University Of Zimbabwe Research Articles

The Implications of COVID-19 on Catholic Education at the Catholic University of Zimbabwe: The Case of Bulawayo Campus 2019–2023

The main aim of this article is to unravel the implications of the COVID-19 pandemic on Catholic education at the Catholic University of Zimbabwe (CUZ), Bulawayo campus. The research, qualitative in nature, has been guided by the importance of Catholic education nationally. It has interrogated the effects of COVID-19 on that educational system. It does emerge quite prominently that Catholic education is key, and it is important in the lives of many citizens. The researcher establishes that the distinctive features of Catholic education have been part of the Bulawayo campus community. It is also shown that the implications of COVID-19 have been at two extremes. The researcher has managed to establish problems that were created by the pandemic such as the disruption in liturgy, learning and living daily life in an environment inspired by Jesus Christ. Furthermore, the history of the Catholic presence in Zimbabwe has played an important role in developing citizens, from the colonial era to the present day. The practices rooted in the principles of the church have been lived and practiced by many. Post-COVID-19 life slowly returned, and the researcher has managed to unravel factors that previously affected the lives of students and members of staff. Respondents highlighted changes and improvements in their well-being following the easing of lockdown (since March 2023) in relation to the values of Catholic education. Life in the “new normal” has brought hope as worship through Mass and other platforms of human contact have led to the cross-fertilisation of ideas amongst members of the university. The Catholic education features that were affected by the pandemic have been restored. In that regard, it can be argued that the restoration of traditional ways of doing things—the post-COVID-19 era—has brought hope to the CUZ community in Bulawayo and that it will produce men and women who will be morally upright citizens. Such citizens will use their knowledge to better the world following the principles acquired from a Catholic Education. Recipients of Catholic education have expressed optimism in the importance of being part of the Catholic community in its multi-faceted dimensions.

The Teaching and Learning of Sign Language at the University of Zimbabwe

This study examined the teaching and learning of Zimbabwean Sign Language at the University of Zimbabwe (UZ) in order to ascertain the extent to which the University guarantees the educational linguistic human rights of deaf and hearing impaired students. To this end, the study employed document analysis, non-participant observations and semi-structured interviews with purposively sampled officials at the UZ and deaf and hearing impaired students. The study established that the University does not have explicitly written, collated and consolidated language policies. The covert language policies do not guarantee deaf and hearing impaired students’ access to education in Sign Language or other forms of communication suitable for them. The University’s Disability Support Services does not have resource persons to assist deaf and hearing impaired students. In subtle ways which include proscription, avoidance, neglect and non-recognition of Sign Language, deaf and hearing impaired students are linguistically excluded at the UZ. The study therefore recommends that the University should adopt inclusive language policies which guarantee educational linguistic human rights for deaf and hearing impaired students. This will ensure that the University implements the provisions of Sections 6 (3) (b) – (4), 22 (3) (c) and 63 of the Constitution of Zimbabwe which uphold the respect for linguistic human rights.

Formulating finger millet (Eleusine coracana L) and cowpea (Vigna unguiculata) food blend for enhanced micronutrients for children below 5 years

