Zimbabwean Secondary Schools Research Articles

A Collaborative Approach to Promote Sustainable Learning for Vulnerable Learners in Zimbabwean Rural Secondary Schools

Purpose. Many children who attend rural schools are faced with challenges which make them vulnerable. Vulnerability does not only affect those learners, but it also disrupts the teaching and learning process; that is teachers and other learners and the well-being of people in the community. Arguably, the responsibility of supporting learners who are vulnerable so that they can attain an education which is sustainable rests in the hands of the entire community. The purpose of this study was to explore how a collaborative approach utilising community capitals can promote sustainable learning for vulnerable learners in Zimbabwean rural secondary schools. The study used the Community Capitals Framework (CCF) as the analytical framework for the study. Methodology. The study employed a qualitative methodology using Participatory Action Research (PAR) and Critical Emancipatory Research (CER) paradigms. Data were generated through discussion meetings and photovoice with learners, teachers, and parents from two rural secondary schools in Zimbabwe. Fairclough’s (1992) critical discourse analysis principles and a photovoice methodology were used for data analysis. Results. Results show that there is a need to develop a good learning environment, community engagement, and untap opportunities in local capitals to support the vulnerable learners, enhancing sustainable learning. The study also stresses the need for a positive relationship and engagement with communities, alongside leveraging all the types of capital in the community, including human capital, cultural capital, built capital, and social capital to mitigate some of the risks that learners may face. Conclusions. From the study, it is evident that a stakeholder-supported approach and leveraging on community capital is an appropriate way of addressing learner vulnerability and fostering learning in the rural secondary schools in Zimbabwe. The involvement of the community can also be used as a force to encourage the development of an environment conducive to learning that will foster the achievement of the education goals for vulnerable learners.

The Efficacy of Inclusive Education Practices in Zimbabwean Rural Schools: Challenges and Opportunities

Purpose. The purpose of this research is to assess the extent of implementation and the efficiency of inclusive education practices at a selected secondary school in Zimbabwe. Methodology. The study employed a qualitative research design; data was gathered through interviews, and observed responses, from 15 purposive-selected participating teachers, holding different teaching positions. Consequently, the study relied on social learning theory (SLT) to determine how the process of implementing and participatory education for all is in its local context. Results. The results show that although Zimbabwe has robust national legislation that protects the rights of students with disabilities to access inclusive education, the process is plagued by poor physical facilities, lack of appropriate training for teachers, and social prejudice towards people with disabilities. Some of the implementation differences that stood out included the areas of students with disabilities, policy, resources, and teachers. Accordingly, the study concludes that unless teachers in Zimbabwean secondary schools begin to practice inclusive education in a more focused manner, it is unlikely that many of the disabled students will be empowered to participate fully. Conclusions. Among the suggestions are improving physical and communication access to school buildings, and providing on-going staff training on integration, promoting cooperation among the various actors, and the development of sound assessment mechanisms. This study adds to the existing literature on the predictors of effective inclusive education in Zimbabwean secondary schools. It offers implications on how to foster the educational experiences of students with learning disabilities.

Re-visioning Zimbabwe’s Science, Technology, Engineering and Mathematics for Secondary Schools through the Science Teacher Education Programme

The study highlights the necessity of developing innovation, creativity, and scientific competencies among Zimbabwean secondary school learners for their future social and economic engagement and participation. It explored the government’s efforts to enhance access to STEM education through the Science Teaching Education Programme (STEP) for secondary schools. Five STEM lecturers and ten STEM student teachers were purposefully selected to participate in the study. Focus group discussions with respect to student teachers, in-depth interviews with lecturers and on-site observation of the infrastructure were the data collection instruments. The research, employing a phenomenological framework, identified challenges such as resource constraints, inadequate infrastructure, and lecturer turnover as factors threatening the successful implementation of the programme. The study recommended that the government and other educational stakeholders provide additional support and resources for STEM lecturers, such as professional development opportunities, mentorship programmes, and access to cutting-edge technology and tools to produce teachers who can make a difference through the STEP programme. Thus, the study expands knowledge on discourses regarding growing challenges related to the effective institutional provision of STEM education in Zimbabwe. Keywords: College of Education, Science Teaching Education Programme (STEP), Science, Technology, Engineering and Mathematics (STEM), Secondary Schools, Student Teachers, Technology

The nexus between research methodology, classroom data and instructional policy: insights from enacting the Zimbabwe curriculum framework 2015–2022 reforms

