Gender Responsive Pedagogy (GRP) calls for teachers to take an all-encompassing gender approach in their process of lesson planning, classroom management, and performance evaluation. Teachers are central to the teaching and learning process, hence their understanding and awareness of gender responsiveness is key to effective participation of girls and boys in the learning process. The paper sought to assess the level of awareness and the extent to which the Technical and Vocational Education secondary school teachers implement GRP in their teaching and learning process during Teaching Practice (TP). Stratified random sampling and purposive sampling techniques were used to select Technical and Vocational Education secondary school student teachers and their trainers. Structured questionnaires, interviews and observations were used to collect data. Findings revealed that the curriculum for Technical and Vocational Education secondary school teachers covered gender studies in general. However, some of the student teachers and the trainers were not familiar with the concept of GRP. The student teachers scarcely embraced GRP in their teaching and learning process. The study recommends that there is need for revamping the Curriculum for Technical and Vocational Education secondary school student teachers so that specific GRP issues are integrated into the curriculum. There is also need for an intensive GRP training for Technical and Vocational Education secondary school trainers and student teachers in order for them to acquire skills for making teaching and learning process responsive to the specific needs of girls and boys.
The purpose of this study was to determine the perceptions of apostolic churches towards the importance and role of formal education using the African Apostolic Church as a case study. This paper qualitatively explored The Divine Commission of Paul Mwazha of Africa, a two volume foundational text of the African Apostolic Church, an African Independent/Initiated Church (AIC) led by Paul Mwazha. Document analysis was employed as the main data collection instrument while critical discourse analysis and qualitative inductive content analyses were used for data analysis. The study found that formal education was highly regarded in the African Apostolic Church and considered an asset that was worth investing in. The Church also perceived formal education as a necessary instrument for understanding scriptures, community development and social transformation. Based on the findings, the study recommendations include that the African Independent Churches ought to consider establishing formal education institutions, initiate leadership training and development programs and raise funds to contribute to the education of the less privileged within their communities.
The main objective of this study was to assess the role of lecturers in the re-industrialisation of Zimbabwe. The study was done with a view to drawing up strategies aimed at improving the contribution of lecturers in the pre-service teacher education programme at teachers’ colleges. The thrust of the study was qualitative; and semi-structured interviews were used to collect requisite data. One pre-service primary teacher education institution in Bulawayo Metropolitan Province was employed as the case study and college lecturers’ awareness of, and response to the Vision 2030 re-industrialisation agenda were assessed. It emerged from this study that pre-service teacher education lecturers consider re-industrialisation as a calling for ideological and practical skills development processes requiring the participation of both staff and student teachers. Findings of this study suggest the need for continuous reviews of the pre-service teacher education programme, modification of teaching approaches and participation in production initiatives on a regular basis for effective national re-industrialisation. The study revealed that college lecturers were aware of the industrialisation drive by the Zimbabwean government and, as such, modified the curricular to align well with the new primary school syllabi that emphasises on innovative practices and production. From the research, it was noted that participation in practical projects was confined to a small percentage of staff and there was a need to consider the student teacher as an active participant in the education of the child. Training gaps to promote the re-industrialisation agenda were identified and, thus, calling for the re-engagement of the practising teacher. The study recommended for the development and reorientation of pre-service primary education college lecturers on the need to align teaching approaches with practice for effective participation and meaningful outputs to be realised from pre-service primary teachers’ colleges. The need for material and non-material support was identified as a desired thrust towards re-industrialisation.
The study sought to find out the experiences of lecturers and postgraduate students in one selected state university in Zimbabwe with reference to feedback as an assessment for learning tool in higher education. The study was motivated by students' complaints that feedback no longer served its desired purpose. A qualitative approach and case study design were employed to solicit data from five lecturers and 30 purposively selected social science postgraduate students. In-depth face-to-face semi-structured interviews were used to elicit data that was later analysed to discern themes. The findings were threefold: feedback as an assessment for learning tool was uninformative; the channels used for dissemination were not user friendly and it was not timeously given. The study concluded that the fundamentals for and of giving feedback seemed to be disregarded due to challenges experienced by both lecturers and postgraduate students. The study recommends that lecturers should give constructive, informative and timeous feedback for it to enhance learning. In addition, postgraduate students should engage lecturers whenever feedback fails to meet their expectations.