Malnutrition of children under 5 years is a public health concern because it is the most vulnerable stage of child’s growth where its impact results in long term health conditions such as stunting, wasting, obesity and poor cognitive development. This study aimed at developing a Rapoko-Cowpea porridge blend to enhance dietary micronutrients among children below the age of 5 years and assess its sensory acceptability. A mixed methods research approach was adopted consisting of a quasi- experiment and a cross sectional survey. Vendors from Mbare market were clustered based on the source of their finger millet and cowpea grains (Masvingo, Murewa, Gokwe). A Completely Randomised Design (CRD) was used with three treatments (blends) replicated three times. Proximate analysis was done using standard AOAC methods. Compared to cowpea, finger millet had the highest levels of carbohydrates (78.12g/100g), iron (8.7mg/100g), zinc (3.77mg/100g). Results also show that 75:25. Rapoko-Cowpea blend ratio had the ability to meet WHO daily nutrient requirements for children under the age of 5 years. Blend ratio of Rapoko: cowpeas (75:25) had the highest carbohydrates (69.41g/100g), protein (25.64g/100g), zinc (1.74mg/100g), iron (5.14mg/100g), energy (411.37kcal), and vitamins (0.11 mcg RAE) with RaCoB1 blend having the lowest nutrient composition. Results have showed that finger millet (Rapoko), cowpeas and RaCoB (Rapoko-Cowpea blend) blends have high macro and micronutrients (iron and zinc) to support daily nutritional requirements of children below the age of 5 years and may help in addressing malnutrition. Sensory evaluation was done with 100 panellists from the University of Zimbabwe and of the three blends, a 75:25 ratio was the most preferred (90.88%). Further studies need to analyse the effects of anti-nutritional factors, bioavailability of nutrients, shelf life of the food blend and commercialization potential of RaCoB blends. The government is therefore encouraged to provide agronomic support for increased productivity of small grains and pulses through improved research and extension. There is a need to develop a policy at national level that promotes blending of cereals and pulses as well as innovative small scale food processing initiatives through private-public partnerships. Key words: Children under 5 years, Cowpea, food blending, Malnutrition, Micronutrients, Rapoko, Sensory evaluation

Pharmacy students' attitudes and beliefs about spirituality and spiritual care in professional education in Zimbabwe

IntroductionA majority of Zimbabweans are religious and/or spiritual. Spirituality and spiritual care (SC) are important parts of patient care. The study's objective was to investigate pharmacy students' attitudes/beliefs about spirituality and SC in pharmacy education and practice in Zimbabwe. MethodsThis cross-sectional descriptive nationwide study gathered data from pharmacy students at the University of Zimbabwe (UZ) and Harare Institute of Technology. The 38-item survey measured students' spirituality and SC perspectives and their religious and demographic characteristics. ResultsMost respondents were Christian (89%), female (54%), and attended the UZ (63%). Slightly over half agreed/strongly agreed that they “would like to undertake coursework that will make them competent in providing SC to patients” (52%), SC education would improve their clinical performance (51%), and education that promotes spiritual well-being or integration will make them more empathetic and compassionate practitioners (63%). Pharmacy students also believed that more education on spirituality should be given to pharmacy students (48%), SC is an important part of pharmacy practice (74%), “discussing patients' spiritual or religious beliefs can improve the pharmacist-patient relationship” (74%), and anticipated to incorporate spirituality into professional practice upon graduation (50%). ConclusionsMost pharmacy students in Zimbabwe considered themselves spiritual/religious and had positive perceptions about spirituality and SC in pharmacy education and practice. There was a positive association between students' personal religiosity and their beliefs about SC. Students anticipated that SC would be incorporated into their education and future professional practice and indicated they wanted more education and training to feel competent in SC.

A framework for the entrenchment of intellectual property (IP) information services in Zimbabwe's university libraries

The study investigates the current status of Intellectual Property (IP) information services in Zimbabwe's university libraries. The study employed a quantitative approach. An online questionnaire was used to collect data from a sample of 69 library professionals employed at 20 university libraries which are full members of the Zimbabwe University Libraries Consortium (ZULC). Findings show that the current focus of the surveyed institutions is on providing scientific research support services (18); disseminating/sharing university research output (14); and copyright activities (12). More specialised IP information services such as IP education and training, patent information services, IP consulting services, IP online service platforms, and web-based IP information services are largely unavailable in Zimbabwean university libraries. Results reveal that the underlying challenge in the development of IP information services in Zimbabwe's university libraries is insufficient IP knowledge among academic librarians, which is exacerbated by inadequate IP management frameworks in university institutions. The study proposes a framework for the entrenchment of IP information services in Zimbabwe's university libraries.

