As part of a drive to improve the quality of teachers, Zimbabwe introduced a school-based mentoring model in 1995, a move which regrettably seems not have borne fruit. Therefore, this study sought to propose an improved mentoring model for initial teacher training for primary school teachers. Efforts to improve the current mentoring could, however, be facilitated if they were informed by an empirically-based understanding of the shortcomings of the existing mentoring system for student teachers and teachers. In order to attain the above objective, this study adopted a multisite case study design, guided by the interpretive paradigm. A core of nine primary schools, drawn from the rural, urban and peri-urban areas of the Masvingo Province in Zimbabwe, was purposively selected to participate in the study. In the participating schools, key participants were student teachers and mentors, while school principals participated when they had time. A secondary group of primary schools were also identified to be used as validation of findings in a wider setting. An in-depth literature study on teacher education and mentoring was also carried out and this, combined with empirical data, illuminated the issues being investigated. The empirical data were primarily gathered through focus group and face-to-face individual semi-structured interviews, while participant observation (used in conjunction with informal unstructured interviews) and questionnaires were used to verify and triangulate data collected through the interviews. To safeguard the ethical integrity of the study, ethical approval from the relevant university committee, as well as the official consent of educational authorities, was obtained beforehand, as was the informed consent of individual participants. The research established that the support rendered to student teachers in the participating primary schools was largely inadequate and of a shallow mode, focusing primarily on facilitating the mastery of technical skills and the provision of psycho-social support, while being sorely deficient in empowering the student teachers with the skills and attitudes to reflectively and critically engage with their own and others‟ teaching practices. The mentoring was taking place in the context of field experience, organised along the apprenticeship model, hence located in an outmoded traditional paradigm of field experience, something which is regrettable at a time when international best practices seek to move towards a reflective-inquiry-oriented paradigm. Secondly, the research found that the participating schools were not structurally or culturally ready to take significant teacher training responsibility; hence the schools, in their present state, could be seen as constraining the smooth functioning of the mentoring model. Thirdly, some mentor-based factors also seemed to inhibit the functioning of the mentoring model. These included teachers who were attitudinally indisposed to accept student teachers as their professional colleagues, preferring to relate to them hierarchically and vertically, thereby limiting the emergence of a culture of professional collaboration and reciprocal learning relationships. In similar vein, the mentors‟ lack of training limited their capacity of mentors to perform the extended range of mentoring functions necessary for supporting student teachers trained in 21st century schools. The above conclusions and implications point towards the following recommendations: Mentor support for student teachers should be extended from the present superficial level to include functions that are oriented towards reflective practice. However, for this to happen, some adjustments will need to be made in the schools. These include, most importantly, making time available for mentoring activities. In order for the mentors to be able to perform their mentoring functions knowledgeably, they must be made fully aware of what they are supposed to do by providing them with the official documents spelling out mentoring expectations in schools. Additionally, the commitment of mentors to their duties could be made more sustainable by putting in place a clearly defined reward structure that is fully recognized officially and integrated into the employee grading system. To make school environments more propitious towards mentoring, schools must be structurally modified and re-cultured to create slots for mentoring activities, provide opportunities for informal professional interaction among teachers, as well as establish professional engagement forums, such as school-based learning circles. The research also suggests that student teachers should be allowed to choose their mentors through providing them with opportunities for early contact with their prospective mentoring partners. In an attempt to close the gap between college-based modules and field-based school experiences, the research further recommends that college-based modules be delivered in a way that ensures that they are fully integrated with student teachers‟ field experiences. Finally, mentoring could be better facilitated if schools and colleges adopted a partnership arrangement that is more aligned to mentoring. This implies provisionally shifting from the present separatist to the HEI-led partnership model, while preparing for the adoption of a fully-fledged collaborative partnership in the long term. The research was, however, by no means carried out perfectly. It was somewhat limited by its failure to take into account the view of officials from the Department of Education, as well as the input of colleagues in teacher education. In similar vein, the researcher felt that a more nuanced and fine-grained picture of the participants‟ mentoring experiences could have emerged if he had spent more time in the field, something which limited resources and work commitments did not allow him to do. Some significant issues arose from this study, but which it could not pursue. These include exploring the possibility of coming up with a model of teacher education that integrates ITE and CTPD in the context of mentoring, as well as conducting a similarly designed research into the mentoring that is taking place in secondary schools.

