The objectives of this study were to identify the extension needs of land reform beneficiaries (A1 and A2 farmers) for sustainable land reform, by describing and analyzing the current extension corporation and activities in newly resettled areas. The study was carried out in three districts, namely Kadoma, Chegutu and Zvimba , situated in Mashonaland West province of Zimbabwe. The target population samples for the study comprised of A1 and A2 farmers (N=690) and the extension personnel in the three districts (N=68). The study revealed that there is a distinct difference between A1 and A2 farmers regarding their socio-economic status, education level, farm size, land tenure status, and governance structure. 58.0% of A1 farmers farm on farm sizes that vary between 0.5 – 50ha, while 76.3% of A2 farmers received farm sizes between 51 - 200ha. A1 farmers mainly have obtained only primary level education, while 57.3% of A2 farmers obtained post matric education. In general the A1 farmer households are bigger with 16.2% of the households bigger than 10 members compared to A2 farmers where 31% of the households are smaller than three household members. A1 farmers use permits as tenure instruments which allows them to farm and communally share grazing areas and water sources. A2 farmers use offer letters and 99-year lease which allows them to exclusively use resources on their farms. The tenure instruments that apply to A1 farmers have limitations as farmers cannot use them to borrow operational capital since the land is considered state land. In general A1 farmers are less satisfied than A2 farmers with the current land reform program implemented by the government. According to farmers (A1 and A2) the major constraints preventing them to farm optimally are: frequent droughts, inadequate financial credit, poor availability of production inputs, poor extension services, poor farming knowledge and no farming equipment. Farmers perceived the following stumbling blocks in order of priority to the current land reform program: inadequate credit facilities, unstable political situation, corruption and inefficient extension services. 48.0% of extension officers in the three districts (Chegutu, Kadoma, Zvimba) are between the age of 18-30 years, 64.2% of the extension officers have obtained only a certificate in agriculture, which is causing problems in the role they play as technical advisors to farmers. 86.6% of the extension officers have never attended in-service training to attend to their skills development. The average ratio of extension officer to farmer is 1:250-300, which is internationally acceptable for efficient extension delivery. T&V and FSRE extension approaches are the popular approaches extension staff use, although they are in general not satisfied with these extension approaches being used, due to the little financial support government provides to execute these approaches. There is also very little monitoring of application of the various extension approaches by the department, and there is a lack of commitment on the part of the government. 72.0% extension officers indicated that they have at least weekly contact with farmers, mainly through group meetings. Extension officers perceived their technical as well as extension knowledge to be adequate for efficient extension delivery. The major constraints being faced by extension officers in the three districts are: lack of operational budgets, lack of production inputs for farmers, lack of commitment on the part of the farmers and government, low level of farmers' knowledge about farming practices and climate change. Extension officers perceived the following stumbling blocks in priority order to the current land reform program: corruption, lack of planning, lack of coordination among stakeholder and political interference. A negotiated transition for a land reform program is highly recommended. Proper selection of the land reform beneficiaries and human capital development is a critical component of a sustainable extension system. There is a need of greater participation of private role players in providing of inputs. For this to happen government should allow a free market system. A gradual transformation of extension to self finance system is needed. A levy can be imposed on A2 farmers who are in a stronger economic position, so as to finance some of the operations of extension. Due to difference in socio-economic status between A1 and A2 farmers, a tailor made extension support system needs to be implemented, taking into consideration these differences. There is a need for programmed extension with expected and measurable outputs, which offers options and problem solving strategies, facilitate decision-making and technology adaptation, and a need of attracting more private players in the agricultural extension arena. Also there is a need to employ more female extension officers, so as to improve participation of female farmers and offer in-service training for extension officers is much needed. / Dissertation (MSc Agric)--University of Pretoria, 2013. / gm2014 / Agricultural Economics, Extension and Rural Development / unrestricted