Modeling authentic multivariate assessment in art and design teacher education curriculum

Assessment is a critical construct in programing and instruction. It is one of the means of accountability that is conceived within the broader context of authentic performance. This paper discusses assessment strategies that are being used in art and design teacher education programmes amid ongoing curricula reforms in teachers' colleges in Zimbabwe. Findings reveal that colleges are using diverse assessment strategies to index student performance. These include critique of student exhibitions, portfolio assessment, pre-issue examinations, and controlled examinations, all of which are operationalised within an internal and external moderation framework and dialogical engagement among stakeholders. The study proposes the inclusion of candidate interviews and deliberate student self-assessment as part of a comprehensive art programme to enhance the development of higher-order cognitive and metacognitive skills that are critical in enhancing aesthetic judgment and performative art.

Transformative Learning Experiences of the Vocationally Interested and Vocationally Disinterested Pre-Service Teachers in Teacher Training Colleges in Zimbabwe

Transformative Learning Experiences of the Vocationally Interested and Vocationally Disinterested Pre-Service Teachers in Teacher Training Colleges in Zimbabwe

Higher Education Institutions’ Sustainable Development towards Agenda 2030: A Global Goals in Policy and Curriculum

A shift in Higher Education (HE) for sustainable development towards achieving Agenda 2030 Global goals is required in Africa for HE to be in alignment with global sustainability agenda. A major transformation in HE needs to occur across all disciplines to ensure addressing Agenda 2030 Global goals. The main objective of the study was to evaluate how Higher Education institutions have gone towards attaining Agenda 2030 on sustainable development. The specific objectives were to: examine the interplay of structure, culture and agency in achieving Agenda 2030; find out why universities are failing to propel themselves towards the agenda; identify mechanisms and strategies that can be taken to enhance the achievement of the goals; examine the level of preparedness of Higher Education management in achieving Education for Sustainable Development (ESD) and the role stakeholder should play in strengthening the achievement of ESD. Data was collected through interviewing deans, lecturers and administrators from the National University of Science and Technology, Midlands State University and the University of Zimbabwe. While efforts have been made to move towards ESD many structural, agential and challenges were found across universities including growing number of students, lack of financial support, absence of ESD strategy in institutions and others. Further, institutional administrative structures are rigid and immune to innovation. Several recommendations are made including funding to enable a reorganisation of HE structures that will propel the achievement of ESD.

English

In the face of increased competition for water resources, optimal irrigation scheduling is necessary for sustainable development of irrigated agriculture. However, the most favourable irrigation scheduling has many constraints and conflicting objectives and deals with an environment which has a lot of uncertainty. In this study, a comparative approach was undertaken for irrigation scheduling using Aquacrop 5.0 and the Cropwat 8.0 FAO models using data from a case study at Thornpark station, University of Zimbabwe, Zimbabwe from 2014 to 2017 in which the maximum net benefits of yield and water use efficiency were obtained based on soil, crop, meteorological data, normalised CO2 and field management. The maximum irrigation requirement predicted by Aquacrop was at 555.3 mm, for Cropwat it was at 675.0 mm per cropping season. The yield predicted by the Cropwat model was 2.93 t h-1a versus a yield of 3.40 t h-1 for Aquacrop. The water productivity stood at 0.94 kg m-3 for Cropwat and for Aquacrop it was at 0.97 kg m-3. Under the scenarios presented and other conditions of study, Aquacrop 5.0 produced optimum results for a tomato crop during the hot and dry season in Harare. Key words: Water productivity, drought, dynamic climate data, precision irrigation, precision agriculture, Cropwat, AquaCrop.

