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)

Evaluating the effectiveness of Thabo Mbeki’s political mediation in the Zimbabwean conflict of 2008, following a disputed election outcome, is the principal objective of this study. The Ripeness Theory of mediation and conflict resolution that was proposed by William Zartman and developed by other scholars is deployed as the theoretical framework of the study. The principal measure of the effectiveness of mediation lies in its success in resolving conflict in a sustainable manner. There is consensus in conflict resolution scholarship that the post-cold war era has witnessed a marked shift of conflicts from the inter-state scene to the intra-state domain, such as the one in Zimbabwe, 2008. This shift has brought with it increasing attention to issues of human security, human rights and democratisation in mediation and conflict resolution. As a result, a compelling need for the effective resolution of such conflicts, and guarantee of the enforcement of human rights, security and promotion of democratisation as part of mediation, has arisen. There is also a general acceptance, amongst scholars, that the success of mediation goes beyond the signing of mediated agreements as often case conflict has re-ignited after the signing of peace agreements. For that reason, the argument that mediation is counter-productive as it often puts a lid on the can of conflict without resolving the underlying conflict issues has achieved currency. There is therefore a general convergence of views in mediation literature that addressing the structural causes of disputes guarantees the sustainable resolution of conflict. It is in the context of these developments and views in international relations and politics that this study evaluates, using the Ripeness Theory, its limits noted, the effectiveness of Thabo Mbeki’s mediation in Zimbabwe, and the argument is advanced that often case mediated agreements are not effective mechanisms for the sustainable resolution of conflict and the achievement of democratisation and durable peace. Civil society groups need to be involved to expand the scope of negotiations and limit effects of mediator partiality. / Political Sciences / M.A. (International Politics)

Information and communication technologies (ICTs) have been embraced by a number of public institutions in Masvingo province of Zimbabwe as part of the government’s drive towards e-governance and improved service delivery. This has resulted in the generation of large volumes of digital records that are invaluable for strengthening accountability, transparency, decision making and service delivery. Preservation of these digital records has been cited as a daunting task for most institutions especially in sub-Saharan Africa. The dynamic nature of information technologies, obsolescence issues, as well as media degradation require digital preservation strategies in place to ensure that digital records remain accessible and usable over time. However, the National Archives of Zimbabwe (NAZ) mandated to preserve all types of records is at the moment unable to ingest digital records from public departments for preservation due to lack of adequate digital storage facilities and skilled manpower. The records creating agencies in Masvingo have been left on their own to deal with the digital preservation conundrum yet they are also faced with similar challenges. This qualitative study utilised the Open Archival Information System (OAIS) reference model as the conceptual framework to explore the strategies for preservation of digital records in Masvingo province in Zimbabwe. Data was gathered through interviews with officials from 13 out of 15 public departments that preserved digital records in Masvingo province, augmented by observation and document analysis. Research data was manually processed and thematically analysed in line with the objectives of the study. The study established that the strategies for preservation of digital records in Masvingo province were failing to guarantee their long-term preservation and security due to lack of supportive legislation, standards, policy guidelines, budgets, adequate and conducive infrastructure and skills. This has resulted in swathes of digital memory being lost. The study recommended the adoption of trusted digital repositories (TDRs) that are compliant to the OAIS standard, close co-operation between records creating agencies, NAZ, information technology (IT) experts and the academia in tackling digital preservation challenges, and the development of preservation policies and guidelines, as well as continuous training and provision of budgets to cater for preservation of digital records. In the absence of infrastructure, the NAZ should consider cloud computing for preservation of digital records as an interim solution while observing legal obligations. / Information Science / M. Inf. (Archival Science)

This study examined the relationship between spiritual intelligence (SI), emotional intelligence (EI), coping ability (CA), and burnout (BO) among humanitarian aid workers in Zimbabwe. A convenience sample of 296 (53% males and 47% females) humanitarian aid workers was used in the study. Correlation and multiple regression analyses were used to explore the contribution of SI, EI, and CA to the burnout. Results indicated that SI, EI, and CA are all significantly related to Burnout and its dimensions of emotional exhaustion (EE), depersonalisation (DP) and personal accomplishment (PA) in humanitarian aid workers. CA and EI significantly contributed to the variation of scores in EE and DP whereas SI did not. However, all the three variables significantly contributed to the variation in PA. Gender, age, employment status and tenure in NGO had no significant relationships with EE, DP, or PA whereas contract type, length of service, educational level and nature of work were associated with statistically significant differences in EE, DP, and PA. The research contributed to the understanding of burnout among aid workers in Zimbabwe. Humanitarian organisations can use the findings to come up with scientifically backed recruitment, selection, training, and staff wellbeing policies and programmes that help to reduce the impact of burnout in the humanitarian aid sector. / Psychology / D. Phil. (Consulting Psychology)

