The existence of security breaches in most spheres of modern society has caused loss of property and life. Some of these losses are so big that they eventually cripple organisations they affect. There is a need for private security within the South African context. Private security is executed through various security strategies. In most cases, companies operate with both contract and in-house security personnel on site. Regardless of the strategy adopted, companies continue to experience a variety of security risks. Therefore, swift transformation is needed in the security industry. To achieve this, appropriate security strategies will be necessary to overcome security risks. This study was directed by its aim and objectives. The aim was to evaluate contract and in-house security strategies in order to recommend the appropriate strategy to be used in security programmes. This aim was achieved through the sum of its outlined objectives. The first research objective was to establish the advantages and disadvantages of contract and in-house security. The second objective was to examine the effectiveness of contract and in-house security strategies, and the third to recommend appropriate security strategies to be used in security programmes. This study evaluated contract and in-house security in a registered security company located in Johannesburg, South Africa. A qualitative inquiry was implemented, and a case study approach was used to conduct the research study. The research study combines both literature and empirical research to reach its findings and make its recommendations. While there are 500 employees in the company, the sample was made up of 38 participants. A non-probability sampling method was adopted, and a purposive sampling method was used to select the participants. Furthermore, a face-to-face semi-structured interview schedule that included probing questions was used to collect data. The participants were targeted based on their knowledge and experience in issues surrounding management, policy, and security strategies. The sample consisted of 10 employees in the management category, 13 human resources employees and 15 security employees. The findings of this study were wide, but specific to the context in which it was researched. The advantages and disadvantages of contract and in-house security were comprehensively explored and narrated. This was done through a review of the literature and the raw data obtained from the research participants. The study determined the effectiveness of the two security strategies within the milieu of the case study under study. Furthermore, the study determined that there is no conclusive answer with regards to the most appropriate security strategy to be used. This chosen strategy is dependent on the specific security requirements. Once these requirements have been outlined, the specific strategy can be chosen, namely: contract security, in-house security or a hybrid approach. Recommendations are surplus to the findings of the study. The findings of a research study often go beyond the aim and objectives it set out to achieve. This study produced findings wider than the context of its predetermined aim and objectives and that are relevant to role players within the security industry. / Ukuba khona kwezenzo zokuphula amahlelo wezokuphepha emikhakheni