The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The Statistical Package for the Social Sciences, version 16.0 was used to analyse data. Frequency tables and ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. This study revealed that primary school teachers lacked training to assist children with learning disabilities in their classes. The study also revealed that the primary schools did not have material resources to implement inclusive education for children with learning disabilities. The current study also established that the stakeholders had negative attitudes towards the implementation of inclusive education for children with learning disabilities. Findings of the study also revealed that there was no inclusive education policy for the implementation of inclusive education for children with learning disabilities in primary schools. The present study recommended that the implementation of inclusive education for children with learning disabilities in primary schools would be improved through the professional preparation and training of Zimbabwean school teachers, the availability of trained teachers, the provision of resources and the need to formulate mandatory policies and legislation for the implementation of inclusive education. / Inclusive Education / D. Ed. (Inclusive Education)

This study investigates the experiences of at-risk secondary school students in the Chitungwiza District, Zimbabwe. At-riskiness is defined as a condition in which students are likely to produce poor academic achievement, irregular school attendance, grade retention or dropout due to various individual and social factors. At-riskiness has increased in Zimbabwe’s school population since the adoption and subsequent failure of the Economic Structural Adjustment Programme (ESAP) which has contributed to poverty and concomitant poor social conditions. A literature study explored at-riskiness in the light of socio-cultural perspectives on at-riskiness and also discussed contextual factors in the Zimbabwean schooling system which influence students’ vulnerability to at-riskiness. A qualitative inquiry using a narrative approach explored at-riskiness in the life stories of three male and three female secondary school students attending two selected schools in Chitungwiza, an economically deprived area close to Harare. Selection of schools was based on high levels of absenteeism and sustained poor performance in the national school leaving examinations. Purposeful participant selection was based on school records on grade repetition, absenteeism and poor behaviour. Semi-structured Interviews with participants, based on the Dan MacAdams framework for life story research, were used to gather rich data. Ethical compliance included written parental consent and participant assent and the assurance of anonymity, confidentiality and the right to refuse information. Findings were categorized under family related factors, school related factors and resource limitations. At-riskiness was exacerbated by parental unemployment, poor socio-economic conditions at home and a lack of cultural capital. Participants were compelled to undertake casual work to supplement household income in addition to the fulfillment of academic responsibilities. Poor school conditions comprising poor discipline and unprofessional teacher conduct increased at-riskiness especially among female participants. Resource limitations included poor nutrition, lack of basic necessities required for personal hygiene, in adequate parenting and the absence of psycho-social support mechanisms. Based on the literature study and empirical inquiry, recommendations were made for a more inclusive educational model, poverty alleviation and special support for disadvantaged students to reduce at-riskiness among students in Zimbabwe. / Educational Foundations / D. Ed. (Socio-Education)

