This research examines the attitude that Zimbabwe portrays towards the protection, promotion and enforcement of the right to social security. Zimbabwe did not have a Constitution that provided for the realisation of the right to social security before 2013. With the enactment of the 2013 Constitution, many people now have a chance to enjoy economic, social and cultural rights (including social security) which ordinarily was not possible in the past. Provision of the right to social security plays a pivotal role by assuring human dignity for people when they are faced with circumstances such as the deteriorating and unpredictable economic situation in Zimbabwe in recent years. This study uses academic textbooks, journals, legislation, international treaties, newspaper reports and other sources of literature to analyse Zimbabwe’s outlook on social security and examines the structures, policies and institutions put in place to enforce the right to social security. The Constitutional provisions for social security are also analysed in the light of international instruments’ provisions of social security to find out if they are adequate and effective in the protection and promotion of social security in Zimbabwe. The study also examines the national polices; the national commission for human rights and the courts to determine their efficacy in their administration of the right to social security. The Constitution of Zimbabwe states that when provisions of the declaration of rights and any legislation such as the provisions for the right to social security are being interpreted, international law and all treaties and conventions that Zimbabwe is a party to must be taken into consideration. Thus, in this study the application and influence on the enforcement of the right to social security by international law and all the treaties and conventions that Zimbabwe is a party to, are scrutinised. Budgets mirror the government’s values and can be reflective of the attitude that a State has towards a priority. That is why the study also examines the budget allocation and spending patterns of Zimbabwe towards the protection and promotion of the right to social security. / Mini Dissertation (LLM)--University of Pretoria, 2019. / Public Law / LLM (Socio-Economic Rights) / Unrestricted

A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the degree of Doctor of Education in the Department of Educational Psychology at the University Of Zululand, South Africa, 2014 / The study was aimed at investigating the level of principals and teachers’ satisfaction with the delivery of school psychological services by Educational Psychologists (EPs) in Zimbabwe. This investigation was prompted by observations of trends in international school psychology surveys that indicated that EPs wished to diversify their professional functioning by reducing the amount of time they spent in assessment activities and increasing the amount of time they spend in alternative roles. Currently there is little or no public empirical data in Zimbabwe on teachers and principals satisfaction with the services they are getting from EPs. This lack of adequate research on school psychological services may be preventing EPs from providing an equitable and efficient service. Eighty (80) school principals and 160 teachers were randomly selected from a list provided by the educational psychologists working with schools in four of the country’s ten administrative provinces. Two researcher-constructed questionnaires and a semi-structured interview schedule were administered to the stakeholders. The theory that steered this study was the gap model of service quality. The study employed a two group mixed exploratory design. Both the self-administered questionnaires and face-to-face interviews were used as a means of data collection. Interviews were conducted by the researcher from 5 to10 January 2012. The quantitative data processing was done electronically by computer using the IBM SPSS statistics 22. Chi-Square statistics, produced results from which discussions were derived. The Chi-Square tests done between the identified groups produced results showed statistical significant differences in satisfaction between male and female educators, qualifications and teaching experience of stakeholders. The results show that generally, teachers and principals are not satisfied with the provision of the psychological services. The prevalence of dissatisfaction seems also to be fairly randomly widespread among the stakeholders. The study concludes by making some recommendations for further research and structural changes to Schools Psychological Services and Special Needs Education (SPS & SNE) Department to improve school psychological service delivery to all stakeholders. / University of Zululand Research Fund

The study is an inquiry of sexual networks in the Johanne Marange apostolic community. The study is a conceptual shift in the study of HIV transmission, with focus moving beyond the individual and beyond the principles of desire, pleasure and procreation to a study of sexual networks which are social structures. The study identifies the type of sexual networks and further investigates the determinants of sexual networks in Marange community. Sexual networks are simply webs of sexual relations in a community or society and these webs of relations act as transmission highways for HIV. The study discusses all the complex interactions between the domain of society that is religion, culture, history and environment of the Marange community and uncovers how these aspects of society have influenced the shape and structure of sexual networks in the community. The study also emphasizes the importance of understanding sexual network structure as it influences the efficiency of HIV transmission and aims to contribute to a better understanding of sexual networks and HIV transmission.

No description available.

It might seem impossible to compare developing Zimbabwe to a well developed Japanese agrarian, but a deeper examination of the two countries reveals numerous similarities especially in the agrarian sector (land reform, grain policy and the rural political economy). The thesis examined Japan's radical land reform and the development of her cooperatives in conjuction with the path taken by Zimbabwe leading to her land reform and beyond. The author collected and analyzed data from six villages, three in Japan, and three in Zimbabwe to understand different types of cooperatives, their growths, and constraints. The British-Indian type of cooperatives currently obtaining in Zimbabwe needs to be restructured.The central argument is that the FTLR, just as the land reform in Japan, increased the potential for the development of robust, genuine grassroots cooperatives from below. The new movement can learn a lot from Japan's 70-year experience in cooperative development. Based on a global political economy reading of agricultural production, the thesis selects the pros from the Japanese agricultural cooperative system and fuses it with knowledge systems from the Zimbabwe movement to advance an agricultural cooperative development framework for Zimbabwe and other post-colonial states. / 博士(グローバル社会研究) / Doctor of Philosophy in Global Society Studies / 同志社大学 / Doshisha University