ABSTRACT This article explores the nexus among research methodlogy, classroom data and instructional policy enactment through content analysis of lesson transcripts. It is a multiple-case research of four Zimbabwean secondary school geography teachers’ classroom practices. Coded lesson-transcripts and post-lesson teacher-interview transcripts subjected to thematic content analysis yeilded patterns of classroom interaction. Most lessons were teacher dominated question and answer episodes which failed to achieve mandated learner-centred teaching.Teachers relied on recall-type questions while failing to scaffold onto learner contributions for deeper geographical conversations. A weak pedagogical content knowledge partially contributed to this. Content analysis of lesson transactions showed a symbiotic nexus among research methodology, classroom data and instructional policy implementation. Coded classroom data holds opportunities for critcal scrutiny of classroom transactions to gauge instructional policy implementation. Findings suggest succesful instructional policy implementation can benefit from teacher training in content analysis of classroom transactions for reflexive practice.

Rethinking the Role of the Principal in the Strategic Management of Human Capital in Public Secondary Schools in Zimbabwe

Effective leadership and management are at the centre of the strategic management of human capital in education. Principals in schools as organizations promote the effective execution of strategies by coordinating staff members toward accomplishing school goals and objectives to improve student outcomes. Principals are critical in implementing strategic plans and providing a conducive setting for teaching and learning that allows human capital to grow and perform better. Principals must be strategic and forward-thinking by aligning school systems, culture, and processes to achieve all goals. Principals in public secondary schools in Zimbabwe face challenges in strategically managing human capital. Evidence mainly points to the teachers’ low motivation levels and lack of training and coherence in support mechanisms that would enable principals to strategically manage human capital in Zimbabwean schools. Thus, this necessitates the need to rethink the role of the principal. The study aimed to explore ways to rethink and redefine the principal’s role in Zimbabwean schools where education is in crisis. Following an interpretivist paradigm, a qualitative approach using a case study design was employed to gather data. The study found a need for policy change to strengthen the principal’s management and instructional leadership role when managing human capital effectively in schools. Such a bold move would pave the way for an upgrade in principals’ leadership and management capacities so they can effectively manage teacher performance and thereby improve academic performance.

An Analysis of the Textile Technology and Design Subject Operations for Secondary Schools in Zimbabwe

An Analysis of the Textile Technology and Design Subject Operations for Secondary Schools in Zimbabwe

Resistance to the Implementation of Continuous Assessment Learning Activities in Zimbabwean Secondary Schools: What and Why?

This study employed the Systematic Review (SR) methodology to examine the content and reasons for resisting the implementation of Continuous Assessment Learning Activities (CALA) in Zimbabwean Secondary schools. The Overcoming Resistance to Change (ORC) model was exploited as the analytical lenses. The study found that factors such as education, training, communication, participation, cost, motivation and resources determined the acceptance or rejection of the implementation of CALA. The shortage or absence of these elements has resulted in intensified resistance to the implementation of CALA. This study therefore recommends sustained effort in raising the level of education, communication, training, participation and motivation teachers, parents, and learners. In addition, the government of Zimbabwe should increase its support through cost bearing and resources supply as required to meet the demands of CALA.

Effect of the Dialogue and Argumentation Strategy on the Academic Achievement of Ordinary Level Students in Zimbabwe

The purpose of the study was to examine the effect of the dialogue and argumentation strategy on the academic achievement of mathematics students studying the subject at ordinary level. The research strategy used was a descriptive survey. A quantitative approach that used a structured questionnaire for data collection from a sample of 100 O’ level Mathematics teachers was used. Data validation was done using Confirmatory Factor Analysis (CFA). The Structural Equation Modelling (SEM) was used for data analysis. The empirical findings of the study indicated that all the factors of dialogue and argumentation strategy namely: collective teaching, purposeful teaching, supportive teaching, reciprocal teaching, cumulative teaching and pedagogical repertoires have a significant and positive influence on the teaching of ordinary level mathematics. These results demonstrate that the dialogue and argumentation strategy has a significant effect on the academic achievement of ordinary level mathematics students. The main study limitation was that the findings of this study might not be transferable nationally since the study was delimitated to only schools in Gutu district of Masvingo province in Zimbabwe. These results have implications on the effective teaching of ordinary mathematics in secondary schools in Zimbabwe.