Macroeconomic and financial market developments in Zimbabwe since 2000 have led to an increase in many banks‟ overall exposure to liquidity risk. The thesis highlights the importance of understanding and building comprehensive liquidity frameworks as defenses against liquidity stress. This study explores liquidity and liquidity risk management practices as well as the linkages and factors that affected different types of liquidity in the Zimbabwean banking sector during the Zimbabwean dollar and multiple currency eras. The research sought to present a comprehensive analysis of Zimbabwean commercial banks‟ liquidity risk management in challenging operating environments. Two periods were selected: January 2000 to December 2008 (the Zimbabwean dollar era) and March 2009 to June 2011 (the multiple currency era). Explanatory and survey research designs were used. The study applied econometric modeling using panel regression analysis to identify the major determinants of liquidity risk for 15 commercial banks in Zimbabwe. The financing gap ratio was used as the proxy for liquidity risk. The first investigation was on liquidity risk determinants in the Zimbabwean dollar era. The econometric investigations revealed that an increase in capital adequacy reduced liquidity risk and that there was a positive relationship between size and bank illiquidity. Liquidity risk was also explained by spreads. Inflation was positively related to liquidity risk and was a significant explanatory variable. Non-performing loans were not significant in explaining commercial banks‟ illiquidity, which is contrary to expectations. The second investigation was on commercial banks‟ liquidity risk determinants in the multiple currency era by using panel monthly data. The results showed that capital adequacy had a significant negative relationship with liquidity risk. The size of the bank was significant and positively related to bank illiquidity. Unlike in the Zimbabwean dollar era, spreads were negatively related to bank liquidity risk. Again, non-performing loans were a significant explanatory variable. The reserve requirements ratio and inflation also influenced bank illiquidity in the multiple currency regime. In both investigations, robustness tests for the main findings were done with an alternative dependent variable to the financing gap ratio. To complement the econometric analysis, a survey was conducted using questionnaires and interviews for the same 15 commercial banks. Empirical analysis in this research showed that during the 2000-2008 era; (i) no liquidity risk management guidelines were issued by the Reserve Bank of Zimbabwe until 2007. Banks relied on internal efforts in managing liquidity risk (ii) Liquidity was managed daily by treasury (iii) The operating environment was challenging with high inflation rates, which led to high demand for cash withdrawals by depositors (iv) Locally owned banks were more exposed to liquidity risk as compared to the foreign owned banks (v) Major sources of funds were new deposits, retention of maturities, shareholders, interbank borrowings, offshore lines of credit and also banks relied on the Reserve Bank of Zimbabwe as the lender of last resort (vi) Financial markets were active and banks offered a wide range of products (vii) To manage liquidity from depositors, banks relied on cash reserves, calculating and analysing the withdrawal patterns. When faced with cash shortages, banks relied on the daily limits set by the Reserve Bank of Zimbabwe (viii) Banks were lending but when the challenges deepened, they lent less in advances and increased investment in government securities. (ix) Inflation had major effects on liquidity risk management as it affected demand deposit tenors, fixed term products, corporate sector deposit mobilisation, cost of funds and investment portfolios (x) The regulatory environment was not favourable with RBZ policy measures designed to arrest inflation having negative repercussions on banks` liquidity management (xi) Banks had no liquidity crisis management frameworks. During the multiple currency exchange rate system (i) Commercial banks had problems in sourcing funds. They were mainly funded by transitory deposits with little coming in from treasury activities, interbank activities and offshore lines of credit. There was no lender of last resort function by the Reserve Bank of Zimbabwe. (ii) Some banks were still struggling to raise the minimum capital requirements (iii) Commercial banks offered narrow product ranges to clients (iv) To manage liquidity demand from clients, banks relied on the cash reserve ratio, and calculated the patterns of withdrawal, while some banks communicated with corporate clients on withdrawal schedules. (v) Zimbabwe commercial banks resumed the lending activity after dollarisation. Locally owned banks were aggressive, while foreign owned banks took a passive stance. There were problems with non-performing loans, especially from corporate clients, which exposed many banks to liquidity risk. (vi) Liquidity risk management in Zimbabwe was still guided by the Reserve Bank of Zimbabwe Risk Management Guideline BSD-04, 2007. All banks had liquidity risk management policies and procedure manuals but some banks were not adhering to them. Banks also had liquidity risk limits in place but some violated them. Furthermore, some banks were not conducting stress tests. Although all banks had contingency plans in place, none were testing them. Specifically, the research study highlighted the potential sources of liquidity risk in the Zimbabwean dollar and multiple currency periods. Based on the results, the study recommends survival strategies for banks in managing liquidity risk in such environments. It proposes a comprehensive liquidity management framework that clearly identifies, measures and control liquidity risk consistent with bank-specific and the country‟s macroeconomic developments. The envisaged framework would assist banks in dealing with illiquidity in a manner that would be less disruptive and that could render any future crisis less painful. Of importance is the recommendation that the central bank might not need to be too strict or too relaxed, but be moderate in ensuring an enabling regulatory environment. This would help banks to manage liquidity risk and at the same time protect depositors in any challenging operating environment. In both the studied time periods, there were transitory deposits. Generally there is need to inculcate a savings culture in Zimbabwe.

