Schools In Zimbabwe Research Articles

Interrogating Myths Surrounding Sex Education in Zimbabwean Schools: Lessons to be Learned from Ndebele Traditional Literature/Oral Traditions

Sex education is one of the most divisive aspects of the school curriculum in Zimbabwe. It is shrouded in myths and controversies—with some parents, culturists and religious groups asserting that it can contribute to immorality among learners. Others even go to an extent of claiming that sex education in primary and secondary schools should not be allowed as culturally it is a taboo to discuss issues of sex with teenagers. However, an analysis of traditional Ndebele literature seems to tell a different story. Therefore, the purpose of this article is to deliberate on these so-called taboos and claims, and to establish where the Ndebele culture stands with regards to sex education. The article critiques the Ndebele traditional literature/oral traditions, which boasts riddles, folktales, proverbs and wise sayings and even praise poetry, which are so rich in sex education.

Efficacy of teacher education institutions and primary schools in teacher preparation in Zimbabwe

The purpose of this generic qualitative study was to examine the efficacy of teacher education institutions (TEIs) and schools in Zimbabwe in regard to partnering for the delivery of teacher education. Data were collected through semi-structured interviews and a focus group discussion (FGD) involving 24 participants and comprising student teachers, college lecturers and mentors. The findings revealed that there was a framework for TEI-schools collaboration in teacher preparation. The efficacy of the partnership was, however, undermined by such factors as inadequate attention being accorded to various aspects that are considered to be central to effective partnerships, i.e. planning, mentoring, TEI visits to schools, communication, and a number of inconsistencies that seemed to characterise the relationship. The findings suggest that the efficacy of the partnership could be enhanced through the recognition of the interdependent nature of the relationship, diversification of areas of TEI-schools joint activity and increased conversations between the partners about issues pertinent to the arrangement. The knowledge derived from the study may provide insights into factors that contribute to undermining the effectiveness of partnerships and the implications of these for the professional development of prospective teachers.

Comparative Effect of Two Problem-solving Instructional Strategies on Students’ Achievement in Stoichiometry

The study aimed to investigate the comparative effects of Selvaratnam-Fraser and Ashmore et al Problem-Solving instructional strategies on Advanced Level students’ achievement in Stoichiometry. The population of the study was drawn from 15 high schools in Gweru urban District of the Midlands province in Zimbabwe. Using convenience sampling techniques 8 high schools with n=525 Advanced Level Chemistry learners and 8 teachers participated in the study. Four schools formed the experimental group (n=250) and the other four schools formed the control group (n=275). The study employed a quasi-experimental design with a non-equivalent control group approach consisting of pre-and post-test measures. Intact classes participated in the study as it was not possible to randomly select participants for the study. The principal instruments for data collection were standardized achievement Tests in stoichiometry that were aligned to the Zimbabwe Schools Examinations Council A’ level National syllabus for chemistry. The tests were written by all participants at pre- and post-stages of the experiment. The problem-solving instruction was implemented in four experimental schools by the respective chemistry teachers who had been trained as research assistants in the use of the problem-solving strategies in chemistry teaching. The four control schools were also taught by their teachers using the conventional lecture method. Analysis of Covariance (ANCOVA) was used to analyze data. The results of this study indicated that the participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem-solving performance. The Scheffe’s post- hoc test indicated that students taught using the Ashmore et al problem-solving instructional strategy performed better than those taught with the Selvaratnam-Fraser problemsolving strategy. Chemistry teachers are therefore strongly recommended to use problem-solving instructional strategies in their classes to facilitate students’ problem-solving performance. The study further recommends that pre-service chemistry teachers be properly trained in instruction that promotes problem-solving and how to effectively implement problem-solving instruction. Furthermore, in-service training for practicing chemistry teachers is recommended so that they can embrace the skills of the problem-solving strategies for effective implementation of the strategies in teaching chemistry.