Management Systems for Metal Technology and Design Workshop Safety, Health and Environmental Hazards in Selected Secondary Schools in Zimbabwe

Learners using school workshops encounter numerous safety, health and environmental problems. Inadequate and ineffective facilities and equipment expose learners to serious health complications or injuries. Unguarded and uninsulated machine connections have the potential to injure learners. There is risk of serious property damage and injuries due to inconsistent application of safety, health and environments procedures. The Social Learning Theory informed the study anchored with ethnographic research design as located in the interpretivist paradigm. Interviews, observations and documents were data collecting methods. The findings revealed that inadequate teaching resources affected effective teaching and learning on safety, health and environmental practice. The study further revealed that malfunctioning electrical safety equipment exposed learners to injuries. The study recommended that schools provide all the necessary resources to prevent safety, health and environmental accidents. In addition, the study recommended that schools develop an Occupational Health and Safety policy and give someone responsibility for dealing with such issues. The study also recommended that the Ministry of Primary and Secondary Education should include occupational health issues in the existing National School Health Policy.

Academic Challenges Faced by Adolescent Orphans and Vulnerable Children in Manicaland Province in Zimbabwe

This study examined the academic challenges faced by adolescent orphans and vulnerable learners from child-headed households attending secondary schools in Zimbabwe’s Manicaland Province. Learners from homes without parents are becoming more and more prevalent, but no one has yet taken notice of them. Using Vygotsky’s sociocultural theory of human learning as the theoretical lens, the researchers scrutinized the phenomenon. Thirty participants were chosen from four secondary schools in the Chimanimani District for the qualitative research study. In-depth data about the academic challenges faced by adolescents who are orphans and vulnerable children was generated through focus group interviews. The thematic approach was employed in the analysis of data and invaluable themes were identified. Ultimately, the study’s conclusions were as follows; facilitators and learners need constant motivation, parents can help supervise learners’ work, and teachers should have access to professional development opportunities. The results indicate that in order to guarantee high-quality instruction, guidance and counseling teachers should receive support and opportunity for ongoing professional development. By utilizing learner-centered methodologies, the teaching and learning process should integrate learners’ real-world experiences to improve the learners’ comprehension of the learning materials covered in class.

Unpacking Continuous Assessment: Teacher Knowledge and Attitudes in Zimbabwe Rural Secondary Schools

The paper explores the implementation of continuous assessment in the context of teacher knowledge and attitudes in Zimbabwean rural secondary schools. Continuous assessment is a new curriculum assessment regime in the curriculum reform agenda in Zimbabwe introduced in the 2015 updated curriculum.The study defines continuous assessment as the mechanism where thelearner performs over timeconstitutes the final gradingof the learner.The researchers explain the teacher-related implementation challenges in continuous assessment in rural secondary schools in Zimbabwe. Ten teachers and five secondary school heads from Goromonzi District of Mashonaland East Province in Zimbabwe participated in the study. The five participating heads were conveniently selected, while theten teachers were randomly sampled to participate in the case study.Semi-structured questionnaires and in-depth interviews were used to collect qualitative data on rural teachers’ conceptualisationof continuous assessment and how this had shaped their attitudes towardthe concept. The general finding from the study was that the new assessment regime had empowered the teachers to make critical decisions about the students they teach and allow learners to co-create knowledge relevant to their life contexts.However, their concerns were around the absence of knowledgeable professionals in the area who can cascade and message the correct and accurate information regarding the implementation of the assessment reform.The study further found that this weakness in the implementation chain had resulted in negative attitudes of teachers and school heads. The study recommends that the Ministry of Primary and Secondary Education revisit the current continuous assessment to takeon board all educational stakeholders’ concerns for effective implementation of the assessment reform.

Ordinary-level learners errors in solving simultaneous linear equations at a Zimbabwean secondary school

Ordinary-level learners errors in solving simultaneous linear equations at a Zimbabwean secondary school

Policy Reform in a Colonial Setting: A Historical Discourse Analysis of George Stark’s Advocacy for Technical-Vocational Education

Colonial education is often criticized for being conservative, static, oppressive, and irrelevant to the needs and interests of the colonized people. This theoretical paper, however, disrupts the established narrative of condemnation by challenging scholars of curriculum reform to take a fresh look at colonial education policy. This study teases George Stark’s policy of technical-vocational education for Africans by employing critical policy historiography as the theoretical framework and historical discourse analysis as its methodology. Two questions drive this theoretical paper: What were the central tenets of George Stark’s curriculum reform policy in Rhodesia, and what lessons can be drawn from this policy to inform contemporary education reform in Zimbabwean secondary schools? From the research findings, it cannot be disputed that Stark’s reform policy for African education in colonial Rhodesia (now Zimbabwe) was fervently racist and discriminatory, as it was framed within the overarching scope of white hegemony. But his advocacy for a practical technical-vocational curriculum for Africans seems pragmatic, visionary, and prophetic. These findings become more compelling when considering the current clarion call for worldwide technical-vocational education. As if policy planners are scavenging nuggets from Stark’s widely condemned colonial script, the Zimbabwe government is currently piloting a reform initiative to transform secondary education from an academic to a practical-oriented curriculum. In light of these findings, it appears there are several lessons to be drawn from Stark’s colonial policy for technical-vocational education to inform current curriculum reform and practice in Zimbabwe and globally. Keywords: Curriculum reform, colonial education, critical policy historiography, historical discourse analysis, technical-vocational education