The study examined the opportunities to learn Mathematics that are accorded to secondary school students with visual impairment in Zimbabwe. The study focused on form one and form two students who are completely without sight, but are learning in inclusive settings, together with their Mathematics teachers. The study examined how teachers interacted with the subject matter, how the teachers interacted with the visually impaired students and how these students interacted with partially sighted students in the teaching and learning process. The study adopted the case study approach under the qualitative inquiry. Data was collected using document analysis, lesson observations, personal interviews with teachers and focus group interviews with students who were purposive sampled. The study established that visually impaired students were not accorded adequate opportunities to learn mathematics at secondary level. The reasons for this deficit are (1) visually impaired students learnt the same curriculum as sighted students when they could not access some topics on the syllabus, (2) the teachers were professionally qualified but they lacked the necessary specialist training for teaching students without sight, (3) teachers used the same teaching methods as those used with sighted students, (4) a lot of time was spent on task though not much ground was covered, (5) the schools were not adequately resourced with appropriate teaching and learning materials for use by visually impaired students, culminating in lost opportunities to learn mathematics. The study recommends that appropriately qualified teachers be deployed to teach at schools for the visually impaired, that all secondary teachers learn the basic modules in Special Needs Education during training. The study also recommends for the government to assist the schools for the visually impaired students to import the much needed teaching and learning equipment. The study has provided some knowledge about the learning of mathematics by visually impaired students in Zimbabwe in the areas of lesson delivery, materials provision, and programme adjustments at secondary teacher training colleges and universities. It has also provided curriculum planners with an insight on the prevailing situation with regard to the teaching and learning of mathematics by visually impaired students. This knowledge could be used when formulating future mathematics curriculum and training policies to do with non-sighted students in Zimbabwe and other countries in Africa. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The academic challenges faced by pregnant and nursing students in Zimbabwe do not seem to attract the attention of scholars. This study focused on the educational challenges faced by pregnant and nursing adult learners at Morgenster Teachers‟ College, a tertiary education institution. Participants‟ perceptions of the academic challenges they faced were established through the use of a qualitative methodology in which the semi-structured interview was the dominant data collection method. Non-participant observation and document analysis were employed to complement the dominant method. The findings indicated that the academic challenges faced by mothering adult learners are related to physical problems, social relationships, inadequate financial resources and administrative problems. The study revealed that such students develop strategies to alleviate some of the educational challenges they face. In view of the findings, recommendations are made to improve the learning environment of mothering students and for further research to address the problem. / M. Ed. (Adult Education) / Educational Studies

The present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The Statistical Package for the Social Sciences, version 16.0 was used to analyse data. Frequency tables and ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated. This study revealed that primary school teachers lacked training to assist children with learning disabilities in their classes. The study also revealed that the primary schools did not have material resources to implement inclusive education for children with learning disabilities. The current study also established that the stakeholders had negative attitudes towards the implementation of inclusive education for children with learning disabilities. Findings of the study also revealed that there was no inclusive education policy for the implementation of inclusive education for children with learning disabilities in primary schools. The present study recommended that the implementation of inclusive education for children with learning disabilities in primary schools would be improved through the professional preparation and training of Zimbabwean school teachers, the availability of trained teachers, the provision of resources and the need to formulate mandatory policies and legislation for the implementation of inclusive education. / Inclusive Education / D. Ed. (Inclusive Education)

DEd (Curriculum Studies) / Department of Curriculum Studies / The study examined challenges that confront lecturers and student teachers at colleges of primary teacher education in Zimbabwe in the use of action research as a teaching and learning strategy. The study focused on lecturer competency, personal dispositions of students towards mastery of action research skills and institutional challenges. The mixed methods research design was used in this study. A combination of the two research approaches exhibits complementary strengths and non-overlapping weaknesses of the techniques, methods and processes involved. Purposive sampling technique was employed to choose one principal and 9 heads of departments while simple random sampling was used to select 140 student teachers. Qualitative data was generated through interviews, observation and documentary analysis. A survey was administered to obtain quantitative data. Thematic analysis was employed to analyse narrative data. Statistical Package for Social Sciences (SPSS) version 24 was used for statistical information. It was established that student teachers have limited practical experience in action research prior to proceeding on teaching practice as well as weak communication skills to support its conduct. The study recommends that lecturers should cater for the characteristics and experiences of student teachers when planning and delivering lectures in order to improve their acquisition of action research skills.

