Thesis (MBA. (Business Administration)) -- University of Limpopo, 2010 / Refer to document

This study is a critical ethnography of my professional career as an educator born and raised in the Shona culture in Zimbabwe. In this metaphysical study I reconstruct a worldview that I consider to be representative of Shona customs and beliefs. Doing this project has challenged my own ethnic identity as I struggled to position myself on the emic-etic continuum. As a young educator, I believed my professional practice was rooted in the high professional ethics of "modern science." Today as I come to the end of this particular journey, I have raised more questions than answers. To what extend does "modern science" represent the worldviews of indigenous people like me? More still, to what extent does the development of knowledge and technology engage rural indigenous communities? Is it possible for rural indigenous communities to achieve sustainable development as outsiders to the "scientific" community? The questions I have raised in this study have led me to understand that the current state of "development" as a concept and discourse needs to be redefined from the perspective of ordinary rural people. Universal notions of development have failed to inform policy makers and researchers on how to solve social problems of poverty and access to basic services like clean water, food, shelter, and affordable health care and education. Globalization as the new manifestation of "modernity" is leading to increased exclusion of disadvantaged communities, mostly women and indigenous rural people, from enjoying the benefits of new knowledge and advanced technology. In this dissertation, I review the main paradigms of community development from 1884 when Africa was officially "christianized" at the Berlin Conference. The epistemology of community development gave me a unique opportunity to propose a grassroots model to community development that I refer to as the "G Community Development" theory (or simply the GCD theory). The GCD theory is grounded in the Zimbabwean context and my woridview. This theory is my tentative approach to make sense of the state of the development of indigenous communities in rural Zimbabwe. Under no circumstances do I seek to generalize the application of this theoretical artifact. / Graduation date: 2004

The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.

The study ofinformation seeking patterns ofdistance learners registered with the Zimbabwe Open University (ZOU) was undertaken with a view to understand the paths taken by the distance learners to identifY, locate and make use ofinformation resources to solve their problems, answer questions or to accomplish given tasks. This study was carried out after the realisation by the Library and Information Service Management that the distance learners were making very little use ofthe library and information resources that were put in place to expressly serve their needs. It was critical for the study to establish the possible causes for this under-utilisation. The study investigated the socio-demographic and academic characteristics ofthe distance learners to verifY the assumption that these characteristics affected the use ofthe LIS. The socio-economic commitments ofthe distance learners were investigated to determine how they impacted on the use ofthe LIS. Factors that possibly prevented the distance learners from using the ZOU LIS were investigated. The CCAUSAL factors included the cost in terms ofboth time and money to get to the LIS due to distance, currency or recency ofthe information, accessibility in terms ofhow easy it was to get to the LIS, usability as it implies the ease ofconsulting the LIS and locatibility ofthe LIS. The study investigated the use ofother information sources and libraries and the CCAUSAL factors that possibly affected the use of them. The results ofthe study revealed that the distance learners registered with the ZOU did follow specific information seeking patterns as a result ofwhat the study's acronym CCAUSASL suggested as factors. For instance, it was shown that on one hand, the distance factor affected 32.4% of the respondents who lived more than 51 kilometres from the LIS and on the other hand it was not much ofa factor for the 34.1% and 32.4% who lived within the 0-10 and 11-20 kilometre ranges respectively. The study sought recommendations from the respondents as the main users ofthe LIS on what Management should do in order to put in place effective and efficient 'open' library systems that meets their requirements as distance learners. Their suggestions together with guidelines from the literature on library service provision in distance learning environments form the recommendations ofthe study. / Thesis (MIS.)-University of Natal, Pietermaritzburg, 2002.

