Bibliography: pages 88-95. / The aim of the investigation is to assess the extent to which various initiatives aimed at improving the status of a technical subject like Home Economics (H/E), have helped to transform the attitudes and perceptions of teachers and students in a school in Zimbabwe. The study was carried out at Rusununguko Secondary School in Zimbabwe, where H/E was one of the technical subjects within a curriculum mainly dominated by academic subjects. Students and teachers' attitudes and perceptions towards H/E were assessed along the following dimensions: 1. The extent to which H/E is subjected to gender stereotyping; 2. The extent to which H/E is viewed as suitable for slow learners and low-achieving students; 3. The extent to which the subject suffers from subject choice constraints; 4. The extent to which H/E is viewed in terms of low academic and occupational expectations; 5. The extent to which the subject is perceived as offering low-status knowledge when compared to other subjects.

The research study was conducted to investigate the effectiveness of the instructional methods, particularly the lecture-discussion instructional method as a teaching and learning method at grade 7 level, in Shurugwi district, Zimbabwe. The subject taught being English language. The experimental method (quasi-experimental) used at the twenty chosen schools was the pre-test and post test group method. It was found that the lecture-discussion instructional method produced better results in more cases than the discussion method alone. It was also found that work produced by the lecture-discussion instructional method was more refined than work produced by the discussion method alone. Guided learners were more work focused than learners discussing alone without a teacher. Average and below average learners did not enjoy learning without the presence of the teacher talk. The learners, during teacher absence, seemed hesitant and confused at times. The lecture-discussion method seems to cater for all the learners and their learning styles. The importance of the teacher in the class was clearly demonstrated by the work and results produced by the learners at the twenty selected primary schools in Shurugwi district, Midlands province, Zimbabwe. All the learners that received treatment from the experiment produced better results than their control groups that did not receive the treatment. However, conclusions and generalisations can not be made because the samples used and the areas covered were too small in size. The learners studied were too few to make meaningful generalisations and conclusions for the country. Further researches should be carried out in future. / Curriculum and Instructional Studies / M. Ed. (Didactics)

The most critical hurdle on the path to sustainable development in Africa and the rest of the so-called Third World is poverty, commonly manifested as food security. A number of factors threaten food security in Zimbabwe, and these include climate change, an unstable socio-political environment and economic depression. The major debates and initiatives on sustainable development often fail to focus on the eradication of poverty in southern Africa. As a result, the trade liberalisation programmes signed by African countries in economic partnership agreements leave smallholder farmers vulnerable to the influx of hybrid seed and genetically modified organisms (GMOs), which threaten local agro-biodiversity. This case study has shown that farmers select seed to plant for food as a result of various learning interactions they engage in, which include inter-generational knowledge transfer, farmer to farmer extension and external training by extension organisations and NGOs. A communities of practice (COPs) (Wenger, 2007) framework was used to gain an understanding of the learning interactions among farmers and their stakeholders in Nyanga and Marange COPs of small grain farmers in Manicaland Province, Zimbabwe, who have been working with Environment Africa (A regional NGO). A critical realist causal analysis was conducted to unravel the various causal factors influencing choice. A number of underlying structures and causal mechanisms were found to influence learning interactions and choices in these communities of practice, and they include ambivalence, which influences the changing domain and practice. Climate change, drought and risk were found to affect farmer practice, while power relations affect the community, its practice, domain, sponsorship and the learning interactions in the COPs. The political economy was also found to have a profound effect on the domain and practice. A space was found for the influence of capacity and knowledge sharing in participatory frameworks of the communities, implying that extension quality can be enhanced to promote locally adapted and diverse seed varieties for food security improvement. The study shows that a deeper understanding of the mechanisms influencing the context of teaching and learning provides a more refined insight into the learning interactions and choices of farmers. This, coupled with the social processes descriptors provided by Wildemeersch (2007) has given me a more detailed understanding of the nature of learning interactions influencing farmer choices.

The research study was conducted to investigate the effectiveness of the instructional methods, particularly the lecture-discussion instructional method as a teaching and learning method at grade 7 level, in Shurugwi district, Zimbabwe. The subject taught being English language. The experimental method (quasi-experimental) used at the twenty chosen schools was the pre-test and post test group method. It was found that the lecture-discussion instructional method produced better results in more cases than the discussion method alone. It was also found that work produced by the lecture-discussion instructional method was more refined than work produced by the discussion method alone. Guided learners were more work focused than learners discussing alone without a teacher. Average and below average learners did not enjoy learning without the presence of the teacher talk. The learners, during teacher absence, seemed hesitant and confused at times. The lecture-discussion method seems to cater for all the learners and their learning styles. The importance of the teacher in the class was clearly demonstrated by the work and results produced by the learners at the twenty selected primary schools in Shurugwi district, Midlands province, Zimbabwe. All the learners that received treatment from the experiment produced better results than their control groups that did not receive the treatment. However, conclusions and generalisations can not be made because the samples used and the areas covered were too small in size. The learners studied were too few to make meaningful generalisations and conclusions for the country. Further researches should be carried out in future. / Curriculum and Instructional Studies / M. Ed. (Didactics)