eminengi yomphakathi wesimodeni sekubangele ukulahleka kwepahla nepilo. Ezinye zezehlakalo zalokhu kulahleka kwepahla ngendlela kukukhulu ngakho kuze kubulala neenhlangano ezithintekako. Kunesidingo sehlelo lezokuphepha langasese ngaphakathi kobujamo beSewula Afrika. Ihlelo lezokuphepha langasese/langeqadi Ihlelo lezokuphepha langeqadi lisetjenziswa ngamano ahlukeneko. Esikhathini esinengi, iinkampani zisebenza ngabasebenzi besivumelwano sesikhatjhana (contract) nabasebenzi bezokuphepha abahlaliswe esikhungweni esisodwa. Ngaphandle kokuqala amano amukelweko, iinkampani ziragela phambili nokuhlangabezana neengozi zokuphepha ezahlukahlukeneko. Yeke-ke, ihlelo elirhabileko lamatjhuguluko liyadingeka ebubulweni lezokuphepha. Ukuphumelela kilokhu, kuzokufuneka amano wezokuphepha afaneleko ukuze kuqedwe iingozi kezokuphepha. Leli rhubhululo belirholwa phambili mnqopho neenhloso zalo. Umnqopho kwakukuhlola ikontraga kanye namano wezokuphepha okwenziwa esikhungwini esisodwa ukuze kunconywe amano afaneleko okufanele asetjenziswemkumaphrogremu wezokuphepha. Lo mnqopho wafikelelwa ngeenhloso zoke zeminqopho zawo eyendlaliweko. Irhubhululo lokuthoma kwakukuhloma amathuba amahle kanye namathuba amambi wehlelo lezokuphepha eliyikontraga nelingaphakathi kwesikhungo. Umnqopho wesibili kwakukuhlolisisa ukusebenza kuhle kwamano wekontraga namano wezokuphepha ezisesikhungwini, kanti umnqopho wesithathu kuncoma amano afaneleko wezokuphepha ukobana asetjenziswe kumaphrogremu wezokuphepha. Leli rhubhululo lihlole ihlelo lezokuphepha lesivumelwano/sekontraga nelesikhungo kukhamphani yezokuphepha etlolisiweko enzinze eJohannesburg, eSewula Afrika. Iphenyisiso elidzimelele kukhwalithi lisetjenzisiwe ukwenza isifundo serhubhululo. Isifundo serhubhululo sihlanganisa yomibili imitlolo yobukghwari kanye nerhubhululo eliphathekako ukufikelela kulwazi belenze iincomo zalo. Njengombana kunabasebenzi abama-500 kukhamphani, isampuli yenziwa ngabadlalindima abama-38. Indlela yezampula i-non-probability sampling yalandelwa, kanti kusetjenziswe indlela yesampuli enehloso i-purposive sampling isetjenziselwe ukukhetha abadlalindima. Ngaphezu kwalokho, itjhejuli yehlolombono equntwe phakathi yokuqalana ubuso nobuso efaka imibuzo ephenyako isetjenziswe ukubuthelela idatha. Abadlalindima bebakhethwa ngokuqala ilwazi labo kanye nelwazi elimalungana neendaba zokuphatha, umthethomgomo kanye namano wezokuphepha. Isampuli beyinabasebenzi abali-10 esigabeni sezokuphatha, 13 yabasebenzi bomnyango wezokuqatjhwa kwabasebenzi kanye nabasebenzi abali-15 bezokuphepha. Ilwazi elitholakeleko laleli rhubhululo belinabile, kodwana linqophe ikakhulukazi ebujameni lapho irhubhululo lenziwa khona. Ubuhle nobumbi bamahlelo wezokuphepha wekontraga newesikhungwini ahlolisiswe begodu acocwa ngendlela enabileko. Lokhu kwenziwe ngokubuyekezwa komtlolo wobukghwari kanye nedatha ehlaza etholakele kubadlalindima berhubhululo. Irhubhululo liveze ukusebenza kuhle kwamano amabili wezokuphepha ngaphakathi kobujamo (milieu) besibonelorhubhululo (case study) ngaphasi kwesifundo serhubhululo. Ngaphezu kwalokho, irhubhululo liveze ukuthi akunapendulo yinye esiphetho malungana namano afaneleko wezokuphepha okufanele asetjenziswe. La mano akhethiweko adzimelele phezu kweemfuneko ezithileko zokuphepha. Ngemva kobana iimfuneko lezi sezendlaliwe, amano athileko angakhethwa, wona