Quality Improvement and Time to Lift the Ban on Mobile Phones in Secondary Schools

This study was conducted over three months from March to May 2018, at a time when modern mobile phones possess various functions that are invaluable for learning, teaching and communication purposes. Whilst some countries with a quest to improve quality of education, have embraced the continuously evolving technological capacities of mobile phones for educational purposes, secondary school pupils in Zimbabwe are prohibited from using mobile phones in class as these are viewed to be disruptive rather than useful. This study investigated stakeholders’ perceptions of potential utilisation of cell phones by secondary school students as learning tools that enhance quality of education. The sample included 15 secondary schools in Mazowe District. From these, the District Education Officials, headmasters, teachers, pupils and parents were given questionnaires to complete. Validation interviews were conducted for triangulation purposes. The findings revealed strong positive responses in favour of allowing the utilisation of mobile phones as learning tools in Zimbabwean secondary schools although some challenges in the implementation process were cited. These included possibilities of: student distraction in class; cheating; inappropriate video recording of class events and the publication of captured material on social platforms which could be harmful to other learners and the school. The issue of cost of data also came up. The study recommended the removal of the blanket ban on the use of mobile phones; instead, school authorities were encouraged to focus on developing strategies for addressing the implementation challenges cited. It is also critical to make sure that accessible cheap data be made available to learners in secondary schools. Schools in Zimbabwe should form networks so that cheap data is made available by sharing the networks. Schools in Zimbabwe, like institutions of higher learning, are encouraged to embrace the National Research and Education Network (NREN) concept which specialises in internet service provision dedicated to supporting the needs of education in Zimbabwe.

Management of risky adolescent sexual behaviour in rural secondary schools in Zimbabwe

The study was aimed at examining methods and strategies used by rural secondary schools of Zimbabwe in managing risky adolescent sexual behaviour with the view of recommending more protective practices and improving on the existing ones. Literature is replete with cases of high incidences of risky adolescent sexual behaviours in schools in various countries and the need for methods for managing them thereof. The study utilized a mixed methods sequential explanatory research design with 200 teachers chosen using cluster sampling for the quantitative phase and 10 teachers purposively sampled for the qualitative phase of the study. The results of the study indicated that the most common risky adolescent sexual behaviours included premarital and unprotected sex, dating older partners and having multiple partners. Prostitution was also found to be causing concern, although it was not widespread. Corporal punishment was found to be the most dominant method used for managing risky adolescent sexual behaviour, although protective methods such as counselling, information dissemination, parental engagement and social academic supports were also used. Of note was that the positive or protective methods lacked precision in their practice. The schools had also to some extent established programmes such as Scripture Union (SU), Career Guidance and Counselling Clubs (CGCCs) and Sex Education programmes as means of combating risky sexual behaviour among adolescent students. They also used resource persons. However, these programmes were not well established and properly utilized. From the results, the study concluded that management of risky adolescent sexual behaviour in rural secondary schools of Zimbabwe was not premised on theoretically sound methods and programmes and was therefore bound to be ineffective. The study also concluded that girls were more predisposed to risky adolescent sexual behaviour than boys. The study then recommended in favour of training and awareness workshops as well as gender mainstreaming towards capacitating teachers in rural schools with skills and strategies for protective management of risky adolescent sexual behaviour.

Awareness of the benefits of sign bilingual education in the education of deaf children in Zimbabwe

The study sought to interrogate the extent administrators, teachers and deaf children in the few mainstream schools that used sign bilingual education in Zimbabwe were aware of the benefits of sign bilingual education. The study adopted the mixed methods approach which is grounded in the philosophy of pragmatism. Employing the sequential explanatory design, the study involved 100 teachers, 30 administrators and 30 deaf children from schools that used sign bilingual education from the Bulawayo Metropolitan Province for the quantitative phase. One administrator and 6 teachers per school were engaged in the qualitative phase. Questionnaires were used to collect quantitative data while personal face-to-face and focus group interviews (FGIs) were used to collect qualitative data. The integrated results of the study indicated evidence of awareness of the benefits of sign bilingual education in the education of deaf children in inclusive mainstream schools in Zimbabwe. From the results, the study concluded that such awareness implied potential for more effective practice of sign bilingual education in the country in order to advance these benefits. Ultimately, the study recommended further research and proposed a framework of practice termed ‘Sibanda’s Framework of the Practice of Sign Bilingual Education in Zimbabwe.