There is overwhelming evidence the world over on the pedagogical benefits of learning in the mother language. Zimbabwe recognized this significant role played by the mother tongue in education when a policy enshrined in the 1987 Education Act was enunciated. The language-in-education policy, which was amended in 2006, allows mother tongue usage up to Grade Seven. Contrary to the stated policy, primary school teachers continue to use English as the medium of instruction in primary schools. The purpose of this study was thus to explore the barriers that rural primary school teachers face in implementing the proposed policy in Masvingo District of Zimbabwe. Literature suggests that factors that inhibit implementation of a mother tongue education policy in ex-colonial African countries include state-related factors, uninformed language myths and language attitudes which support the dominant role of English. The postcolonial theory paradigm guided this study since the intention was to conduct the research as well as to contribute to how to generate teachers’ participation in mother tongue policy implementation in a postcolonial context. A qualitative case study was employed where semi-structured open ended questionnaires, focus group discussions and individual interviews were used to collect data. Fifteen rural primary school teachers, three school heads and two District Schools Inspectors were purposefully selected to participate in the study. It emerged from the study that all the participants were not knowledgeable about the stipulations of the 2006 language-in-education policy. The major barriers identified include inadequate policy dialogue, unavailability of educational material resources in the mother tongue, language attitudes and individual teacher concerns which contribute to low self-efficacy. A critical analysis of the barriers to implementation success indicates that they are mainly related to postcolonial mentality where language attitudes are deeply entrenched in people’s minds. Participants believed that the challenges they faced could be resolved and they proposed some intervention strategies. The study recommends that teacher education institutions should spearhead the designing of professional development modules that impart knowledge and skills on the implementation of additive bilingual education in primary schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)

The aim of this research was to determine the motivation levels of Zimbabwean rural secondary school teachers, and to identify and discuss the factors that influence their motivation so that management interventions could be designed to enhance teacher motivation. A quantitative research design, involving the descriptive sample survey method to collect data by means of self-administered structured questionnaire was adopted. The sample consisted of 175 rural secondary school teachers in Bikita District. The information was statistically analysed with the aid of a computer after which it was interpreted. Results indicated that teachers were not highly motivated and satisfied with their jobs, and that their motivation was affected by several aspects of their work. Working conditions emerged as a primary demotivator while interpersonal relations was a principal motivator. The data also showed that certain biographical variables affected teacher motivation significantly. Subsequent to these results recommendations to enhance teacher motivation were made. / Educational Studies / M. Ed. (Education Management)

This study investigates whether the HIV/AIDS and Life Skills Education Programme for schools was implemented in accordance with the Ministry's directives. It also seeks to establish whether the programme was effective or not by identifying and examining different implementation strategies and methodologies. Fieldwork was undertaken in the Lupane Area Development Programme where nine schools were randomly selected from sixteen primary schools. A total of nine head-teachers responded to the heads' questionnaire and fifty-eight Grade 4 to 7 teachers responded to the teachers' questionnaire. The study reveals that to a very large extent the HIV/AIDS and Life-skills Education Programme was implemented from Grades 4 to 7 in the primary schools. However, substantial improvements still need to be made in mobilising reading and financial resources. More training and the introduction of more participatory methodologies need to be stepped up for the children to realise more benefits from this life skills education programme. / Development Studies / M.A. (Development Studies)

Poor academic achievement in Zimbabwe secondary schools prompted the study. Literature has demonstrated the importance of self-concept for achievement. The study investigates the significance of the relationship between learner self-concept and academic achievement in secondary schools in Zimbabwe, and also compares self-concepts and achievements on the basis of gender, age, form, school location, school type and type of attendance, e.g. boarders or day scholars. Data was collected from 1281 adolescent learners in urban and rural government and non-government secondary schools by means of questionnaires and interviews. Results confirmed the positive and reciprocal relationship between learner self-concept and academic achievement. Sport appears to have an influence on the academic achievement of male learners in government schools. Learners believe that sport improves their confidence, discipline, time management skills and social relationships. Non-academic self-concepts correlate highly and significantly with the cognitive self-concept. Males and females appear to be similar regarding their self-concepts and overall academic achievement though girls have better cognitive self-concepts. School location and type, and type of attendance have a significant influence on learner academic achievements and self-concepts. Age may influence academic achievement and self-concepts as well. Junior adolescent learners appear to have better self-concepts than senior learners, though their academic achievement is similar. Learners in Government B schools and those in urban schools seem to have better self-concepts than those in other schools. Day scholars appear to have better physical, emotional and general self-concepts than boarders. The results emphasise the need to pay attention to self-concept as well, when trying to improve the academic achievement of learners. / Educational Studies / D.Ed.(Psychology of Education)