ngilawa: ihlelo lezokuphepha lekontraga, ihlelo lezokuphepha langendleni nanyana indlela ehlanganisiweko. / U vha hone ha matavhi a tsireledzo kha masia manzhi a tshitshavha tsha zwino ho vhanga ndozwo kha ndaka na matshilo. Dzinwe dza ndozwo idzi ndi khulwanesa dzine dza fhedzisela dzi tshi khou hotefhadza zwiimiswa zwine zwa khou zwi thithisa. Hu na thodea ya tsireledzo ya phuraivethe kha nyimele ya Afrika Tshipembe. Tsireledzo ya phuraivethe dzi shumiswa kha zwitirathedzhi zwa tsireledzo zwo fhambanaho. Kha nyimele nnzhi, khamphani dzi shuma na vhuvhili ha vhashumi vha khonthiraka na vha tshiimiswa kha vhupo. Zwi si na ndavha na tshitirathedzhi tshine tsha khou shumiswa, khamphani dzi bvela phanda na u tshenzhela khohakhombo dza tsireledzo dzo fhambanaho. Nga zwenezwo, hu khou todea tshanduko nga u tavhanya kha ndowetshumo ya tsireledzo. U swikelela izwi, zwitirathedzhi zwo teaho zwa tsireledzo zwi do vha zwa ndeme u kunda khohakhombo dza tsireledzo. Tsedzuluso iyi i do sedza kha ndivho na zwipikwa zwayo. Ndivho ho vha u ela zwitirathedzhi zwa tsireledzo ya khonthiraka na ya tshiimiswa u itela u themendela zwitirathedzhi zwo teaho u shumiswa kha mbekanyamushumo dza tsireledzo. Ndivho yo swikelelwa nga kha tshivhalo tsha zwipikwa zwo bviselwaho khagala. Tshipikwa tsha u thoma tsha thodisiso ho vha u bveledza vhudi na vhuvhi ha tsireledzo ya khonthiraka na ya tshiimiswa. Tshipikwa tsha vhuvhili ho vha u tola u shuma ha zwitirathedzhi zwa tsireledzo ya khontiraka na ya tshiimiswa, na tsha vhuraru u themendela zwitirathedzhi zwo teaho zwa tsireledzo zwine zwa do shumiswa kha mbekanyamushumo dza tsireledzo. Tsedzuluso yo tola tsireledzo ya khontiraka na ya tshiimiswa kha khamphani ya tsireledzo yo nwaliswaho ine ya wanala Johannesburg, Afrika Tshipembe. Ho shumiswa maitele a khwaḽithathivi, na maitele a thodisiso o shumiswa u ita ngudo dza thodisiso. Ngudo ya thodisiso yo tanganyisa manwalwa na zwithu zwi re khagala u swikelela mawanwa ayo na u ita themendelo dzayo. Musi hu na vhashumi vha 500 kha khamphani, tsumbonanguludzwa dzo bveledzwa nga vhadzheneleli vha 38. Ho shumiswa kuitele kwa tsumbonanguludzwa dza vhadzheneleli vhane vha si fhiwe zwikhala zwine zwa edana, na u shumisa kuitele kwa tsumbonanguludzwa ho sedzwa vhukoni kha vhadzheneleli. U isa phanda, kha u kuvhanganya data ho shumiswa inthaviwu ya u tou livhana zwifhatuwo ya mbudziso dzo tou u dzudzanywaho ine ya katela na u vhudzisa mbudziso. Vhadzheneleli vho tiwa ho sedzwa ndivho na tshenzhemo zwavho, kha mafhungo ane a kwama ndangulo, mbekanyamaitele, na zwitirathedzhi zwa tsireledzo. Tsumbonanguludzwa dzo vhumbwa nga vhashumi vha 10 kha khethekanyo ya ndangulo, 13 u bva kha vhashumi vha zwiko zwa vhashumi na vhashumi vha tsireledzo vha 15. Mawanwa a ngudo heyi o tandavhuwa, fhedzi o dodombedza nyimele ye ha itwa thodisiso khayo. Vhudi na vhuvhi ha tsireledzo ya khonthiraka na ya tshiimiswa zwo wanulusa na u talutshedzwa nga vhudalo. Hezwi zwo itwa nga kha u sedzwa hafhu ha manwalwa na data i songo vanganyiwaho ye ya waniwa u bva kha vhadzheneleli vha vhatodisisi. Thodisiso yo ta u shuma ha zwitirathedzhi zwa tsireledzo zwivhili fhethu ha ngudo nga fhasi ha ngudo. U ya phanda, ngudo yo ta uri a hu na phindulo yo khwathisedzwaho zwi tshi da kha tsireledzo yo teaho nga maanda ine ya fanela u shumiswa. Tshitirathedzhi tsho nangiwaho