Regulations to reduce the consumption of tobacco products have dual effects on economies. Economies that are net consumers of tobacco products experience welfare enhancing effects as a result of these regulations. However, these regulations can have adverse welfare effects among net producing economies. Many studies have explored these welfare effects on net consuming economies, whereas the impacts among net producing economies have been neglected. This research paper examined the adverse welfare effects of smoking regulations on small tobacco exporting economies with, a comparative advantage in tobacco production.

This study was an investigation of the relationship between political conditionality and self-determination using Zimbabwe as a case study. The Zimbabwean land issue illustrates the challenges posed by external influences on supposedly autonomous domestic policy decision-making processes.

<p>The food security crisis which gripped the sub Sahara Africa after the drought in 1999/2000 threatened development initiatives in these countries. Zimbabwe&rsquo / s situation has since worsened and the country has failed to recuperate from the food problems, even after an improvement in the climatic conditions. International and local food aid activities then became a priority in the fight to sustain the right to food for the affected regions. It is argued in this research that if food aid is distributed on the basis of need it will enable the vulnerable populations recuperate form food insecurity problems. It is also postulated that if well implemented, food aid programmes are also able to play the dual role of averting starvation and leading to long term development. This thesis departs from the allegations of food aid politicisation in Zimbabwe.</p> <p><br /> Using the rational choice and neopatrimonial theories of individual behaviour, this research endeavored to ascertain whether political decisions influenced the government food aid distributions which were conducted through the Grain Marketing Board. In line with these theories, it is argued in this study that politicians behave in a manner that maximizes the fulfillment of their individual needs rather than the needs of the people who vote them in positions of power.</p> <p><br /> A qualitative approach was adopted in this study and data was gathered through household interviews in the Seke and Goromonzi districts of the Mashonaland East province in Zimbabwe. Furthermore, interviews were conducted with food aid experts from the governmental and non governmental organisations dealing with food security issues in Zimbabwe.</p>

Thesis (M.A. in Security Studies (Stabilization and Reconstruction))--Naval Postgraduate School, June 2010. / Thesis Advisor(s): Lawson, Letitia. ; Second Reader: McNab, Robert M. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Zimbabwe, Mugabe, structural adjustment program, democracy, autocrat, state sponsored violence, ZANU, ZAPU, Nkomo, Movement for Democratic Change, Tsvangirai, Fifth Brigade. Includes bibliographical references (p. 51-55). Also available in print.

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.

challenges in effectively implementing ICT integrated teaching and learning. The aim of this study was to explore how ICT integrated teaching and learning was implemented in Textiles and Clothing programmes at one university of Science and Technology in Zimbabwe, with a view to developing a suitable model to enhance effective implementation. The study was informed by the Activity theory and triangulated by the Technological pedagogical content knowledge framework (TPACK) and the Functionality framework. The study made use of the interpretive research paradigm, the qualitative approach and intrinsic case study design, to generate the necessary data. The participants of the study were purposively and quota sampled from the Textiles and Clothing department of the selected university of Science and Technology, and consisted of seven lecturers, three administrators, two ICT technicians and thirty-two students. Four methods were used to generate data namely in-depth interviews, focus group interviews, participant observation, and document analysis. After coding, data were analysed for content using thematic analysis. The study established that there were no specific ICT hardware and software packages acquired by the universityfor the Textiles and Clothing programmes. Instead, general design related softwares such as CorelDraw, Photoshop, Adobe Illustrator and Mac Paints were used to support the implementation of ICT integrated teaching and learning. The findings of the study further revealed that lecturers lacked thorough technological pedagogical knowledge to apply a variety of ICT in the teaching and learning of students. The study established that there was lack of an effective mechanism for providing monitoring and evaluation as the peer review and evaluation mechanism that was used in the Textiles and Clothing programmes did not identify the specific indicators for the implementation of ICT integrated teaching and learning. Among the conclusions emanating from the findings were that the Textiles and Clothing programmes suffered serious shortage of suitable ICT hardware and subject-specific ICT software applications to facilitate the teaching of practical components thereby compromising the effective implementation of ICT integrated teaching and learning to foster effective skill acquisition in relation to ICT among students. It was also concluded that lecturers were finding difficulties in implementing ICT integrated teaching and learning as they lacked thorough technological-pedagogical-content knowledge and skills that would enable them to select appropriate technological resources and technological pedagogical strategies to teach students appropriate content. The study recommended that the Textiles and Clothing department, through the support of the university, should acquire subject related educational hardware and software like Gerber or Lectra to teach the practical courses of the programmes. The university should organise professional development programmes focussing on TPACK to assist lecturers to develop competences in ICT necessary for implementing ICT integrated teaching and learning. A model was proposed to enhance the effective implementation of ICT integrated teaching and learning into the Textiles and Clothing programmes at the University.