Development thinkers and practitioners have been pondering over community participation for the last decades. Some even called the 1980s a decade of participation in development discourse while others also view the current decade of social movements, Non-Governmental Organizations, and Community-Based Organizations as a manifestation of organized community participation. The Sangwe Communal Lands is one such area that researchers in the last decades have been pondering over the role of community participation in project sustainability. Likewise this study evaluates the effectiveness of community participation in Sangwe where it has been hypothesized that the current participation discourse has not lived up to its billing of ensuring sustainable projects. The research therefore explores some of the politics surrounding community participation in Sangwe and Zimbabwe at large. From one angle to the other, the research overviews some of the different theoretical orientations, goals, processes and practices that are commonly used but not always recognized to constitute genuine community participation. The research is intended to clarify some of the differences that emerge when projects are designed, and to stimulate discussion about community participation more generally. This study shows that the local communities who in this case are the reason for being of NGOs and their programmes are quite critical in development projects undertaken in their own areas. This to a larger extent determines the success of development initiatives at all levels. Such a scenario calls for a proper sustainable and pro-rural community legal and policy framework as a pre-requisite for sustainable projects. The study further highlights the need for development workers and agents to change their attitude towards communities and their indigenous knowledge systems. They need to co-opt community indigenous knowledge as a system that has a unique contribution to sustainable development. Above all, attitude change is the pillar for the New World System and 21st century development paradigm that respects local values, concerns, culture, and aspirations and that these should be taken on board in the management of development programmes.

The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.

The chief purpose of this study was to determine the role of the rural communities in the food security initiatives of the government in alleviating food shortages in the Marange communal area of Mutare district in Zimbabwe. The focus was on local community empowerment; ownership of food security initiatives by the communities; communities‟ independent analysis of needs and priorities; their involvement in designing food security programmes and the role of the government in linking with the communities. The data was gathered using a case study research design with the qualitative method being the main research approach. The primary data was obtained from focus group discussions held in three wards of Marange area and some in-depth interviews conducted with selected key informants. The findings indicate that the government designs food security strategies without considering the input of communities. The communities are introduced and expected to adopt these pre-conceived food security plans at the implementation stage. The results also show that poor community participation in the food security initiatives of the government, specifically during the initial stages, is a significant contributing factor to the continual shortages of food in the communal lands of Marange. It is the view of this study that unless community input in decision making at the planning and designing phases is given preference in the food security interventions of the government in rural Zimbabwe, food security will seldom be achieved. While the government has a significant role to play in food security measures, such interventions can make an important contribution if the use and development of community participation is made central to food shortage alleviation strategies. The principal conclusion of this study is that if food security is an intended ultimate goal in rural Zimbabwe, the communities must participate fully in the conceptualisation, planning, implementation, monitoring and evaluation of the government-initiated food security programmes.

Soil moisture available to crops is among the main constraints on crop production by smallholder farmers in semi-arid Zimbabwe. Other restrictions, such as limited use of fertilisers and herbicides, stem primarily from socio-economic rather than biophysical constraints. To improve smallholder farming, it is essential to promote soil and water conservation practices (SWC) that consider farmers' management constraints, such as limited availability of labour and Draught Animal Power (DAP).