tsho ditika nga thodea dza tsireledzo dzo tiwaho. Musi thodea idzi dzo no bviselwa khagala, tshitirathedzhi tsho tiwaho tshi nga nangiwa, tshine tsha vha: tsireledzo ya khonthiraka, tsireledzo ya tshiimiswa, kana maitele o tanganelaho. Themendelo ndi zwo salaho kha mawanwa a ngudo. Mawanwa a thodisiso dza ngudo tshifhinga tshothe a fhira ndivho na zwipikwa zwo vhewaho u zwi swikelelwa. Ngudo heyi yo bveledza mawanwa o tandavhuwaho u fhira nyimele ya ndivho na zwipikwa zwo tiwaho u thoma o teaho kha vhashelamulenzhe kha ndowetshumo ya tsireledzo. / Security Risk Management / M. Tech. (Security Management)

The purpose of this study was to explore the practice of quality control in the onscreen marking (OSM) environment of Biology (5008) examinations between 2013 and 2017. Examination marking is gradually being migrating from paper-based marking (PBM) to OSM in a bid to improve the efficiency and quality of marking. The Zimbabwe School Examinations Council (ZIMSEC) introduced OSM for some O Level subjects in June 2012, in a context characterised by a persistent economic crisis, patchy internet coverage, erratic power supplies and low digital literacy, among other challenges. The Council encountered some difficulties related to quality control, which triggered this qualitative instrumental single case study that was informed by the ontology, epistemology, methods and axiology of the constructivist philosophy. Data were collected through face-to-face and focus group interviews on the WhatsApp platform with 4 subject managers, 11 senior markers and 18 normal markers, and through document review. The findings of the study suggest that the quality of marking was influenced by the context in which the examinations were marked. The socio-political climate that prevailed in Zimbabwe impacted on the technological infrastructure for the OSM and the digital literacy of the examination personnel. The capacity of the examiners to work in the OSM environment was influenced by knowledge and skills transfer from training and standardisation to the live marking. The quality of marking was monitored by the seeds approach to script moderation, automatically generated reports and audit trails, and escalation of problem scripts. It was also influenced by the structure of the question papers, cognitive demands of the questions and mark schemes on the examiners, spaces provided for candidates’ responses and mark scheme features such as language and marks to marking points ratio. The assessment framework provided by the syllabus guided the design and marking of Biology examinations. From these findings, a framework that could guide the practice of quality control in the OSM environment was formulated. OSM technology could enhance the quality of marking Biology examinations, thereby eliminating challenges associated with PBM. Some of the opportunities were, however, reduced by the challenges encountered during the OSM of the examinations. It is recommended that ZIMSEC put in place policies and procedures that could guide specific quality control activities in the OSM environment and establish computer centres in the provincial capital towns. The Council could also consider benchmarking examiner recruitment, training and standardisation procedures with international examination authorities. / Tsvakurudzo ino yanga yakananga