The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.

The role and value of indigenous knowledge systems in enhancing and contextualizing education has long been recognized (UNESCO, 1978). Against this background a lot of research focusing on the documentation and study of the world’s indigenous knowledge systems, including those of Southern African countries was done. However, within the Southern African context much of this research did not translate into practical curriculum processes leaving educational processes de-contextualized (O’Donoghue, 2002; Mokuku, 2004; Shava, 2005). The linkages between the school, the home and the wider community remained weak (Taylor & Mulhall, 2001). The net effect of the limited integration of indigenous knowledge systems into mainstream environmental education processes has been that indigenous learners (such as those within the Sebakwe rural community) continued to get exposed to two different world views, the western scientific world view and the everyday life world views. The integration of indigenous knowledge systems into mainstream education such as the Sebakwe Environmental Education programme (SEEP) is one way of contextualizing education and improving its relevance to learners’ socio-cultural backgrounds. This research was conceptualized against such a context and seeks to explore the opportunities and challenges for the integration of indigenous knowledge systems into the Sebakwe Environmental Education programme. The ultimate purpose of this research is to contextualize SEEP both in its epistemology, and pedagogy. The research was designed and conducted within a qualitative interpretive case study methodology. The methodology involved a three-phased data collection method namely document analysis, focus group interviews and an inquiry-based workshop. The data was then analyzed and interpreted in relation to a set of theoretical perspectives. This research concluded that there is a possibility of integrating indigenous knowledge systems into the Sebakwe Environmental Education programme. Based on the findings the research came up with a list of recommendations to guide the process of working with indigenous knowledge within the Sebakwe Environmental Education programme.

Within the context of debates concerning the impact of media on audiences, this study takes the form of a qualitative audience reception analysis; to investigate how a particular group of female audiences situated in Zimbabwe interprets televised HIV/AIDS prevention advertisements. It examines the extent to which the social context influences the audiences’ acceptance or rejection of preferred readings encoded in the texts. The study is situated within the broad theoretical and methodological framework of both the communication for development and the cultural studies approaches to the study of the media. Data for the investigation was collected through the focus group and in-depth interview methods as well as through the websites and organisational documents produced by the encoders of the advertisements. The findings indicate that the female audiences’ interpretative strategies were informed by their lived experience as well as pre-existing knowledge. Based on the findings it can be deduced that, contrary to earlier beliefs and media theories such as that of the “hypodermic needle” theory the audience of public communication is not a passive homogenous mass that easily succumbs to media influences, rather the audience is active in the production of meaning, but under determinate conditions in particular contexts. The texts, the producing institutions and the social history of the audiences supply these conditions.

The purpose of the present study was to explore the implementation of the inclusive education policy in sport in four secondary schools in Masvingo District, Zimbabwe. The case study research design was employed; interviews, focus groups, document analysis and observations were used to collect data. Four school Heads, 4 sports masters, 4 team trainers, 4 team captains, 2 learners with disabilities and a district education officer were purposively selected to take part in this study. Data were presented, analysed/discussed, starting with demographic data in the first section followed by emerging themes. It emerged from the study that all the participants were not knowledgeable about inclusive education and the aspect of including learners with disabilities in mainstream sport. The major barriers identified include inadequate policy dialogue, unavailability of sporting equipment and attitudes. Further findings revealed that there is dire need for knowledge and skills in inclusive sport among teachers in regular schools. Findings also confirmed unavailability of policy circulars in schools. Most teachers were not afforded opportunities to attend workshops and seminars. Findings also revealed that teachers faced major challenges such as funding to undertake courses in SNE and inclusive sport. Teachers were reeled in with a lot of pressure due to congested timetables and large classes. Participants believed that the challenges they faced could be resolved through some proposed intervention strategies. The researcher concluded that teachers in regular schools were not equipped to teach sport to learners with special education needs in the mainstream. The MoPSE was not doing much in preparing teachers to be effective in including learners with disabilities in regular school sport. The study recommended that the MoPSE should put in place provisions to meet the inclusive needs of both teachers and learners. It also recommended that school Heads should be taught about SNE and inclusive sport for them to be able to guide teachers properly. Besides the national policy, schools should design inclusive policies specifically for their respective schools in line with the national policy. The study also recommended that the MoPSE should come up with a comprehensive framework in sport to counter some of these challenges.