Dissertation (LLM)--University of Pretoria, 2014. / gm2015 / Centre for Human Rights / LLM / Unrestricted

Includes bibliographical references (leaves 76-85). / [No title page] This study underscores the need to tackle the escalating HIV /AIDS pandemic in Zimbabwe through a developmental and human rights based approach. In particular it focuses on second generation rights because of their emphasis on the social welfare of individuals. Second generation rights relate to the living conditions of people in society, attempting to ensure that individuals have adequate standard of living. This is achieved through the provision of adequate food, clothing, income, housing, medical care and other essential social services. While acknowledging that behaviour change is an essential element in fighting HIV/AIDS since the virus is spread mostly through sexual contact, the study recognises that it is of limited effect if factors that constrain the ability of individuals to alter their behaviour are not addressed. The study thus recommends the upholding of second-generation rights as an effective compliment to behaviour change strategies. Without mechanisms that facilitate change and build a conducive environment for such a transformation, the HIV/AIDS pandemic will continue to rage on. The research is a qualitative study conducted with a single case study. Zimbabwe is used as a case study as it provides a unique example of a country that has managed to lower its HIV/AIDS prevalence. However, it is now faced with an overwhelming challenge of increasing or at least sustaining this downward trend of the epidemic. Unfortunately, due to an economic and political melt-down the country is suffering a serious humanitarian crisis that has impoverished the community, encouraging risky sexual coping strategies and severely undermined the countries health delivery system, all which work to threaten the success achieved so far in the battle against HIV/AIDS.

A cross-sectional survey was conducted in four areas in the communal area of Gweru District in the Midlands Province, Zimbabwe. The study was conducted at Mkoba, Mangwande, Chiwundura and Nsukamini. The objective of the study was to determine the prevalence of nematode infection in communal goats in Gweru District, and whether or not the prevalence was related to age, sex, breed or the season. The study was important as it would help in evaluating current strategies used in nematode control and designing low cost control strategies. One hundred and ninety-eight (198) communal goats made up of 49 males and 149 females ranging in age from one month to over twelve months were sampled. Of these, 100 were sampled during the wet season and the remaining 98 during the dry season. One hundred and fifteen (115) or 58% had significant egg counts per gram (epg) of faeces. Among the goats that had significant epg, 31 were males and 84 were females. All age groups were affected. The most common parasites encountered were Haemonchus, Trichostrongylus, Teladorsagia and Oesophagostomum. Haemonchus was the dominant species during the wet season. The proportion of goats that had a significant EPG during the wet season was significantly higher than during the dry season (X2=5.311; P≤0.05). There was no statistical significant difference in prevalence among the different age groups (X2=1.270; P≤0.05) and between males and females (X2=0.696; P≤0.05). Copyright / Dissertation (MSc (Veterinary Tropical Diseases))--University of Pretoria, 2009. / Veterinary Tropical Diseases / unrestricted

The study examined the effect of financial inclusion technologies on the financial performance of Zimbabwean banks. The study employs ATM, mobile banking (MB), internet banking (IB) and point of sale (POS) transactions on the financial performance of banks as measured by return on assets. The study adopted the explanatory design and the target population of the study consisted of all the 13 commercial banks in Zimbabwe, with the study period being six years, from 2013 to 2018. The panel data was estimated using fixed and random effects. The findings of the research indicated that all the commercial banks in Zimbabwe at the time of doing this study were using POS, ATM, Mobile banking and Internet banking as they adopted digital forms of banking. In terms of financial performance, banks have been able to increase their return on assets between the years 2013 and 2018. In terms of regression analysis, the findings indicate that for every 1% increase in Mobile banking, ATM and Internet banking there will be an accompanying 0.6%, 0.9%, and 0.5% increase in financial performance respectively while for every 1% increase in POS, there will be a 0.7% decrease in financial performance. Therefore, the research recommended banks to go a step ahead in being innovative through designing new products which will only be accessible to clients who access banking through digital banking methods. Also, the research recommends the government of Zimbabwe to put in place sound macro-economic policies for the whole economy to recover so that the commercial banks in Zimbabwe can fully utilize the benefits associated with digital banking.