The Impact of Spiritual Formation on Young People in Catholic Secondary Schools in Zimbabwe

The purpose of this study is to assess the impact of spiritual formation on Catholic young people in Catholic secondary schools in Zimbabwe. The study seeks to determine the spiritual maturity of young people. The data collection instrument that is used is a questionnaire. The survey is distributed to students who are enrolled in Catholic secondary schools in selected boarding or day schools around the provinces. A sample of 70 students was randomly selected on the basis that they were Catholic. The survey asked the students questions regarding their spirituality (one’ spiritual life) and understanding thereof of spirituality in a Roman Catholic Christian context. Analysis of the survey data is done statistically using SPSS v28.0, and the survey results are reported. The major findings of the inquiry are: First, it is noted that most young people were not entirely familiar with basic scriptures about their discipleship with the Lord. Second, the young people have faith in God as they understand why they need to go to Church voluntarily and not just go as a school requirement. Third, it is not clearly determined whether or not the word they know was solely gained as a product of their school activities or from their family backgrounds at home. Fourth, it can be concluded that the spiritual formation of some young people is also attributed to the Catholic education they received at the schools since Catholic schools’ programmes are designed to address that gap. The major findings of this study showed commitment on the part of young people to a pathway of discipleship of Jesus Christ. The findings also informed on issues affecting the spiritual formation of the young people in Catholic schools, bearing in mind that ‘it is not him that willeth, nor him that runneth, but it is God that sheweth mercy’ (Romans 9:16).

Challenges of Integrating Virtual Learning Practice in Zimbabwe Secondary Schools during Covid-19

COVID-19 brought multiple challenges to the education sector globally. While introduction of virtual learning advanced benefits such as lowered costs of education, greater flexibility, easy access and reduced need for physical infrastructure in economically viable nations, many economically challenged nations in the Global South experienced risks and challenges from online education. This study investigated the challenges faced by the Zimbabwe education sector in integrating effective virtual learning practice into the secondary school system in Harare Metropolitan province since the advent of Covid-19. A triangulation of research methods including an online survey and key informant interviews conducted with curriculum specialists, teachers and learners, and a review of available literature, aided the collection of primary and secondary data for the study. NVIVO and grounded theory were used to analyse and organise the compiled data into thematic data sets, which were in turn used to theorise befitting findings for the study. Study findings established an array of challenges which reinforced each other to hinder effective learning during the lockdown. Substantial academic and policy research has focused on health specific impacts of Covid-19, while a few studies that have explored the effect of Covid-19 on education have not zeroed in on the context specific geopolitical risks of the pandemic on countries with challenged economies. This study seeks to contribute to this knowledge gap. The study proffers recommendations for improving preparedness for virtual learning in secondary schools during crisis times.

Towards the implementation of the ‘School on the Shop Floor’ Curriculum Strategy in Zimbabwe Secondary Schools

The purpose of this study was to unpack why the School on the Shop Floor curriculum strategy has yet to be implemented since its birth in 2015 (Moyo,2015) before the competence-based curriculum was introduced in Zimbabwe Secondary Schools in 2017 (MoPSE,2015). The notion was to unearth the causalities of failure to embrace this educational thrust towards education 5.0’s initiative, teaching, research, community service, innovation, and industrialization by the school heads, heads of departments, and subject teachers. The study was guided by the bottom-up model for policy implementation based on a competence-based education curriculum that hinges on the transformation of society’s lives through innovations and industrialization by Royan and Grayson in 2003. The qualitative case study design was employed, where semi-structured interviews were instituted in data collection from school heads, heads of departments, subject teachers, and training officers. Selected school heads, heads of departments, subject teachers, and training officers were purposively considered to participate in the study. Three subject teachers, three training officers, three heads of departments, and three heads of schools comprised the selected participants. The study findings indicated that inadequate human, capital, and material resources were the major hitches to the implementation of a competence-based curriculum strategy in Zimbabwe secondary schools. The study was evaluated against Education 5.0 with the insertion of innovation and industrialization. All participants lamented the need for public-private partnerships in curriculum design and implementation, shared resources, knowledge, and skills for the benefit of the learners and community. The researcher recommends that the authorities under this Ministry of Primary and Secondary Education, (MoPSE) should observe that all incapacitated schools need to be resourced for the benefit of all the learners regardless of the regional sphere towards the development of the country and the world’s labor force to promote community service and entrepreneurship skills development (ESD).