Transforming Education through School-community Partnerships: Lessons from Four Rural Early Childhood Development Schools in Zimbabwe

This article presents and discusses the findings of a multi-case study that was conducted in four remote rural early childhood development (ECD) schools located in the Chiredzi district, in Masvingo province, Zimbabwe. The article explored how school heads enhanced resources mobilisation in remote rural ECD schools through school-community partnerships in order to improve teaching and learning conditions. Semi-structured interviews were conducted with the school heads, deputy heads and teachers in charge. Document reviews and observations were also used to augment data from interviews. Invitational leadership was used as an analytic tool for the study. The findings suggest that the school heads succeeded to some degree in bringing parents and various stakeholders to the ECD schools to deal with the challenges facing them. Various strategies were used including tapping into local knowledge to ensure that parents who could afford to pay fees managed to do so.

Secondary School Mathematics Teachers’ Use of Students’ Learning Styles When Teaching Functions: A Case of Zimbabwean Schools

This paper reports on a research that was done to explore how ordinary level mathematics teachers used their knowledge of their students’ learning styles when teaching functions. The study was carried out at eight secondary schools in the Makoni District of Manicaland Province in Zimbabwe. The schools were selected using stratified random sampling. Twenty-five mathematics teachers at the selected schools participated in the research. Data were obtained through face to face interviews and document analysis. The findings revealed that the mathematics teachers’ teaching and assessment strategies were not based on their knowledge of their students’ learning styles. Information and communication technology (ICT) and audio teaching aids were not used by most of the teachers. The researchers recommended that the mathematics teachers be in-serviced on the implications of students’ learning styles for mathematics teaching. The teachers also needed some in-service training on how to use different forms of ICT in mathematics teaching.

Situation analysis of the early childhood development (ECD) programme in rural primary schools in Zimbabwe

Early childhood development (ECD) programmes the world over have been found to be central in the successful holistic development and positive future socioeconomic outcomes for young children. In Africa in general and in Sub-Saharan Africa in particular, these programmes have been punctuated by overwhelming challenges related to poor funding and paucity of resources as well as vague policy models. The purpose of this study was to undertake a situation analysis of the ECD programme in rural primary schools in Zimbabwe. The study, which was premised on the positivist philosophy was therefore quantitative and utilized the descriptive survey design. A sample of 100 teachers was generated across 10 districts in 5 of the rural provinces of Zimbabwe using two stage sampling comprising purposive and randomization strategies in that order. A structured questionnaire was used to elicit data and was in certain instances, triangulated with observation. The study revealed that there was either constrained or total lack of funding of the ECD programme in rural schools in Zimbabwe, lack of government support and that the programme was not overly accessible to all children more so to those with disabilities. Meanwhile, policy guidelines were either unavailable in the rural primary schools or not religiously adhered to. The study then concluded that the ECD programme in rural primary schools in Zimbabwe was greatly compromised casting doubt on its quality and effectiveness. It was also concluded that the programme might have excluded many poor and disabled children in rural settings. On these bases the study recommended increased funding, resourcing and capacity building and advocated for policy review to ensure accommodation of the needs of children with disabilities and adoption of firmer enforcement procedures. In the ultimate, the study recommended further studies of national dimension, which should target mostly at rural settings.