kuvandudza nharaunda yemakwenyero ebvunzo kubudikidza nemichina pachidzidzo cheBhayaroji, 5008 pakati pemakore a2013-2017. Vandudzo iyi iri kuuya zvishoma nezvishoma kubva pakukwenya pamapepa zvichienda mukukwenya nemichina (on screen marking :OSM ) nechinangwa chekuda kukwenenzvera mhando yebasa rezvekukwenya . Bazi rebvunzo reZimbabwe School Examinations Council (ZIMSEC) rakavarura kukwenya kubudikidza nemichina (OSM) kubvunzo dzedanho reOdhinari revhuru muna Chikumi 2012 , mumamiriro anozivikanwa ematambudziko ezveupfumi, masaisai eindaneti asingavimbiki anouya zvigamba zvigamba , magetsi asingawanikwe nguva dzose, nezivo yezvemichina muvakwenyi isina kupararira pakati pezvimwe zvimhingamupini. Kanzuru yezvebvunzo yakasangana nemamwe matambudziko ane chokuita nounaku hwezvemakwenyerwe ebvunzo hwakakonzera kuti paitwe tsvakurudzo ino yezveudzamu (qualitative) muchinzvimbo chiduku chakasarudzwa (case study) yaitungamirirwa nemaziviro evacho vanoona nezvekukwenya bvunzo (interpretivist epistemology) nemaziviro okuti chokwadi chinosiyana nekusiyana kwenharaunda nokuti chigadzirwa chevarimukati mekukwenya (constructivist ontology), nekuumba mufungo kubudikidza neumboo huchabuda mutsvakurudzo (inductive theory) nenzira nezvinokosheswa nenharaunda mukuumba ruzivo (constructivist philosophy). Umboo hwetsvakurudzo hwakawanikwa kubudikidza nebvunzurudzo ine udzamu padungamunhu nemumapoka nekupindurana padare reWatsiApu nevanotungamira zvidzidzo (Subject managers ) vana , zvidza mune zvokukwenywa bvunzo gumi neumwe, nevamwewo vakwenyi gumi nevasere uye kuongorora magwaro. Mamiriro ezvemagariro nematongerwo enyika mu / Ihloso yaleli rhubhululo bekukuphenya indlela ikhwalithi elawulwa ngayo ngehlelo lokutshwaya ngekhomphyutha kwe enhlahlubo zeBhayiloji (5008) phakathi komnyaka ka-2013 no-2017. Ukutshwaywa kwe enhlahlubo kancanikancani kuyasuka ehlelweni lokutshwaya iphepha ngesandla (PBM) kuya ehlelweni lokutshwaya ngekhomphyutha (OSM) ngomzamo wokuthuthukisa umsebenzi omuhle kanye nokuletha iqophelo eliphezulu lokutshwaya. Hlangana nezinye iintjhijilo, UMkhandlu wezokuTshwaywa kwe eNhlahlubo eZimbabwe (Zimbabwe School Examinations Council) (ZIMSEC) sewungenise ihlelo le-OSM kwezinye iimfundo zesigaba sika-O Level ngenyangaka Mgwengweni 2012, ngaphasi kobujamo obumbibe zomnotho, kobujamo obumaratha be-inthanedi, obuqokeme kobokuphakelwa ngegezi kanye na ngaphasi kwezinga eliphasi lefundo ye dijithali. UMkhandlu uhlangabezene nobunye ubudisi obumalunga nanokulawulwa kwekhwalithi, okubujamo obukhwezelele isizathu sokobana kube nerhubhululo linye elisebenzako elisebenzisa indlela yerhubhululo yekulumo, kanti lokhu kwabangelwayi-ontholoji, i-ephistemoloji, iindlela zerthubhululo kanye ne-akziyoloji yefilosofi i-constructivist philosophy. Idatha ibuthelelwe ngendlela yehlolombono yokubuza umuntu ngamunye ubuso nobuso kanye nokubuza iinqhema zabantu ezinqotjhiwe kokukundla yezokucocisana, i-WhatsApp platform kanye nabaphathi beemfundo aba-4 subject managers, abatshwayi abakhulu abali-11, kanye nabatshwayi abajayelekileko abali-18, kanti lokhu kwenziwa ngokubuyekeza umtlolo. Ilwazi elifumane keerhubhululweni liphakamisa kobana izinga lekhwalithi lokutshwaya laba nomthintela wobujamo/wendawo lapho iinhlahlubo zatshwaywa khona. Ubujamo bezehlalakuhle yabantu kezepolotik iebebusezweni leZimbabwe laba nomthelela