laboratory with all the required equipment for experiential learning should be constructed; the current curriculum content with regards to the relevance for primary school science should be reviewed; and the lecturers should be workshopped on the use of interactive methods of teaching science to facilitate active engagement with students. This study reveals that the science education course at the Nazarene Teachers College strengthened the students’ attitudes towards teaching science; improved their skills and confidence to teach science and enabled them to focus on a learner-centred approach. Students indicated that the use of specific teaching methods and the use of teaching aids contributed in a significant way to their preparation as teachers in the classroom. However, the students rated the contribution science makes to society as of minor importance / Curriculum and Instructional Studies / M. Ed. (Natural Science Education)