The study describes and evaluates how Grade 7 teachers in the Mashonaland East Province of Zimbabwe used the Step in New Primary Mathematics Grade 7 textbooks in their teaching, and the impact it had on mathematics teaching and learning. The purpose of the study was to investigate how the teachers used the mathematics textbooks and to suggest areas of improvement. These textbooks were distributed to all the primary schools in Zimbabwe in 2010, under the donor-driven Education Transition Fund. This curriculum initiative sought to address the severe textbook shortage and to improve the performance of the learners. The study examined the ways the teachers interacted with and mediated the textbooks in mathematics lessons, what material they used or did not use from the textbook, how they used it, and why they used it in the specific ways. In order to achieve this objective, an empirical study of a sample of grade 7 teachers in the province was undertaken. Social constructivism was the main theory that guided the study. Stratified purposeful sampling was employed to select three out of eight districts in the province, and to select eighteen schools from the three districts for participation in the study. Each district contributed the same number of questionnaire respondents (n=30) and interview respondents (n=2). A mixed methods design, which combined a questionnaire, a semi-structured interview and non-participant lesson observation, was adopted. The results indicated that the use of these textbooks raised the teachers’ and learners’ motivation, created some opportunities for teacher learning, and improved the learners’ performance in mathematics. However, the teachers’ low confidence levels in teaching some topics, the absence of regular staff development programmes, and also textual errors had a negative effect on how the textbooks were used. The teachers did not cover all the textbook content, neither did they demonstrate or encourage the learners to use alternative strategies to solve the problems in the textbooks. A number of teachers showed resistance to the use of these textbooks. This study provided evidence that points to an urgent need for the improved quality of mathematics textbooks, as well as an improvement in the teachers’ competencies, namely by placing greater emphasis on the use of textbooks in pre-service and in-service teacher training programmes. Based on the results of the study, a framework for teachers’ effective resource utilization is proposed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study describes and evaluates how Grade 7 teachers in the Mashonaland East Province of Zimbabwe used the Step in New Primary Mathematics Grade 7 textbooks in their teaching, and the impact it had on mathematics teaching and learning. The purpose of the study was to investigate how the teachers used the mathematics textbooks and to suggest areas of improvement. These textbooks were distributed to all the primary schools in Zimbabwe in 2010, under the donor-driven Education Transition Fund. This curriculum initiative sought to address the severe textbook shortage and to improve the performance of the learners. The study examined the ways the teachers interacted with and mediated the textbooks in mathematics lessons, what material they used or did not use from the textbook, how they used it, and why they used it in the specific ways. In order to achieve this objective, an empirical study of a sample of grade 7 teachers in the province was undertaken. Social constructivism was the main theory that guided the study. Stratified purposeful sampling was employed to select three out of eight districts in the province, and to select eighteen schools from the three districts for participation in the study. Each district contributed the same number of questionnaire respondents (n=30) and interview respondents (n=2). A mixed methods design, which combined a questionnaire, a semi-structured interview and non-participant lesson observation, was adopted. The results indicated that the use of these textbooks raised the teachers’ and learners’ motivation, created some opportunities for teacher learning, and improved the learners’ performance in mathematics. However, the teachers’ low confidence levels in teaching some topics, the absence of regular staff development programmes, and also textual errors had a negative effect on how the textbooks were used. The teachers did not cover all the textbook content, neither did they demonstrate or encourage the learners to use alternative strategies to solve the problems in the textbooks. A number of teachers showed resistance to the use of these textbooks. This study provided evidence that points to an urgent need for the improved quality of mathematics textbooks, as well as an improvement in the teachers’ competencies, namely by placing greater emphasis on the use of textbooks in pre-service and in-service teacher training programmes. Based on the results of the study, a framework for teachers’ effective resource utilization is proposed. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Magister Artium (Development Studies) - MA(DVS) / The establishment of the Dotito-Muchenje irrigation project was an endeavour initiated by the Government of Zimbabwe, to empower local people. It was done to improve the livelihoods of the people. However, despite the launch of the project, socio-economic challenges remain pressing issues. The inability to make decent livelihoods continues to affect rural farmers, resulting in the scheme being unable to be fully-functional. The problems thus undermine the capability of the project to address poverty and inequality, which was core to the project initiation. This research focuses on an outcome assessment of the irrigation project as it relates to the livelihoods of people in the Dotito rural communal area. Both quantitative and qualitative methodologies were used in the study. Twenty-four farmers, out of a possible ninety farmers, were selected to complete questionnaires. Radom sampling was used to identify and select participants. Data collection was done using interviews, questionnaires and observations. Analyses were done using descriptive statistics. Tables and graphs were presented based on the information gathered from the farmers. The research findings show that the Dotito-Muchenje irrigation scheme partly managed to empower the local people. Some of the indicators used include: employment creation, income generation, and changes to the socio-economic livelihoods of beneficiary farmers. However, lack of support and the prevailing economic situation are among the many challenges that make it difficult for the farmers to achieve their full potential in terms of improving their livelihoods. Another challenge relates to water availability. Irrigation pumps at the irrigation scheme use electricity to supply water needed by the farmers, thus there is inadequate water supply. This is because the electricity supply has long been cut-off due to the arrears accumulated by the farmers. It has rendered the irrigation partially functional, resulting in low productivity. The low crop yield makes it difficult to fully address the food security situation for the people. While others blame the situation on the land reform, based on evidence from development practitioners and farmers interviewed, the unsuccessfulness of the irrigation could be attributed to lack of project tracking (monitoring and evaluation) by government. It is in this context that intervention by the government, non-governmental organizations and the Zimbabwe Electricity Supply Authority, is recommended to ensure the viability and sustainability of the irrigation scheme and facilitate its positive impact on rural livelihoods.