OP28 Health Technology Assessment: A Situation Analysis Of Zimbabwe

IntroductionWith ever increasing burden of disease and limited resources, health technology assessment (HTA) is required for efficient resources allocation and priority setting in healthcare. The objective of this study was to establish the baseline HTA evidence generation and use in Zimbabwe.MethodsIn 2019, we convened a stakeholder workshop on HTA at the University of Zimbabwe. Presentations on HTA processes, current healthcare reimbursement model, priority setting in the Ministry of Health and selection of medicines into the treatment guidelines, were done by the experts. We adapted the Health Intervention and Technology Assessment Program questionnaire for situational analysis of HTA introduction at national level and administered it among the workshop participants. We report the baseline information on HTA situation, the need, demand and supply of HTA in Zimbabwe obtained from the presentations and responses from workshop participants.ResultsA total of 33 participants attended the workshop. Participants indicated that there is no formal HTA agency or process in Zimbabwe. The selection of medicines into treatment guideline is determined by disease burden, safety, efficacy and cost data, and it is done by a group of experts. The Association of Healthcare Funders of Zimbabwe (AFHOZ) reported that private healthcare funders use resource-based relative value scale system to determine tariffs and reimbursement levels. The regulator requires safety, efficacy and product quality data for the registration of medicines. Transparency in decision-making, registration of heath technology and formulation of essential medicines and treatment guidelines were reported as the major needs of HTA. The major users of HTA outputs were reported as medicines regulator, AFHOZ and Ministry of Health. Key suppliers of HTA evidence are academic and clinical research institutions and healthcare workers. Lack of training in health economics was cited as the major challenge to supply of HTA evidence.ConclusionsThere is a need to institute a formal, systematic and transparent processes of determining value of health technologies.

How does the work environment affect court interpreters working in Zimbabwe's magistrates courts?

This study investigated stress factors caused by the working environment, and stress coping, by court interpreters in Zimbabwe. The research adopted a case study approach anchored on a mixed-methods design. The researchers planned to collect data for the study through focus group discussions, interviews, document analysis, and questionnaires. However, due to the Covid-19 environment in the country at the time of the study, an online questionnaire, virtual focus group discussions and telephonic interviews were used to collect data from the research participants. The study participants were court interpreters at Marondera Magistrates Court, and BA Honours Translation and Interpretation students at the University of Zimbabwe who were attached at various magistrates courts in the country as part of their industrial attachment. Among the main stress factors identified by the study are autonomy, the workload, insufficient resources, poor organisation of work, and working hours. Court interpreters were found to experience fatigue, back pain, headaches, and throat irritation. Task-oriented coping was identified as one predominant coping style used by study respondents. The study recommends that court interpreter training programmes should include content on the impact of common stressors, and provide self-care education, because court interpreters must be able to identify and address the negative impacts of such stressors at an early stage, to avoid it affecting their physical and mental health. The results of the study are, therefore, a valuable contribution to translation and interpreting studies, stress research, and the human factors in court interpreting.

Contributor biographies

Contributor biographies

Exercise Paucity and Sedentary Routines: Genocide Conduits to Health Impairments in Adult Academics at Great Zimbabwe University

Obesogenic disorders have become a global spotlight that presents manifold challenges on healthcare systems. This study explored sedentary and obesity-oriented trends among Great Zimbabwe University staff in Masvingo. The Human Movement Conceptual Framework underpinned this descriptive study which hinged on the quantitative approach. Its population comprised 100 participants from which 30 male and female academic adults from Great Zimbabwe University School of Education Department were drawn through stratified random sampling. A questionnaire characteristic of WHO s' Global Physical Activity was used to collect data that is presented on tables. Emerging findings revealed overweight and obesity as problematic issues with high prevalence rates of physical redundancy among the adult population. Sedentary lifestyle tendencies significantly affected adult staff members’ physiological health aspects. Emerging findings revealed deficiencies of habitual training frequencies with aerobic-orientations among members, hence a physically latent workforce. The study recommends adults to develop habitual health and fitness training routines and behaviors to abate obesity-overweight trends. Sedentary and high calorific patterns subjugating adults to cardiovascular and atherosclerotic risks and disorders need substantial reductions through multi-systemic and multi-modal fitness regimes to promote health and exercise habits. Re-purposed high intensity progressive aerobic-oriented training dosages are necessary to reduce intramuscular fat levels, physiological frailty, oesteo-articulature impairments and to enhance intra-motor unit efficiencies.

