This study investigates the challenges experienced by teachers of music literacy in Zimbabwe, and is based on a case study of five primary schools in the city of Gweru. The research builds on a literature review of past studies on Zimbabwean music literacy teaching, and on a review of policy documents. Empirical data was collected through lesson observations, interviews with teachers and administrators, and the analysis of lesson plans. To validate the findings a method of triangulation was used. Results are presented in both narrative and tabular forms in this dissertation, and analysed inductively. Zoltan Kodály’s work informs the theoretical framework, as well as other African and Western music educators, including Dalcroze, Kwami, Nketia, and Suzuki. Consistent challenges recognized by all stakeholders include a lack of resources, inadequate teacher training, and the exclusion of music as an examination subject. Recommendations are provided by way of conclusion. / Art History, Visual Arts and Musicology / M. Mus.

This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to its multicultural contexts. A postcolonial theoretical paradigm informs the discussion of secondary literature, and the analysis of empirical data obtained through the following methods: interviews, lesson observations, focus group discussions, and the analysis of teaching documents. Case studies were conducted at ten schools in the Gweru district of Zimbabwe. These schools were chosen from a mix of urban, peri-urban, and rural communities. The findings show the continued effects of colonialism on IAM teaching practices and pedagogy. The effects of globalization and the high levels of migrancy in and out of Zimbabwe are discussed as factors shaping the teaching of IAM. Formal models of learning have undermined the status of IAM in favour of Western classical music. Recognizing this bias, but also the fact that culture is dynamic, this study strikes a balance by proposing a new pedagogy that integrates Western and African approaches to music education. The study findings feed into the development of a new hybridised model called the Experiential Open Class Pedagogy (EOCP), which is suitable for multicultural contexts. This pedagogy encourages learners to use their personal experience of IAM practices in the home, and to draw on expertise from their local communities. The participation of children and their elders in the community contributes to the openness of the learning process. A combination of learning at home, in communities, and in classrooms is vital in utilising all the critical avenues to acquiring knowledge and experience of IAM. Recommendations on policy and practice in Zimbabwean primary school education offer solutions to the present challenges. It is important for teachers to be active stakeholders in documenting the very IAM practices they teach by carrying out research, and through continuous improvement initiatives in multicultural contexts. / Art History, Visual Arts and Musicology / D. Phil. (Music)

Primary school teaching and learning, and indeed the whole teaching profession continue to be shaped by the ever – changing knowledge economy and global educational trends. To this end, professional teacher development in Zimbabwean primary schools has become an important focus area in terms of how it can facilitate and contribute to effective teaching and learning in line with the new educational developments. There is consensus among primary school stakeholders that the success of teaching and learning is dependent on promoting an efficient and student - needs driven in – service programme. The purpose of the study was to explore the influence of the university B.Ed (primary) in – service teacher development programme in its mandate to fulfill the critical function to develop primary school teachers with knowledge, skills and competencies for the Zimbabwean primary education system. The imperative has been for the university in – service programme to offer competences and skills that are needed by primary school teachers and for these teachers to upgrade and update their skills for effective teaching and student learning. The theoretical approach that informed the study was Vygotsky’s Cultural Historical Activity Theory (CHAT) with its main perspective being that knowledge is socially constructed and takes place in real contexts. The study ontology was interpretivism in which the qualitative single case study design was employed. The data were collected through semi - structured interviews with the Chairperson and five lecturers of the Curriculum Studies Department and focus group discussion in respect of ten B.Ed (primary) in – service student teachers. The participants were purposefully sampled taking into account their knowledge and experience with the in – service programme and primary school teaching - learning contexts. The study found that the B.Ed (primary) in – service programme had minimal influence on primary school teachers’ teaching and learning needs. The programme had not fully addressed the primary school teachers’ expectations in terms of imparting knowledge and skills useful for classroom teaching and learning. One of the major contributory factors was that there were curriculum design frailties of the programme which were as a result of lack of dialogue, engagement and consultation between and among important primary school education stakeholders especially in – service teachers. As a result, the programme had not adequately raised the teachers’ knowledge and skills in the critical areas of their practice, yet this was the core function of the programme. From the findings, the study recommends that the University sets up a strong Curriculum Development Department funded and staffed with experts in research and curriculum design and development. These should manage the designing and preparation of curriculum documents by involving primary school stakeholders, especially primary school teachers. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)