This study considered indigenisation to involve a process of making the local people `feel at home' in their Church. The ministry of early catechists such as Bernard Mizeki and Frank Ziqubu was crucial in showing the fact that the Anglican Church was not necessarily a church for Europeans only, but for the indigenous people as well. After this first generation of catechists there were numerous indigenous catechists who also ministered in the Diocese of Mashonaland by way of preparing people for the different sacraments found in the Anglican Church. On the other hand the training of the indigenous people for the ordained ministry was also another significant step in the process of indigenisation in the Diocese of Mashonaland. In this regard theological institutions such as St Augustine's Seminary in Penhalonga Manicaland, St Peter's Seminary Rossettenville in Johannesburg and St John's Seminary in Lusaka provided the much needed training. This study also revealed that although the Diocese of Mashonaland had an indigenous person at its helm in 1981, it remained European in several facets of its life. Although translations as a form of indigenisation started from the beginning of the Diocese of Mashonaland and continued right up to 1981, it seems it actually crippled the local indigenous peoples' innovativeness and ingenuity. In addition indigenous musical instruments also took sometime before they could be accepted in divine worship. On the other hand local art and décor as well as local architectural expressions took time to be incorporated into the Diocese of Mashonaland. However few early European missionaries such as Arthur Shirley Cripps and Edgar Lloyd tried to implement local architecture and décor in their churches in Daramombe and Rusape respectively. This study has also established that although the Anglican Diocese of Mashonaland got indigenous leadership by 1981, its liturgy, theology as well as its Acts and Canons remained European. / Christian Spirituality, Church History and Missiology / D. Div. (Church History)

This study considered indigenisation to involve a process of making the local people `feel at home' in their Church. The ministry of early catechists such as Bernard Mizeki and Frank Ziqubu was crucial in showing the fact that the Anglican Church was not necessarily a church for Europeans only, but for the indigenous people as well. After this first generation of catechists there were numerous indigenous catechists who also ministered in the Diocese of Mashonaland by way of preparing people for the different sacraments found in the Anglican Church. On the other hand the training of the indigenous people for the ordained ministry was also another significant step in the process of indigenisation in the Diocese of Mashonaland. In this regard theological institutions such as St Augustine's Seminary in Penhalonga Manicaland, St Peter's Seminary Rossettenville in Johannesburg and St John's Seminary in Lusaka provided the much needed training. This study also revealed that although the Diocese of Mashonaland had an indigenous person at its helm in 1981, it remained European in several facets of its life. Although translations as a form of indigenisation started from the beginning of the Diocese of Mashonaland and continued right up to 1981, it seems it actually crippled the local indigenous peoples' innovativeness and ingenuity. In addition indigenous musical instruments also took sometime before they could be accepted in divine worship. On the other hand local art and décor as well as local architectural expressions took time to be incorporated into the Diocese of Mashonaland. However few early European missionaries such as Arthur Shirley Cripps and Edgar Lloyd tried to implement local architecture and décor in their churches in Daramombe and Rusape respectively. This study has also established that although the Anglican Diocese of Mashonaland got indigenous leadership by 1981, its liturgy, theology as well as its Acts and Canons remained European. / Christian Spirituality, Church History and Missiology / D. Div. (Church History)