In Zimbabwe, translation studies is yet to be recognized as a discipline worthy of study in its own right, hence, not much research has been carried out into the theory and practice of translation. Furthermore, there is no tertiary institution that offers professional translation courses. In light of this information most translations are carried out by untrained/partially trained translators with only a few translators who have gained experience over time. The aim of this study was to investigate strategies used by Ndebele translators in the translation of specialized terms and cultural taboos in selected HIV/AIDS texts, as well as factors that can be used to improve the translation situation of Zimbabwe. Three main theoretical approaches were used in a complementary fashion, namely Descriptive Translation Studies (DTS), Cultural Studies and Corpus-based Translation Studies (CTS). DTS provided the researcher with a theory to understand the Ndebele translations in their wider environment; Cultural Studies provided the researcher with the means by which to understand Ndebele culture and taboos; Corpus-based Translation Studies (CTS) provided the researcher with the methodological tools and analytical techniques to analyse the corpus of texts. An English-Ndebele Parallel Corpus (ENPC) was created using fourteen English source texts and their corresponding Ndebele translations. The ENPC was interrogated by means of ParaConc, a parallel concordancing program. The study found that when translating specialised terms, Ndebele translators used strategies such as a general or neutral word, cultural substitution, paraphrasing and omission. The strategy of omission was misused in most cases because Ndebele translators omitted valuable information which did not reach the target readers. With regards to translation strategies that contributed to term creation, it was found that Ndebele translators relied on external as well as internal resources. The translators used strategies such as pure loan words; pure loan words preceeded by an explanation and indigenised loan words. From the Ndebele language itself, the translators resorted to semantic shift, compounding, coinage and paraphrasing, among others. From the ENPC it is clear that Ndebele translators did manage to transfer the message from English to Ndebele to an extent. However, the ENPC has to be used with caution by other researchers since the translations included in the corpus are full of errors such as misinterpretations of the source texts, mistranslations, incorrect terms and incorrect orthography. This factor points to a dire need to establish translation as an academic discipline and profession in Zimbabwe so as to elevate the quality of translations and offer better translation services to all users.

DEd (Curriculum Studies) / College students in Zimbabwe were facing many challenges in adopting proper dietary patterns which promote learning. This study sought to establish the impact of Socio-Economic factors and dietary patterns in particular on the academic performance of college students in Zimbabwe. The study established challenges that were faced by college students in making choices of dietary patterns that promote learning. Factors that influence choice of dietary patterns for college students were established in this study. The case study was Joshua Mqabuko Nkomo Polytechnic College in Zimbabwe with a population of 206 students and a sample of 102 participants was purposively selected. A mixed-methods research, using quantitative and qualitative approaches was employed and questionnaires, interviews, observation and document analysis were used to collect data. Findings are presented from both questionnaire and interview data in combination, with interview data playing the role of supplementing quantitative findings and probing detailed information. Quantitative data was analysed using the IBM SPSS Version 23.0 while qualitative data was coded into themes and synthesised into quantitative data to support or refute quantitative data. Research indicates that diet quality and overall health status of college students are among the prominent factors which contribute to poor student academic performance worldwide. The experiences and perceptions held by the college students and cooks were investigated. The main study findings showed that if students follow proper dietary patterns they may perform well in their studies since relationship between nutrition and academic work lies on the notion that a healthy body is able to maintain a healthy mind, which suggests that certain risk factors for a physically ill-health are also risk factors for cognitive impairment. This study made recommendations for dietary patterns that promote learning in academic domains. It also developed a model valuable for dietary patterns. / `

Philosophical inquiry as a pedagogical approach develops higher order thinking and problem solving skills. Inquiry-based learning is an important approach for sustainable development, considering the fact that today’s societies has to deal with everyday challenges. Philosophical inquiry is a powerful educational approach that has cognitive, social and practical benefits. This study examined the challenges faced by the Nyadire Teachers’ College (NTC) student teachers in Mashonaland East Province in Zimbabwe in engaging pupils in philosophical inquiry and ways of overcoming them. The study employed the qualitative design because of its focus on participants’ perceptions and actions. The researcher viewed participants as reflective beings whose actions were influenced by their thoughts. The study sample comprised forty student teachers on campus who had just completed their Teaching Practice (TP), eight student teachers on TP and ten lecturers from various departments. The data were collected through individual interviews, focus group discussions, non-participant observation of lessons and document analysis. The evidence from literature indicates that philosophical discourse and pedagogy develop learners’ ability to be responsible and accountable for their actions. It has also indicated teachers’ inability to introduce children to thoughtful discussion as one of the barriers to the use of philosophical inquiry as a pedagogy. The findings of the study indicated that NTC student teachers lacked skills and dispositions to engage pupils in philosophical inquiry. This was attributed to lack of critical pedagogy in teacher education at NTC. The findings also indicated that there were challenges in practicing schools. The study established knowledge and competence gaps amongst NTC student teachers as one of the challenges. The study suggested that NTC teacher education should expose student teachers to theory and practice of critical pedagogy. It also suggested in-service education on mentoring for teachers in schools, as mentoring demands more skills and knowledge than mere teaching. / Educational Studies / D. Ed. (Philosophy of Education)