phezu komthanga lasisekelo wethekinoloji, kanti kwathinta abasebenzi behlelo le-OSM kanye nezinga lefundo yedijithali. Amandla wekghono labatshwayi lokusebenza ebhodulukweni le-OSM lalilawulwa kudluliselwa kwelwazi kanye namakghonofundwa ukusukela ekubandulweni kanye nokwenza izinto ngendlela efanako ehlelweni elibonakala ngamehlo lokutshwaya. Izinga lokutshwaya lalitjhejwe yindlela yokulinganiswa kwamaphepha atshwayiwako, ihlelo le-seeds approach to script moderation, kanti ihlelwe lingokwalo lihlanganisa imibiko begodu lilandelela ukuhlolwa, kanti goduli yakwazi nokuveza amaphepha ane miraro. Leli hlelo begodula lilawulwa sisakhiwo sephepha lemibuzo, lilwazi elifunekako ephepheni lemibuzo kanye namaskimu wamaksi phezu kwabatshwayi bamaphepha, iinkhala ezenzelwako bana abafundi baphendulele kizo kanye namaskimu wokutshwaya okunje ngelimi kanye namamaksi asesilinganiswe nisamamaksi, phecelezi-marking points ratio. Isakhiwo sokuhlola sinikelwa yisilabhasi, okungiyo eyikombandlela yedizayini kanye nokutshwaywa kwe enhlahlubo zeBhayiloji. Ngalelilwazi elitholakeleko, kukghonakele ukuthi kutlanywe isakhiwo ebesingabayi kombandlela yendlela engalandelwa ukulawula ikhwalithi ebhodulukweni ye-OSM. Ithekinoloji ye-OSM beyinga siza izinga lokumakha iinhlahlubo zeBhayiloji, ngalokho lokhu bekungaphungula iintjhijilo ezihlobene nehlelo le-PBM. Nanyana kunjalo, amanye amathuba, aphungulwazi intjhijilo ekuhlangabezenwe nazo nakutshwaywa iinhlahlubo zehlelo le-OSM. Kuye kwa tjhukunyiswa ukobana i-ZIMSEC izene mithethomgomo kanye ne enkambiso ezingabayikombandlela elayela imisebenzi ethile koyokulawulwa kwekhwalithi ebhodulukweni le-OSM kanye nokuhloma iinkhungo zekhomphyutha kumadorobhahloko we emfunda. UMkhandlu begodu ungatjheja yokubeka izinga lokuqatjhwa kwabatshwayi, lokubandulwa kanye nehlelolokwenza izinto ngendlela efanako neyamaziko we entjhabatjhaba alawula iinhlahlubo. / Science and Technology Education / D. Phil. (Education)

Text in English, abstract in English, Shona and Xhosa / The purpose of this study was to explore the practice of quality control in the onscreen marking (OSM) environment of Biology (5008) examinations between 2013 and 2017. Examination marking is gradually being migrating from paper-based marking (PBM) to OSM in a bid to improve the efficiency and quality of marking. The Zimbabwe School Examinations Council (ZIMSEC) introduced OSM for some O Level subjects in June 2012, in a context characterised by a persistent economic crisis, patchy internet coverage, erratic power supplies and low digital literacy, among other challenges. The Council encountered some difficulties related to quality control, which triggered this qualitative instrumental single case study that was informed by the ontology, epistemology, methods and axiology of the constructivist philosophy. Data were collected through face-to-face and focus group interviews on the WhatsApp platform with 4 subject managers, 11 senior markers and 18 normal markers, and through document review. The findings of the study suggest that the quality of marking was influenced by the context in which the examinations were marked. The socio-political climate that prevailed in Zimbabwe impacted on the technological infrastructure for the OSM and the digital literacy of the examination personnel. The capacity of the examiners to work