Literature indicates that inclusion of deaf children in mainstream schools is a complex process and that it has eluded many deaf practitioners and education systems for a very long time. New research is, however, pointing to the potential for sign bilingual education as a viable strategy for improving inclusivity of deaf children in mainstream settings. The purpose of the current study was, therefore, to interrogate how sign bilingual education was used as a strategy for inclusion of deaf children in Zimbabwe. The study was premised on Cummins Linguistic Interdependence theory and adopted the mixed methods paradigm which is informed by the philosophy of pragmatism. The sequential explanatory design was utilized and participants were selected using random sampling for the quantitative phase and purposive sampling for the qualitative phase. Questionnaires, face-to-face and focus group interviews (FGIs) were used to elicit data from participants. These data were presented on SPSS generated graphs and analysed using frequency counts, percentages and inferential statistics based on the analysis of Spearman’s Rank Order Correlation Coefficient at 5% level of significance (p=0.005). Consequently, qualitative data were presented as summaries and direct quotes and analysed using thematic and content analyses. The results revealed that the conception, hence the practice of sign bilingual was limited and had challenges, but that it had the greatest potential benefits for inclusion of deaf children in mainstream schools in Zimbabwe. On these bases, the study recommended training of teachers and parents as well as staff development of the teachers and school administrators. The study also recommended adoption of best practices such as early exposure, co-teaching, co-enrolment, multi-stakeholder participation, turning special schools into resource centers for sign bilingual education and inclusion and embracing ICT. A further recommendation pointed to review of policy in line with best practices. Ultimately, the study proposed a framework for sign bilingual education as a strategy for inclusion of deaf children in mainstream schools in Zimbabwe. / Inclusive Education / Ph. D. (Inclusive Education)

Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented. / DEVELOPMENT STUDIES / MA (DEVELOPMENT STUD)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)

Too often, literature on participation in community development is void of the rationale for the participation of teachers; the roles they may play; factors for and against their participation; and strategies for inviting and sustaining their participation. This study examines what could be done to ensure the participation of rural based teachers in community development activities, by exploring these issues. A qualitative design and purposeful sampling are used. The sample consists of information-rich informants from the following five categories: officials of the Rural District Council, non-governmental organisation workers, rural based school teachers, Village Development Committee Chairpersons, and ordinary community members. Interviewing is used as the major instrument of data collection. The study reveals that rural based teachers should participate in community development activities, since they have a wide knowledge base and transferable skills, and they are part of and trusted by the community. It reveals that rural based teachers' participation is deterred by political factors, lack of supportive policies, attitudes, conservativeness, lack of specialized training, and labour issues. Twenty two roles are identified for rural based teachers in community development activities. Strategies for inviting them to participate are: the use of policy, change of attitudes, use of media campaigns, training, and inclusion of community development in tertiary education in general, and teacher education in particular. Strategies for sustaining their participation emerge as: the use of incentives, free time or days off and holding responsible offices. Sixteen recommendations are finally presented. / DEVELOPMENT STUDIES / MA (DEVELOPMENT STUD)

The study sought to find out the determinants of academic performance of female students at a state university in Masvingo Province, Zimbabwe. This study was prompted by the fact that it was established through research that female students are lagging behind in academic performance especially in science subjects. The population comprised all part two to part four female university students at the state university and all the lecturers who teach the female students. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which enabled the researcher to identify the problems, gather facts on factors that determine the academic performance of the female university student in a natural setting. Self-designed interview and focus group discussions were used by the researcher to collect data. Data were analysed in narrative form and thematically. The study revealed that the determinants of academic performance of female university students were gendered cultural codes, the female student’s family background, resources and lecturer attitudes and competencies. The study recommends that policies that emancipate women be put in place. The study also recommends that resources and services such as guidance and counselling be readily available. In addition, institutions of education need to cultivate and nurture positive attitudes in parents, teachers and students towards females. Furthermore, the training of lecturers who are holders of non-teaching degrees is recommended. Finally, a model for the improvement of the academic performance of female university students is proposed. / Psychology of Education / D. Ed. (Psychology of Education)