The research was carried out to assess the value of the Bachelor of Education, Educational Administration, Planning and Policy Studies (B.ED-EAPPS) degree programme offered by the Zimbabwe Open University (ZOU) as a further teacher education programme for primary teachers in Zimbabwe offered through open and distance learning. The research utilised the case study design and had relevant data collecting instruments which included questionnaires, write ups and interviews. Both random and non-random sampling methods were used to come up with samples used quantitatively and quantitatively. The research was immensely useful as it provided an attempt to determine whether it was worth the while for primary school teachers to study for the BEDEAPPS degree programme and more so in view of the large numbers of non-degree primary school teachers either studying for it or on its waiting list. Nothing of the sort had been done since the inception of the BEDEAPPS degree programme in 1993. The research produced findings that reflected that the BEDEAPPS degree programme had much to offer in the area of further teacher education of an in-service nature than had been envisaged by those who originated the programme. It was realised that while the programme's emphasis was on management and supervision it was not devoid of the instructional expertise that is relevant to classroom practitioners. Moreover, there was a traceable link between college training experiences of the BEDEAPPS students and Teachers' College graduates and the course content they had to work on. These findings made revelations on the diversity of further teacher education whose structure and content could be designed to respond to a specific further education need. Findings also revealed that open and distance learning was a suitable and effective means of delivering such a programme provided an enhancing technological back-up can be easily accessed. The research had time related and operational limitations whose impact on the whole process were, however, repulsed by controls effected by the researcher. The diversity of data collecting instruments also played a positive role in ensuring checks and balances in the type and authenticity of data collected. The research had, among its findings, a grounded research theory which was extrapolated from the data that was collected using the seven data collecting instruments mentioned earlier on. It was possible, after thorough scrutiny of data collected, to conclude that the BEDEAPPS degree programme was a performance enhancing qualification to those primary school teachers who were involved in classroom teaching since it made them effective instructors and managers both within their classroom confines and the larger school-wide operational environment. / Educational Studies / D.Ed.

Language planning and policy formulation is a complex exercise. The purpose of this research was to explore and expose the challenges of language planning and policy formulation in Africa, with specific reference to Zimbabwe as the case study. To carry out the study, critical stages, approaches, theories and models of language planning were used. This analysis further established the attitudes of indigenous communities towards the use of indigenous languages in major domains of life. The study revealed the dilemma African Governments face in ‘officializing’ indigenous languages. The study proposes that in a multilingual nation like Zimbabwe, there is strong need to provide legal recognition to African languages as both official and national languages within Zimbabwe’s constitution. The research comprises six chapters. The conclusion restates the problem identified at the beginning and summarizes the findings. / African Languages / M.A. (African Languages)

The aim of this study was to critically analyse the visual and verbal language used on printed adverts by some selected banks in Zimbabwe. A semiotic theory was used to analyse the printed adverts. The study revealed that all the banks use stereotyped language in communicating their messages to potential customers. Some audiences identified with this stereotyped languages, though others were also critical of stereotyped adverts. This paradox is dependent on the uneven levels of social consciousness of the audiences. The study argues that communication between banks and the potential customers is a product of negotiation of meaning at the point of reception of the printed adverts. The study then recommended the use of gender, race and class neutral language in order to enhance the effectiveness of advertisements. Future research into the study of the language of advertisement should focus on the problem of copyright infringement in advertising. / African Languages / M.A. (African languages)

The fundamental aim of undertaking the study was to develop a teaching practice curriculum for teachers colleges in Zimbabwe. In order to accomplish this, basic questions on curriculum development were first investigated These were on curriculum intent, structure and content. In chapter two a conceptual framework for the proposed teaching practice curriculum was investigated. This involved an analysis of the influence of aims of education on curriculum theory and development, issues of curriculum foundations and models of curriculum development. The analysis culminated in the adoption of a cyclical model for the development of the proposed teaching practice curriculum. The cognitive framework of the study was further illuminated through the conceptualisation of the teaching practice curriculum, where philosophical foundations of teaching practice as well as its theoretical contexts were examined. Critical in this was the theory-practice relationship. In chapter four, the prevailing teaching practice situation in Zimbabwe was examined and views of lecturers and students on it analysed. This was accomplished in order to further identify flaws in the current approach to teaching practice which could be improved by means of the proposed teaching practice curriculum. The teaching practice curriculum being proposed was synthesised and developed in chapter five. This curriculum is founded on the philosophical foundations discussed in chapters two and three. It has theoretical components and is implemented in teachers' colleges and schools. It brings to the fore the importance of partnership between the practising schools and colleges as well as reflective teacher education. The development of the proposed teaching practice curriculum resulted in the following outcomes: • An investigation into how theory and practice in teacher education could be integrated. • Suggestions for improving the college-school relationship through the development of partnership in teacher education. • The extrication of theory p-orn practice. • An emphasis on the importance of reflective practice and reflective teacher education. In recommending the adoption and implementation of the curriculum the researcher identified a number of meaningful consequences: • The improvement of teaching practice programmes in colleges. • The development of expertise in the practice of education. • The active involvement of experienced teachers in teacher education and training. • The resurgence of research in the practical aspect of teacher education. / Teacher Education / D. Ed. (Didactics)

Thesis (M.A. (Religious Studies))--University of South Africa, 2002.