On Campus HIV Self-Testing Distribution at Tertiary Level Colleges in Zimbabwe Increases Access to HIV Testing for Youth

PurposeHIV self-testing allows youth to access testing outside of healthcare facilities. We investigated the feasibility of peer distribution of HIV self-testing (HIVST) kits to youth aged 16–24 years and examined the factors associated with testing off-site rather than at distribution points. MethodsFrom July 2019 to March 2020, HIVST kits were distributed on 12 tertiary education campuses throughout Zimbabwe. Participants chose to test at the HIVST distribution point or off-site. Factors associated with choosing to test off-site and factors associated with reporting a self-test result for those who tested off-site were investigated using logistic regression. ResultsIn total, 5,351 participants received an HIVST kit, over 129 days, of whom 3,319 (62%) tested off-site. The median age of recipients was 21 years (interquartile range 20–23); 64% were female. Overall, 2,933 (55%) returned results, 23 (1%) of which were reactive. Being female (adjusted odds ratio [aOR] 1.16, 95% confidence interval [CI] 1.03–1.31), living on campus (aOR 1.24, 95% CI 1.09–1.40), used a condom at last sex (aOR 1.44, 95% CI 1.26–1.65), and previous knowledge of HIVST (aOR 1.22, 95% CI 1.09–1.37) were associated with off-site testing. Attending a vocational college and teachers training college compared to a university was associated with choosing to return results for those who tested off-site (OR 2.40, 95% CI 1.65–3.48, p < .001). DiscussionHIVST distribution is an effective method of reaching a large number of youth over a short period of time. Efforts to increase awareness and roll out of HIVST on campuses should be coupled with support for linkage to HIV prevention and treatment services.

About The Author

About The Author

An assessment of knowledge, attitudes and perceptions of great Zimbabwe university students towards COVID-19 vaccination-Zimbabwe

&lt;p&gt;&lt;strong&gt;Background&lt;/strong&gt;: Vaccination is one of the most effective measures to prevent the spread of COVID-19. However, the knowledge, attitudes and perceptions of the intended population towards vaccination is important for successful implementation of the exercise. The objective of the study was to assess the knowledge, attitudes and perceptions of Great Zimbabwe University students towards COVID-19 vaccination.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods:&lt;/strong&gt; An online survey was conducted from 01 November to 17 December 2021 by requesting students to complete a questionnaire which was set up using Google forms. The generated link was shared on student portals.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results:&lt;/strong&gt; The most common source of information on COVID-19 vaccination was social media. The majority of the respondents demonstrated their knowledge of how COVID-19 is transmitted and indicated that they would take the COVID-19 vaccine if it is available. Most respondents indicated that they would encourage family/ friends/relatives to get vaccinated. About 87% were worried about being infected with COVID-19 and 26.4% were hesitant to get COVID-19 vaccine. Over 68 % perceived that vaccination would stop the spread of COVID-19. About 81% feared that there was a high risk of getting infected with COVID-19 at the university.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions:&lt;/strong&gt; The majority of university students intended to get the COVID-19 vaccine; The sources of information cited by the students should be prioritized in disseminating COVID 19 vaccination information. These findings can help the Ministry of Health plan for future efforts to increase vaccine uptake that may eventually lead to herd immunity against COVID-19.&lt;/p&gt;

Education Delivery in Higher Learning Institutions during the Times of Covid-19: A Case Study of the Great Zimbabwe University

This study examined the pedagogic or teaching and learning experiences of institutions of higher learning during the COVID-19 period, with particular emphasis on the Great Zimbabwe University in Zimbabwe. The study was guided by the case study research design. The study involved 37 students and 13 lecturers. Results showed that some respondents missed part of their lectures and submission of assignments some were apprehensive about missing their graduation while others struggled to pay the tuition. Further, it was revealed that while the WhatsApp platform proved cheapest and most popular amongst students and lecturers, a number of challenges were faced, including lack of orientation on the adopted learning platforms, unpredictable power supply and garget breakdowns which might have affected student grades. Results also showed that GZU provided limited data bundles, masks and sanitizers to lecturers during COVID-19. The recommendations of the study include the establishment on an institutional policy that addresses and curbs the negative impact of emergency periods. It is further recommended that loans, bursaries and scholarships be introduced. The study finally recommends that there be a concerted effort of stakeholders towards ensuring adequate provision of resources to curb the impact of lockdowns and other emergencies.