The effect of gender, level of education and age on socio-cultural perceptions of women in leadership: Case of Kadoma urban district secondary schools in Zimbabwe

The study sought to find out whether gender, level of education and age have any effect on socio-cultural perceptions of women in leadership positions. Twelve school heads, 100 teachers and 100 school development association members from 15 Kadoma urban district secondary schools were used as research subjects. A five point Likert scale questionnaire with eight perception variable was administered. The study found out that male respondents had negative perceptions of women in leadership while female respondents had positive perceptions. On level of education, the study revealed that respondents with lower education had negative perceptions of women in leadership and that those with higher education had positive perceptions. The results also showed that younger people have positive perceptions of women in leadership positions. The study concluded that gender, level of education and age do have an effect on socio-cultural perceptions of women in leadership positions. Keywords : Age, Gender, Leadership, Socio-cultural perceptions

Assessing Key Performance Indicators in Government Secondary Schools of Matabeleland Region in Zimbabwe

Key Performance Indicators are a necessary guide to any organisation that needs to achieve its objectives. Hence to successfully measure performance, the organisation needs to identify Key Performance Indicators and this can only be done through an assessment of the organisation’s core activities. This paper, therefore, sought to identify and analyse Key Performance indicators in government secondary schools in Zimbabwe. The thesis used mixed method research methodology, adopting pragmatism as a research philosophy. A case study method was used, multi-cited in the three provinces of Matabeleland Region namely Matabeleland South, Matabeleland North and Bulawayo Metropolitan provinces. Purposive sampling was used to identify the sample of 16 schools, 23 education officers. Document analysis, observation and interviews were the research techniques used to collect data. The findings revealed that although there was a number of Key Performance Indicators used to measure performance, not all of them had strong correlation with O level results. The heads needed to critically identify Key Performance Indicators that were an actual measure of school performance, and from these a performance score card check could then be developed so as to monitor performance over a period of time.

Determinants of Dietary Patterns and Obesity among Secondary School Adolescents in Harare, Zimbabwe, 2016

Background: The dietary patterns are becoming a major public health concern. The current data from various studies in Zimbabwe shows that there was an increase in the prevalence of obesity among secondary school adolescents in Harare. There is a link between eating habits and obesity. This study was conducted to explore the factors influencing dietary practices among adolescents in Zimbabwean schools. Methods: A school based analytic cross sectional study was conducted with 283 pupils aged 13-19 years. Systematic random sampling was used. Data was collected using self-administered questionnaire based on the ecological framework. The aim of the study was to identify the relationship between dietary patterns and occurrence of obesity. Bivariate and multivariate logistic regression analysis was used to identify the relationship between dietary patterns and obesity. Findings: The prevalence of obesity was 11.4%. Females were 6.79 (95% CI: 2.17-21.22 p=0.001) more likely to be obese. Consumption of sugar and sweetened beverages were associated with occurrence of obesity; beverages (AOR=3.62, 95%CI=1.99-10.91 p=0.025); eating of snacks in between meals (AOR=2.40, 95%CI=1.03-5.64 p=0.004); so was being located in high density suburb (0R=0.45, 95CI=0.21-0.99 p=0.023); consuming burgers (OR=4.41, CI=1.54-12.64 p=0.006); being a pupil in lower adolescent with age less than 16 (OR=1.99 95%CI=0.99-4.27 p=0.038). Consuming a special diet that is recommended or as a choice was protective from obesity though this was not statistically significant. Not removing visible fat from meat was a risk factor for developing obesity. Eating the traditional maize meal staple food, sadza was protective to being obese (OR=0.3514, 0.16-0.78) Conclusions: The study showed that obesity is a cause for concern among school children as seen by 11.4% prevalence. Choice of meals is done by parents, eating a home cooked meal such as sadza, participating in meal planning was found to be reinforcing factors. There is need to create awareness on students, parents, teachers and the wider community to increase the adoption of healthy dietary practice among school children.

An Outcome Evaluation on the Effectiveness of the of Guidance and Counselling Program in Zimbabwe, Mashonaland West Province (Case Study of Mhondoro Ngezi District)

Guidance and Counselling, Life Skills, HIV/AIDS education form an important part of the curriculum for both primary and secondary schools in Zimbabwe. It is a requirement as per policy that pupils in both secondary and primary schools be exposed to HIV/AIDS, Life Skills education. The implementation of life skills, HIV/AIDS programmes in schools has been scant and fragmented due to funding challenges and limited know how among school teachers. The National AIDS Council has been supporting Ministry of Primary and Secondary Education to implement life skills, HIV/AIDS Education in schools mostly through training of both primary and secondary school teachers in Guidance and Counselling, life skills, HIV/AIDS education. This study evaluated the impact of National AIDS Council support towards strengthening life skills, HIV/AIDS education in schools. Technical and material support is critical in the sustenance of life skills, HIV/AIDS education in both primary and secondary schools, the evaluation establishes.

Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe

AbstractThe study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.

Perceptions of Teachers and Pupils of Causes of conflict in Primary schools in Zimbabwe: A case study of Gweru District Primary Schools.

Conflicts in organisations are inevitable. For conflict to be managed and transformed appropriately one needs to be aware of the causes of these conflicts. This study was necessitated by a realisation that heads of schools used short-fix interventions to conflicts. Teachers also used short- fix interventions to conflicts. The state of affairs affected negatively teaching, learning and peace in the primary schools. The study focused on the causes of conflict in the primary schools in a bid that appropriate interventions could therefore be established. The sample of the study consisted of 134 teachers, 120 children and one District School’s inspector for the district under study. The sample was purposively chosen. A qualitative research methodology was employed. A case study design was adopted. The major findings of the study were; shortage of resources, dictatorship, competition, gossip related to teachers and name calling, bullying, stealing, unfair treatment, abuse, hatred and rudeness related to pupils. The causes of conflict did not differ between urban and rural areas. Some of the recommendations were; that schools in clusters were to pool resources, schools were to practise multicultural education and inter- faithism and schools were to establish a cooperative context.

Inclusion awareness among mainstream teachers in rural schools of Zimbabwe

Inclusion awareness among mainstream school teachers is critical in view of the global trend of educating children with special needs within mainstream schools. This study sought to interrogate the extent of inclusion awareness among mainstream teachers in rural schools of Zimbabwe. The study presupposes that inclusion awareness is a precursor to successful implementation and practice of inclusion. The study is predominantly quantitative and employed a single cross-sectional descriptive survey design to elicit data using a structured questionnaire from 50 teachers. The teachers were sampled via quota and coincidental sampling techniques from 30 schools spread across 5 districts of Zimbabwe. The results of the study indicate that, although many of the mainstream teachers had merely heard or read about inclusion, they had not studied or trained in it and hence lacked in-depth knowledge and insight of the philosophy. From this analysis, the conclusion of the study was that there was a lack of inclusion awareness among mainstream teachers in rural schools of Zimbabwe. On the basis of this conclusion, the researcher recommended in-service staff development workshops for practising mainstream school teachers and administrators, deployment or re-designation of specialist teachers to work as consultants, incorporation of a comprehensive module on inclusion into the curriculum for current teacher trainees, enactment of school level policies on inclusion and large scale studies on inclusion awareness and its implications.

Identifying behavioural determinants for interventions to increase handwashing practices among primary school children in rural Burundi and urban Zimbabwe

BackgroundThis article presents the development of a school handwashing programme in two different sub-Saharan countries that applies the RANAS (risk, attitudes, norms, ability, and self-regulation) systematic approach to behaviour change.MethodsInterviews were conducted with 669 children enrolled in 20 primary schools in Burundi and 524 children in 20 primary schools in Zimbabwe. Regression analyses were used to assess the influence of the RANAS behavioural determinants on reported handwashing frequencies.ResultsThe results revealed that, in both countries, a programme targeting social norms and self-efficacy would be most effective. In Burundi, raising the children’s perceived severity of the consequences of contracting diarrhoea, and in Zimbabwe, increasing the children’s health knowledge should be part of the programme.ConclusionsThe school handwashing programme should create awareness of the benefits of handwashing through educational activities, raise the children’s ability and confidence in washing hands at school through infrastructural improvements, and highlight the normality of washing hands at school through events and poster creation.