<p>The Human Immune Virus (HIV) and Acquired Immuno Deficiency Syndrome (AIDS) isa pandemic that has worsened the plight of vulnerable communities and environments in Africa. It is estimated that 40,3 million adults and children are living with HIV and AIDS and 3.1 million adults and children died in 2004 in the world. Southern Africa is the most affected region with a very high HIV/AIDS prevalence rate. The primary objective of the proposed study was to examine livelihoods and coping strategies of HIV/AIDS-affected households of Zaka District in Zimbabwe. Attention was given to institutional frameworks for HIV/AIDS interventions as district and village level. A second objective of the study is whether interventions are appropriately aligned and responsive to household livelihoods and coping</p>

The main problem being investigated is why there were such divergent views on the appropriate curriculum for ANC education-in-exile from within the ANC, and in the light of this contestation, what happened in reality to curriculum practice at the institutions. The arguments for Academic, Political and Polytechnic Education are contextualized in the curriculum debates of the times, that is, the 20th century international policy discourse, the African curriculum debates and Apartheid Education in South Africa. This study examines how Academic Education, despite the sharp debates, was institutionalised at the SOMAFCO High School. It also analyses the arguments for and various notions of Political and Polytechnic Education as well as what happened to these in practice at the school. The SOMAFCO Primary School went through three phases of curriculum development. The school opened in 1980 under a ‘caretaker’ staff and without a structured curriculum. During the second phase 1980-1982 a progressive curriculum was developed by Barbara and Terry Bell. After the Bells resigned in 1982, a conventional academic curriculum was implemented by Dennis September, the new principal.

The research investigates whether it is appropriate, practically and theologically, to think of the United Church of Christ in Chipinge, Zimbabwe as a community as set in the struggle against poverty. A number of key questions were asked and explored concerning the context of poverty in Chipinge, the theological grounds for understanding itself as a community asset in the struggle against poverty in Chipinge, and whether the 'asset portfolio' can actually contribute to the eradication of poverty. The thesis is rooted in a contemporary development approach known as Asset Based Community Development which argues that sustainable community life is built on what exists in a community rather than what is lacking. The theory and its relevance are explored in the thesis. Further, drawing on contemporary thinking about missiology and ecclesiology, the thesis argues whether the Church should understand itself as a 'community asset'. This leads to the use of the metaphor taken from Matthew 5: 13, where the people of God are called to be ' the salt of the earth' who would draw others together into a living relationship with God. It is argued that being the salt of the earth requires the Church to take faith into action through utilizing the God given gifts which are available in the Church and Chipinge community. Through a key informant survey of the pastors from seventeen UCC Churches in Chipinge. the thesis demonstrates that the United Church of Christ (UCC) in Chipinge, Zimbabwe, has a range of assets, or what we could call an "asset portfolio" which can and should contribute to the struggle against poverty in the region. / Thesis (M.Th.)-University of KwaZulu-Natal, Pietermaritzburg, 2007.

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This thesis employs Jurgen Habermas’ theory of public sphere as an analytical tool to consider the role played by two popular private newspapers in the struggle for democracy in Zimbabwe, one case from colonial Rhodesia and the other from the post-colonial era. It argues that, functioning under repressive political regimes and in the absence of credible opposition political parties or as a platform for opposition political parties, the African Daily News, between 1956-1964 and the Daily News, between 1999-2003, played a fundamental role in opening up spaces for political freedom in the country. Each was ultimately shut down by the respective government of the time. The newspapers allowed reading publics the opportunity to participate in politics by providing a daily analytical alternative, to that offered by the government and the state media, in relation to the respective political crises that unfolded in each of these periods. The thesis examines both the information policies pursued by the different governments and the way these affected the functioning of private media in their quest to provide an ‘ideal’ public sphere. It explores issues of ownership, funding and editorial policies in reference to each case and how these affected the production of news and issue coverage. It considers issues of class and geography in shaping public response. The thesis also focuses on state reactions to the activities of these newspapers and how these, in turn, affected the activities of private media actors. Finally, it considers the cases together to consider the meanings of the closing down of these newspapers during the two eras under discussion and contributes to the debates about print media vis-a-vis the new forms of media that have come to the fore. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2014.