The purpose of this study was to assess the effectiveness of defensive driving as a preventative strategy for road traffic violations and collisions in Zimbabwe. A sample of one hundred defensive driving graduates was used in the study. The descriptive survey method was used and data were collected using a questionnaire schedule. Literature review revealed that the majority of similar s udies by other researchers indicate that defensive driving is effective in preventing traffic violations and traffic collisions. The major findings of the present study showed that: (a) The defensive driving course is effective in preventing traffic violations and collisions; and (b) The defensive driving course should be compulsory in Zimbabwe. In view of these findings, this researcher urges the Traffic Safety Council of Zimbabwe to request the government to make legislation that compels every motorist to attend the defensive driving course. The same organisation should start conducting research on road traffic accidents. / Criminology / MA (Criminology)

The study investigated the perceptions of student nurses and supervisors with regard to the block system used in the general nurse diploma programme in Zimbabwe. Their perceptions were elicited so that the researcher could identify the positive and negative aspects of the blook system which respectively promote and inhibit or obstruct the teaching and learning of student nurses. The study was conducted at the Harare, Parirenyatwa, Mpilo and United Bulawayo Schools of Nursing and in Mashonaland East province. A cross·sectional descriptive survey research design was used to obtain accurate information about the block system. Data was collected from nurse teachers, clinical teachers and sisters in charge of wards/units by means of structured interviews and from community health nurses and student nurses by means of self-administered questionnaires. The following positive aspects of study blocks were identified: the availability of time for student nurses to acquire knowledge, skills and attitudes without fear of hurting patients, the availability and willingness of nurse teachers to teach, the attendance of study blocks as groups and straight off duties. During clinical area placements, the integration of theory and practice took place, and there were opportunities for student nurses to apply the knowledge and skills they learnt during study blocks and to work as members of health teams. The negative aspects of the study blocks that were identified included too much theory content taught in each study block, inadequate demonstrations, a shortage of nurse teachers, no periods for individual study, a theory-practice gap and the too-frequent use of the formal lecture teaching method. The negative aspects of the clinical area placements included the inadequate teaching/supervision of student nurses, excessive night duties for student nurses, a shortage of qualified staff: clinical allocation of student nurses not based on study block content, inadequate clinical teaching by nurse teachers, and unplanned clinical teaching. Most clinical teaching was performed by peers and the most junior professional nurses. / Health Studies / D.Litt. et Phil. (Advanced Nursing Sciences)

The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be done by the Zimbabwean government to promote the Tonga language in the school curriculum at all levels in the education domain in Zimbabwe. In the study, the researcher uses a mixed method approach where qualitative and quantitative research techniques are used to corroborate data from different data gathering sources. The postmodernist theory is used in this research because of its encouragement of pluralism in society so as to enhance social cohesion. This is so because all languages are equal and they share the same functions and characteristics. There is no superior or inferior language in the eyes of the postmodernists. Participants for this study were drawn from district officials, selected primary and secondary school educators, primary and secondary school heads, all from Binga district of Zimbabwe and three university Tonga language lecturers, all purposefully selected. Focus group discussions, interviews, questionnaires, documents analysis and observations were used to collect data for this study. The data collected was then analysed using qualitative and quantitative analysis for triangulation purposes. The research established that the marginalisation of the Tonga language in Zimbabwe is caused by both exogenous and endogenous factors. The major factor is Zimbabwe‘s lack of a clear language policy exacerbated by attitudes of the different stakeholders which has also facilitated and enhanced the peripherisation of the Tonga language in Zimbabwe. The government of Zimbabwe has a tendency of declaring policies and not implementing them. Consequently, the government reacts to language problems as they arise. The study also reveals the importance of the Tonga language in the school curriculum in Zimbabwe. It also establishes that, for the Tonga language to be promoted there is need for the expeditious training of educators by the Ministry of Higher and Tertiary Education, Science and Technology Development. There is need for the government of Zimbabwe to strengthen their language policy so that the status of Tonga is enhanced and uplifted. A strong language policy will compel different stakeholders to stick to their mandate thereby improving the place of the Tonga language in the school curriculum at all levels of the curriculum in Zimbabwe. / African Languages / D. Litt. et Phil. (African Languages)