Integrating ICTs into the Zimbabwean secondary school pre-service teachers' curriculum

The need for nations to enhance their competitiveness by leveraging the imperatives of the Fourth Industrial Revolution (4IR) has seen major shifts in teaching and learning strategies employed globally by educators. Research in Zimbabwean education has pointed to a gap in teachers' competence in the use of information communication technologies (ICTs) for teaching. Using the UNESCO ICT competency for teachers and Bernstein's (2000) theory of the pedagogic device we propose a conceptual framework for the pre-service ICT curriculum at four Zimbabwean secondary school teachers' colleges in relation, in particular, to the complexities present in the nexus of the curriculum's architecture, pedagogy, and delivery context. The framework suggests strategies on how this curriculum could address the gap in the teachers' competencies through effective integration of content, knowledge, skills, technology, and pedagogy into the salient contextual aspects of the country's education sector, given the constraining shortage of ICT resources.

Teacher Concerns on the Uptake of Auto-CAD in the Teaching of Building Drawing in Zimbabwe Secondary Schools: A Case of Masvingo District

Teacher Concerns on the Uptake of Auto-CAD in the Teaching of Building Drawing in Zimbabwe Secondary Schools: A Case of Masvingo District

Using theoretical frameworks to analyze democratic student–teacher engagement and autonomous learning for academic achievement in Zimbabwe

Positive student–teacher engagement that fosters independent and supported learning is the fulcrum for academic success. This paper investigates stakeholder opinions on the intrinsic importance of a democratic student–teacher relationship and autonomous learning in mediating students’ academic progress in Zimbabwean secondary schools. This case study’s qualitative data was gathered through interviews and focus groups. We used Foucault’s theory of power relations and the self-determination theory of motivation to frame our findings. The 40 participants from two secondary schools were general teachers (n = 12), guidance and counseling teachers (n = 2), educational psychologists (n = 2), and form 5 students (n = 24), selected through purposive sampling techniques. The data were analyzed using the thematic content analysis approach. Findings revealed participants’ perceptions that democratic student–teacher relationships and autonomous learning opportunities may serve as a panacea to enhance students’ participation, motivation, and overall academic performance. The study recommends in-service training to teachers regarding policies, directives, and public acts that inform and educate on how student–teacher relationships may be enhanced to foster autonomous learning. Future longitudinal studies could investigate the long-term effects of positive student–teacher engagement and teacher-supported autonomous learning on student academic achievement.

EXPLORING EFFECTIVENESS OF PEER COUNSELLING IN MITIGATING DRUG AND SUBSTANCE ABUSE IN ZIMBABWEAN SECONDARY SCHOOLS: RURAL LEARNERS’ PERSPECTIVE

In rural secondary schools in Zimbabwe, there has been an increase in the number of learners involved in drug and substance abuse. In response, numerous measures among them guidance and counselling have been put in place to mitigate learners against abusing drugs and substances. It is in this context that this study sought to gain insight into the effectiveness of peer counselling strategy as a homegrown remedy to the reduction of drug and substance abuse by rural secondary school learners. It is in this context that the data generation was guided by the qualitative approach. Twenty rural secondary school learners and six stakeholders from different sectors communities who are involved in guidance and counselling initiatives were purposively sampled. Data generated through document analysis and in-depth interviews were analysed according to emerging themes. Findings revealed that in some cases both rural female and male learners are involved in drug and substance abuse as in their interactions they influence each other. Consequently, drug and substance abuse in these rural secondary schools cannot be regarded as a ‘boys’ hazard. Therefore, this called for the need to empower learners in these rural schools through the engagement of all stakeholders in the formulation of the peer counselling strategy. It is against this background that it can be concluded that to a larger extent peer counselling can be an effective strategy in alleviating drug and substance abuse amongst learners in Zimbabwean rural secondary schools. Therefore the following recommendation was made: in rural secondary schools coaching of all stakeholders on the implementation of peer counselling as an instrument to ease off learners' engagement in anti-social conducts should be strengthened.