The study investigated the use of mobile phones in disseminating information on agriculture to the farming community of Mashonaland West Province of Zimbabwe, with a view to improving the coverage gap created by the available initiatives. Relevant literature on the available and successful mobile phones agricultural information dissemination platforms were extensively reviewed, taking into consideration the Mashonaland West Province farmers’ information needs. Formats, channels and sources currently being used to transmit agricultural information to farmers were investigated. Barriers to the use of mobile phones in transmitting agricultural information were as well investigated. Data was gathered on the farmers’ access to mobile phones and ownership of mobile phones. The survey research methodology was used for data collection because the research involved a large sample in a widespread geographical area. Quantitative research approach was used and questionnaires were used for data collection. The respondents for the study comprised farmers, network providers and other agricultural stakeholders in the province. A sample of 384 farmers, and 13 network providers and other stakeholders participated in the survey. Quantitative data was analysed using the the SPSS software while the little qualitative data which was available was analysed through content analysis. The findings of the study indicated that farmers in Mashonaland West Province of Zimbabwe were willing to get updates on agricultural information via cell phones. However, majority of the farmers could not afford the high mobile data tariffs being charged by network service providers, and the costs of subscription charged by the available agricultural information dissemination platforms. The study mainly recommended that the government should establish mobile phone agricultural information dissemination platforms that can be accessed by farmers for free or that which will charge affordable rates. The study adds to the existing knowledge on how mobile phones can be used in disseminating agricultural information to farmers. / Information Science / D. Inf. (Information Science)

The theology of empire is a critical theme that dates back many centuries. This research work is inspired by that of Eusebius of Caesarea who was emphatic in his support for the Roman Empire under Constantine during the first part of the fourth century of our common era. It could be said that appealing to such a theme in a colonial context marred by gross injustices yet premised on gospel imperatives as they guide the progress of a given church is not only challenging but interesting as well. By using the Diocese of Mashonaland as our referral case, the idea is to interrogate how the influence of Eusebius’ approach to history could be prevalent even in our time. By putting Anglican missionaries on the spotlight, who worked in the Diocese of Mashonaland, from the early 1890s up to 1979, an attempt is made to analyse their activities and attitudes, the way historians favourable to their venture narrated the Church’s progress and related matters. One major question leading all the analyses made in this context is to what extent could we justify the claim that the spirit of Eusebius is behind the Mashonaland Anglican Church narratives and attitudes? This question naturally leads us to bring in other perspectives that are linked to the socio-economic developments of the country, the political dispensations defining issues of governance, and the overall impact these had on racial matters given the critical reference to Christianity and civilisation. Historians and others who help us to appreciate this context are therefore taken to task as to whether they could be trusted unconditionally. The theology of empire is therefore allowed to dictate the way we could interrogate those who opt to ignore gross injustices that the Church in this context did not challenge in any conclusive manner. The history of the Diocese of Mashonaland from this perspective is therefore an interesting narrative. Our work that looks at the period between 1890 and 1979 leaves us with a lot of curious questions that call for further scholarly investigation within the same Mashonaland Anglican context. / Christian Spirituality, Church History and Missiology / D. Th. (Church History)

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)

The overall performance of secondary schools in Zimbabwe has been of grave concern to all stakeholders in education. Several reasons for this downward trend have been proffered but perhaps without getting to the bottom of the problem. Poor student achievement at ordinary level (O-level) in most schools, including schools that seem to have adequate facilities and qualified teachers, is experienced every year. The purpose of the study was to examine and explore the instructional leadership roles of the secondary school principal towards quality school improvement in Zimbabwean schools with specific reference to Harare and Mashonaland East provinces. The research methodology that was employed was the qualitative design drawing from case and ethnographic studies to collect data from the participants. A total of ten secondary schools, their heads, and fifty teachers from the same selected schools took part in the study. While parents were not directly involved in the study, the few that l came across during visits to schools were asked for their views as seen appropriate. The research instruments that were used included qualitative document analysis, interviews and qualitative observations. Each of the ten secondary schools was visited at least eight times for the purposes of collecting and verifying data. While field notes were made during visits, an audio tape was used during interviews in order to capture what was said word for word. The results indicate that for effective instructional leadership that improve quality of schools, heads needed to exercise both instructional and managerial roles effectively. However, the findings of the study indicated that heads tended to concentrate on managerial roles and performed instructional roles indirectly although these have a direct focus on quality school improvement. School principals in the study spent a lot of their time outside the school attending meetings called for by District and Provincial Education officials and other activities that did not seem to directly impact on quality school improvement. Instructional leadership is about spending a lot of time with teachers and students in the school and in particular in classrooms, among other things. As a result, teachers in the study lacked motivation and greatly missed opportunities to be assisted by the ‘’head teacher’’ which would translate to teacher growth and development and ultimately, school improvement. Instructional leadership was relegated to heads of departments. Heads attributed their failure to perform instructional tasks to lack of appropriate interventions to improve their leadership roles, too many meetings and too much paper work which they felt needed to be reduced so that they could be able to focus on instructional leadership tasks. / Educational Leadership and Management / D. Ed. (Education Management)