in the OSM environment was influenced by knowledge and skills transfer from training and standardisation to the live marking. The quality of marking was monitored by the seeds approach to script moderation, automatically generated reports and audit trails, and escalation of problem scripts. It was also influenced by the structure of the question papers, cognitive demands of the questions and mark schemes on the examiners, spaces provided for candidates’ responses and mark scheme features such as language and marks to marking points ratio. The assessment framework provided by the syllabus guided the design and marking of Biology examinations. From these findings, a framework that could guide the practice of quality control in the OSM environment was formulated. OSM technology could enhance the quality of marking Biology examinations, thereby eliminating challenges associated with PBM. Some of the opportunities were, however, reduced by the challenges encountered during the OSM of the examinations. It is recommended that ZIMSEC put in place policies and procedures that could guide specific quality control activities in the OSM environment and establish computer centres in the provincial capital towns. The Council could also consider benchmarking examiner recruitment, training and standardisation procedures with international examination authorities. / Tsvakurudzo ino yanga yakananga kuvandudza nharaunda yemakwenyero ebvunzo kubudikidza nemichina pachidzidzo cheBhayaroji, 5008 pakati pemakore a2013-2017. Vandudzo iyi iri kuuya zvishoma nezvishoma kubva pakukwenya pamapepa zvichienda mukukwenya nemichina (on screen marking :OSM ) nechinangwa chekuda kukwenenzvera mhando yebasa rezvekukwenya . Bazi rebvunzo reZimbabwe School Examinations Council (ZIMSEC) rakavarura kukwenya kubudikidza nemichina (OSM) kubvunzo dzedanho reOdhinari revhuru muna Chikumi 2012 , mumamiriro anozivikanwa ematambudziko ezveupfumi, masaisai eindaneti asingavimbiki anouya zvigamba zvigamba , magetsi asingawanikwe nguva dzose, nezivo yezvemichina muvakwenyi isina kupararira pakati pezvimwe zvimhingamupini. Kanzuru yezvebvunzo yakasangana nemamwe matambudziko ane chokuita nounaku hwezvemakwenyerwe ebvunzo hwakakonzera kuti paitwe tsvakurudzo ino yezveudzamu (qualitative) muchinzvimbo chiduku chakasarudzwa (case study) yaitungamirirwa nemaziviro evacho vanoona nezvekukwenya bvunzo (interpretivist epistemology) nemaziviro okuti chokwadi chinosiyana nekusiyana kwenharaunda nokuti chigadzirwa chevarimukati mekukwenya (constructivist ontology), nekuumba mufungo kubudikidza neumboo huchabuda mutsvakurudzo (inductive theory) nenzira nezvinokosheswa nenharaunda mukuumba ruzivo (constructivist philosophy). Umboo hwetsvakurudzo hwakawanikwa kubudikidza nebvunzurudzo ine udzamu padungamunhu nemumapoka nekupindurana padare reWatsiApu nevanotungamira zvidzidzo (Subject managers ) vana , zvidza mune zvokukwenywa bvunzo gumi neumwe, nevamwewo vakwenyi gumi nevasere uye kuongorora magwaro. Mamiriro ezvemagariro nematongerwo enyika mu / Ihloso yaleli rhubhululo bekukuphenya indlela ikhwalithi elawulwa ngayo ngehlelo lokutshwaya ngekhomphyutha kwe enhlahlubo zeBhayiloji (5008) phakathi komnyaka ka-2013 no-2017. Ukutshwaywa kwe enhlahlubo kancanikancani kuyasuka ehlelweni lokutshwaya iphepha ngesandla (PBM) kuya ehlelweni lokutshwaya ngekhomphyutha (OSM) ngomzamo wokuthuthukisa umsebenzi omuhle kanye nokuletha iqophelo eliphezulu lokutshwaya. Hlangana nezinye iintjhijilo, UMkhandlu wezokuTshwaywa kwe eNhlahlubo eZimbabwe (Zimbabwe School Examinations Council) (ZIMSEC) sewungenise ihlelo le-OSM kwezinye iimfundo zesigaba sika-O Level ngenyangaka Mgwengweni 2012, ngaphasi kobujamo obumbibe zomnotho, kobujamo obumaratha be-inthanedi, obuqokeme kobokuphakelwa ngegezi kanye na ngaphasi kwezinga eliphasi lefundo ye dijithali. UMkhandlu uhlangabezene nobunye ubudisi obumalunga nanokulawulwa kwekhwalithi, okubujamo obukhwezelele isizathu sokobana kube nerhubhululo linye elisebenzako elisebenzisa indlela yerhubhululo yekulumo, kanti lokhu kwabangelwayi-ontholoji, i-ephistemoloji, iindlela zerthubhululo kanye ne-akziyoloji yefilosofi i-constructivist philosophy. Idatha ibuthelelwe ngendlela yehlolombono yokubuza umuntu ngamunye ubuso nobuso kanye nokubuza iinqhema zabantu ezinqotjhiwe kokukundla yezokucocisana, i-WhatsApp platform kanye nabaphathi beemfundo aba-4 subject managers, abatshwayi abakhulu abali-11, kanye nabatshwayi abajayelekileko abali-18, kanti lokhu kwenziwa ngokubuyekeza umtlolo. Ilwazi elifumane keerhubhululweni liphakamisa kobana izinga lekhwalithi lokutshwaya laba nomthintela wobujamo/wendawo lapho iinhlahlubo zatshwaywa khona. Ubujamo bezehlalakuhle yabantu kezepolotik iebebusezweni leZimbabwe laba nomthelela phezu komthanga lasisekelo wethekinoloji, kanti kwathinta abasebenzi behlelo le-OSM kanye nezinga lefundo yedijithali. Amandla wekghono labatshwayi lokusebenza ebhodulukweni le-OSM lalilawulwa kudluliselwa kwelwazi kanye namakghonofundwa ukusukela ekubandulweni kanye nokwenza izinto ngendlela efanako ehlelweni elibonakala ngamehlo lokutshwaya. Izinga lokutshwaya lalitjhejwe yindlela yokulinganiswa kwamaphepha atshwayiwako, ihlelo le-seeds approach to script moderation, kanti ihlelwe lingokwalo lihlanganisa imibiko begodu lilandelela ukuhlolwa, kanti goduli yakwazi nokuveza amaphepha ane miraro. Leli hlelo begodula lilawulwa sisakhiwo sephepha lemibuzo, lilwazi elifunekako ephepheni lemibuzo kanye namaskimu wamaksi phezu kwabatshwayi bamaphepha, iinkhala ezenzelwako bana abafundi baphendulele kizo kanye namaskimu wokutshwaya okunje ngelimi kanye namamaksi asesilinganiswe nisamamaksi, phecelezi-marking points ratio. Isakhiwo sokuhlola sinikelwa yisilabhasi, okungiyo eyikombandlela yedizayini kanye nokutshwaywa kwe enhlahlubo zeBhayiloji. Ngalelilwazi elitholakeleko, kukghonakele ukuthi kutlanywe isakhiwo ebesingabayi kombandlela yendlela engalandelwa ukulawula ikhwalithi ebhodulukweni ye-OSM. Ithekinoloji ye-OSM beyinga siza izinga lokumakha iinhlahlubo zeBhayiloji, ngalokho lokhu bekungaphungula iintjhijilo ezihlobene nehlelo le-PBM. Nanyana kunjalo, amanye amathuba, aphungulwazi intjhijilo ekuhlangabezenwe nazo nakutshwaywa iinhlahlubo zehlelo le-OSM. Kuye kwa tjhukunyiswa ukobana i-ZIMSEC izene mithethomgomo kanye ne enkambiso ezingabayikombandlela elayela imisebenzi ethile koyokulawulwa kwekhwalithi ebhodulukweni le-OSM kanye nokuhloma iinkhungo zekhomphyutha kumadorobhahloko we emfunda. UMkhandlu begodu ungatjheja yokubeka izinga lokuqatjhwa kwabatshwayi, lokubandulwa kanye nehlelolokwenza izinto ngendlela efanako neyamaziko we entjhabatjhaba alawula iinhlahlubo. / Science and Technology Education / D. Phil. (Education)