Impact of collaborative health education and leadership programme on pharmacy education in Zimbabwe

To ameliorate the impact of brain drain on quality of education at the University of Zimbabwe, the Health Education Advanced Leadership in Zimbabwe (HEALZ) programme was implemented in 2012. The authors present a retrospective narrative review of the pharmacy educators’ activities under the programme, and the impact on pharmacy education. Five pharmacy educators were enrolled into the one-year programme between 2016 and 2020. The programme consisted of three intensive one-week face-to-face sessions focused on health professions education. In between the sessions, the educators conducted needs’ assessments to establish gaps in pharmacy training and developed curricula in the areas of herbal medicine, snakebites, drug-herb interactions, oncology, and health economics. Thereafter, they delivered seven conference abstracts and nine continuing professional development training sessions. The pharmacy educators are now working on transferring the HEALZ programme to the two new pharmacy training institutions, to strengthen the pharmacy education workforce across the country.

ENGINEERING CURRICULUM CHANGES IN HIGHER AND TERTIARY EDUCATION: A CASE OF ONE POLYTECHNIC COLLEGE IN ZIMBABWE

Whist there are abundant studies on the challenges of implementing curricular changes in schools, less information apparently appears to be available on the challenges of implementing the same in engineering at polytechnic colleges in Zimbabwe. To bridge this gap in knowledge, this study sought to analyse the challenges emanating from implementing curriculum changes in engineering at one polytechnic college in Zimbabwe. The aim was to determine how these challenges effected teaching and learning of engineering courses as well as suggesting strategies to enhance the same. The population in this study comprised of all the 107 lecturers in the department of engineering at Harare Polytechnic in Zimbabwe. The study employed the quantitative research methodology and adopted a descriptive survey design. It utilised stratified sampling to select a sample of 74 lecturers from the engineering department. The study utilised a questionnaire with both open-ended and closed-ended questions to gather data. The study revealed that the addition of non-core subjects in the engineering curriculum added more work to the detriment of the core subjects. Lack of lecturer consultation, resources and staff development were among the challenges cited as affecting the effectiveness of teaching and learning of the new engineering curriculum. The study recommends that there be stakeholder engagement and an evaluation of the impact of the intended engineering curriculum changes before their implementation to mitigate against the negative effects of such changes.

AN ANALYSIS OF INSTITUTIONAL MANAGEMENT CHALLENGES FACED BY CHURCH-RUN INSTITUTIONS AS A RESULT OF CORPORATE GOVERNANCE

Church run institutions face a host of challenges in their quest to execute their mandate. This study sought to analyse the challenges faced by church run institutions in Zimbabwe. The study investigates some critical challenges faced by church run teachers’ colleges in Zimbabwe. The study employed a manifold case study research design to allow for an in-depth study of phenomenon. Three church run teachers’ colleges were studied as they offer rich insights on the study under review. The research study used an interpretivist paradigm which is located in the qualitative approach. The interpretivist paradigm is concerned with understanding the world as it is from experiences of the informants. The paradigm was the most suitable for this study as it allowed for the researcher to use qualitative data collecting techniques such as interviews, focus group discussions and document analysis. This study used a purposive sampling technique as it allowed selection of informants with rich experiences of (CRTCs), subsequently, three principals, three student representative councils, three Church Education Secretaries and three human resources (HR) officers were selected to participate in this study. The study showed that the interplay of following bodies namely education Boards, advisory councils, church main councils, the University of Zimbabwe and the Ministry responsible for tertiary institutions pose a potential challenge as managers of these church run institutions grapple with a seemingly a surmountable task to satisfy the needs and interests of each entity. The results also showed that the existing policies and procedures of both the responsible authority and the ministry pose a challenge as both entities have their own expectations which they would not want compromised. From the findings, there is a worrying factor with regards to recruitment of staff, as the church, whenever there is a vacancy especially for lecturers, they would naturally want to have somebody from within their system. The church would want their members to be given an opportunity above other competitors and that disturbs the way the institution is run because management will want the best qualified person. So, nepotism was identified as a big challenge for the institution that leads to another challenge of labour issues. The study concluded and recommended engagement of all stakeholders including the student body in the management of church-run teachers’ colleges.