The study sought to explore possibilities of using African languages and their literature to enhance socio-cultural and economic development in Zimbabwe. In broad terms the study considered empowerment through language. Basically the research was an exploration of the different linguistic patterns and attitudes that prevail in the African continent in general and Zimbabwe in particular. The descriptive survey research design was employed for its usefulness in exploratory studies. A total of 600 people participated in the research. Respondents were from across the breath of linguistic divides in the country. Questionnaires, interviews, observations and documentary reviews were used to gather data. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated a disparity in the roles and functions allocated to languages in Zimbabwe. English is preferred and over valued in administration, education and wider communication as a carrier of modern knowledge in science and technology Zimbabwe’s dependence on English provides selective access to socio-cultural and economic services that results in the exclusion of a majority of indigenous people. Zimbabwe’s dependence on English therefore limits adequate exploitation of potential in socio-cultural and economic development. The linguistic landscape of Zimbabwe is not adequately exploited. Zimbabwe is a multi-lingual and multi-cultural country without a clear defining instrument for the status and use of indigenous languages, (Gatawa, 1998; NLPAP, 1998 and Nziramasanga et al, 1999). A clear language policy that recognises that language is a resource is likely to be linguistically all-inclusive and facilitate socio-cultural and economic participation by all Zimbabweans Implementation of proposals for inclusion of African languages is retarded by centuries of linguistic marginalisation and fossilised attitudes in the belief that English carries modern knowledge, coupled with the lack of resources theory. Zimbabwe’s pursuance in the use of English is mainly for nationistic reasons.Proposals and recommendations to avoid reverse discrimination and come up with an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English were made. The level of development for English should illuminate and challenge the heights to which African languages can be developed. / African languages / D.Litt. et Phil.

Voluntary Counselling and Testing (VCT) is vital in the management of HIV/AIDS as it is the first step in treatment, care and behavioural change. Entrenched economic and gender inequities drive an increasingly feminized HIV/AIDS pandemic. This study investigated factors influencing VCT attendance by women in the Glen View high density suburb in Harare. A survey methodology was followed using a semi-structured, self-administered questionnaire that was distributed to randomly selected women of reproductive ages in the area. The analysis showed that VCT usage is low and that factors such as fear of the consequences of testing positive for HIV, such as violence and rejection by male partners are to blame. Importantly, the findings suggest that if the vulnerability of women is not addressed, then increased VCT uptake and better reproductive health outcomes for women are also unlikely. / Sociology / M.A. (Social Behaviour Studies in HIV/AIDS)

This study was designed to bring to the fore the reasons for introducing peace education in pre-service teacher education in Zimbabwean teachers colleges in order to establish the foundations for positive peace in Zimbabwe. The focus of the study was on the preparation of Zimbabwean pre-service teachers in peace education as an effective approach for building durable peace in Zimbabwe. The main research question that guided this study was: Why and how should peace education be introduced at pre-service teacher education colleges in Zimbabwe? The overall aim of the research is to develop an appropriate peace education programme for Zimbabwean teachers’ colleges which will be employed as a strategy for constructing positive peace in Zimbabwe. A phenomenological methodology blending Edmund Husserl’s descriptive phenomenology and Martin Heidegger’s interpretive phenomenology was used to elicit participants’ views on the challenges and possibilities of introducing peace education at pre-service teacher education colleges in Zimbabwe. Data for the study were gathered using semi-structured interviews, focus group interviews and documentary analysis. Key themes emerging from the data analysis were that (a) there is an absence of positive peace in contemporary Zimbabwe (b) Zimbabwean teachers’ colleges are not offering courses in peace education (c) peace education would benefit Zimbabwe as a country, (d) peace education is implementable at pre-service teacher education colleges in Zimbabwe, (e) there is need to develop an appropriate peace education curriculum that reflects the needs of Zimbabwean citizens and (f) college principals, lecturers, student teachers, policymakers and programme-makers have important roles to play in peace education initiatives. Through this study, the researcher established that peace education is a plausible and sustainable mechanism for building positive peace which has remained obscure in Zimbabwe despite thirty-four years of hard won independence. This shows the necessity for introducing peace education in Zimbabwean teachers colleges as a strategy for positive peace building. It is therefore, recommended that teachers’ colleges in Zimbabwe should introduce peace education in their pre-service programmes in order to build prospective teachers’ capacities to establish an infrastructure for positive peace in their future classrooms, the immediate communities and Zimbabwean society as a whole. / Philosophy of Education / D. Ed. (Philosophy of Education)