Encounters of newly qualified teachers with micro-politics in primary schools in Zimbabwe

This article demonstrates, through the example of Zimbabwe, the complexities of micro-political learning during induction. It reports on the experiences of ten newly qualified teachers with micro-politics or power relations in their schools during induction and locates these experiences within the broader context of their professional development. Data was collected through semi-structured interviews and a focus group discussion, and analysed using an abridged version of Hycner’s (1985) framework for phenomenological explication of interview data proposed by Groenewald (2004). The findings revealed that the beginners’ micro-political experiences mainly revolved around themes such as exploitation and marginalisation, lack of respect and recognition, lack of access to information about the scheme-cum-plan and dealing with the micro-political realities. Furthermore, the findings suggest that although the newly qualified teachers (NQTs) displayed some micro-political literacy, the strategies they adopted to counter adverse micro-political actions were limited. Findings reflect an inability by schools to contain micro-political activity, which in some instances might have been so rabid that it distracted the attention of the beginners from the process of learning to teach. We conclude the article by suggesting areas for further research on micro-politics and new teachers. Keywords: beginners; micro-political learning; micro-political literacy; micro-politics; newly qualified teachers; professional development; teacher induction

Hierarchical Linear Modelling of Sixth-Grade Students’ Socio-economic Status and School Factors On Mathematics Achievement: Case studies of Kenya and Zimbabwe

This study investigated the relationship between socio-economic status, school-level variables and mathematics achievement of sixth graders in Kenya and Zimbabwe. The study is based on secondary data collected by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ III). SACMEQ employed cluster-sampling procedures to collect data from 4412 students in 193 schools in Kenya, and 3021 students in 155 schools in Zimbabwe. A multilevel model (Hierarchical linear model) was used to analyse variation in student achievement in mathematics between and within schools. Owing to the nested nature of the data, the study utilised the Wiley and Harnischfeger model as a general framework for choosing variables and conceptualising multiple components of education. The findings in both countries showed that socio-economic status and school resources were significant predictors of mathematics achievement. The variable class size n Kenya was positively related to mathematics achievement, but in Zimbabwe a negative and significant relationship existed between class size and achievement. In Kenya school type was positively associated with mathematic achievement, but in Zimbabwe no such association existed. Additionally, 25–30% of the variance in student achievement in mathematics in both countries is explained by differences between schools. These findings suggest a disparity in mathematics achievement between schools in both countries based on class size and school type. Stakeholders can use these findings to make policies that help establish parity across the schools.

How Can Education Managers In Secondary Rural Schools Generate Funds Within A School-Based Management Framework?

This paper reports on how education managers in rural secondary schools may generate funds informed by the school-based management framework as financial management in Zimbabwean schools has been decentralised to school level. Looking at the school system on a continuum, on one end there are first class schools which have well developed infrastructure and are well resourced. On the other extreme, there are dilapidated and scantly resourced ones. However, within this scenario, there are some affluent rural schools depending on the responsible authority which can compete comparatively with their urban counterparts. This paper focuses on the critical role of the educational manager in resource mobilisation assisted by willing internal and external stakeholders, philanthropic foundations included. Since the bulk of the parents are peasant farmers, who rely on rain-fed agriculture, education managers are advised to link up with the external community for additional funding if human capital, so much needed by both the education sector and corporate world is to be developed. The study employed a qualitative approach of a case study design involving semi-structured face-to-fact interviews with purposefully selected participants comprising an education manager and four teachers. A small sample was considered ideal for an in-depth study of the phenomenon. Data collected was triangulated and verified with the participants for accuracy and credibility. The findings suggested that the volatile economic environment education managers operate in points towards soliciting funds from external stakeholders as part of their turnaround strategies. Armed with the appropriate strategic plan a rural school may resemble an oasis in the desert. We conclude that schools in impoverished environments should look elsewhere for funding. Equally important is the fact that as researchers, we are conscious of the fact that our cross-sectional study is based on qualitative data which may limit the generalisation of such findings to a different context. Key words: Accountability, Foundation Board, Reporting structure, School Finance Policy, Finance Sub-Committee, Stakeholders.