Child sexual abuse is a widespread problem in schools globally. Learners are at risk of sexual abuse by teachers. This study set out to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse by teachers in schools. Literature relating to child sexual abuse was reviewed with the aim of obtaining a solid theoretical foundation for the study. The study is informed by the systems theory. In an attempt to provide acceptable answers to the research problem the qualitative phenomenological design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in the Masvingo district in Zimbabwe. The schools selected are one rural day, one rural boarding, one urban day and one urban boarding. A total of 8 learners, 2 from each school, 8 teachers, 2 from each school and 3 educational psychologists from the district offices were selected bringing to a total of 19 participants. Accepted ethical measures were adhered to during the study. Tesch’s open coding method of data analysis was used to identify themes and categories. The study indicated that child sexual abuse in schools is rampant and that teachers are among the perpetrators of this abuse. Child sexual abuse in schools is defined by the study as the unwelcome contact or non-contact sexual behaviour by a teacher on a learner. Findings from the study reveal that girls are more vulnerable to sexual abuse than boys and male teachers sexually abuse learners more than female teachers do. There are physical, behavioural, emotional and educational indicators of child sexual abuse. According to the results of the study multiple factors cause teachers to sexually abuse learners. Some of these factors include abuse of power by teachers, poverty of learners, lust on the part of the teacher, and disregard of law by teachers. Students were said to sometimes be contributors to their own sexual abuse through their seductive behaviours and dressing. It emerged from the study that child sexual abuse by teachers has a host of negative physical, emotional, psychological and educational repercussions on the sexually abused learner. It results in serious health effects such as sexually transmitted infections (STIs) and Human Immunodeficiency Virus/Acquired Immune Deficiency Syndrome (HIV/AIDS), unwanted pregnancy and psychological trauma. Poor academic performance and failure to complete education are consequences of sexual abuse. Findings from the study revealed that child sexual abuse by teachers in schools should not be tolerated and thus it should be prevented. In light of these findings recommendations are made with regards to how various stakeholders in the school namely the Ministry of Primary and Secondary Education, Zimbabwe, policy makers, school heads, teachers, parents and learners can help fight this scourge. Areas for further research are proposed. / Psychology of Education / D. Ed. (Psychology of Education)

This study is a critical examination of the complex search for peace, reconciliation and unity in Zimbabwe between the years 1978 and 2008, with a view to identify factors that have been blocking sustainable peace, national unity, reconciliation and development. It is a qualitative study which draws data from document analysis and oral interviews. The specific focus of the study is an analysis of the four peace agreements signed in this period namely; the 1978 Internal Settlement, the 1979 Lancaster House Agreement, the 1987 Unity Accord and the 2008 Global Political Agreement. Its central thesis is that coloniality in its multifaceted invisible forms is largely responsible for conflicts that have engulfed Zimbabwe and for compromising the chances of success of the four peace agreements. Coloniality has produced a ‘postcolonial’ leadership that has continued to practice politics in a violent, repressive, corrupt and unaccountable manner because of interpellation by the very immanent logic of colonialism that reproduces such inimical practices as racism, tribalism, regionalism and patriarchy. Theoretically, the study deploys de-colonial epistemic perspective in its endeavour to unmask and explain challenges to peace, unity, reconciliation and development in Zimbabwe. Finally, the thesis makes a strong case for pursuit of decoloniality as the panacea to conflicts and as an approach to conflict resolution and peace building that privileges decolonization and deimperialization so that Zimbabwe’s development goals could be achieved. / Development Studies / D. Litt. et Phil. (Development Studies)

At independence and in the post-colonial era most countries embarked on a series of land reform, land redistribution and land restitution with some adopting the land tenure system. This study sought to assess the environmental impacts associated with the land reform in resettlement wards of Matobo District in Zimbabwe. The study adopted both social impact assessment approaches and the environmental assessments. The findings revealed farreaching repercussions resulting from activities associated with land reform in Matobo District which altered the physical landscape. The program is accompanied by inter alia excessive poaching, unsustainable agricultural practises, reduced farm production and ecosystem degradation. Therefore, urgent sustainable measures are recommended to be implemented from this study in order to avoid further environmental damage. / Environmental Management / M. Sc. (Environmental Management)