Methods of teaching in educational settings are of great importance and crucial to achieving the objectives of teaching and learning as the primary purpose of teaching method at any level of education is to bring about students' understanding of the subject. This study therefore assessed the methods of teaching Islamic Studies course in the Department of Religions, University of Ilorin, Ilorin, Nigeria. A total number of three hundred and ten (310) Islamic Studies students and seven (7) Islamic Studies lecturers were adopted as the sample for this study. Simple random sampling techniques and purposive sampling technique were used to select the samples. A researcher designed questionnaire was used to collect relevant information from the respondents. Two research questions were formulated and answered using descriptive statistics of mean rank. The findings revealed that the lecture method is the most used teaching method by university lecturers teaching undergraduate Islamic Studies students. Based on this finding, it is recommended, among others, that university authority should make teaching professional certificate such as Post-Graduate Diploma in Education compulsory for all lecturers without teaching qualification to equip them with other various methods of teaching.
Food choices of undergraduates have become increasingly unhealthy which put them at risk of malnutrition. This study investigated factors influencing such food choices among undergraduates at the University of Ilorin, Ilorin, Nigeria. The population of the study comprised all undergraduates registered for 2018/2019 academic session at the university. The descriptive research design of survey type was adopted for quantitative data and focus group discussion (FGD) was used for qualitative data. Four hundred and seventy-three (473) respondents were selected for the study with the use of simple, proportionate and convenience sampling techniques. Fifteen respondents participated in the focus group discussion (FGD). Researchers’ designed questionnaire that had been validated by four experts in the related field was used for the quantitative data. A test-retest method was used to ascertain the reliability of the instrument and the result of 0.80r was obtained. Inferential statistics of Pearson Product Moment Correlation was used to analyse the result of data collected. The three null hypotheses set for the study rejected at 0.05 alpha level of significance. This implies that there was a significant relationship in factors such as biological, economic, social and food choice among undergraduates at the University of Ilorin. Based on the findings, it was recommended that the university authority should organize enlightenment programme to educate students on the value of selecting the right food for consumption to improve students’ health as well as cognitive capacity.
The unhu/ubuntu philosophy is largely portrayed as antagonistic to the occidental philosophies of education. Unhu/Ubuntu is posited as a deconstructive, decolonising and derooting African philosophy of education. This implies that the occidental philosophies of education, which have taken root in sub-Saharan Africa in general and Zimbabwe in particular, are imbued with imperialistic tendencies and are a manifestation of cultural imperialism. In spite of this view, the theoretical discussion in this study envisages points of convergence between unhu/ubuntu and Occidental philosophies in terms of contribution to education in the region in question. This implies that unhu/ubuntu and Occidental philosophies should not be viewed as divergent but rather as complementary, especially within this modern world order propelled by the forces of globalisation. It is this eclectic approach that has vast potential to bequeath to the region in question a vibrant education system steered by an appropriate epistemology.
This study investigated the perceived influence of food hygiene in the prevention of food-borne disease among secondary school students in Ilorin Metropolis, Kwara State, Nigeria. Food-borne disease is a pervasive problem caused by consumption of contaminated foods and drinks. The objectives of the study included determining whether good personal hygiene and safe food handling affect prevention of food-borne diseases. The study adopted descriptive research design of survey type for the study. The population of the study comprises all secondary school students in the Ilorin Metropolis. The researchers a structured questionnaire adequately validated by experts from department of Health Promotion and Environmental Health Education, and Department of Epidemiology and Community Health at the University of Ilorin, Nigeria. The reliability of the instrument was determined through test re-test method in which reliability coefficient of 0.79 was obtained. In all, two hypotheses were formulated and tested for the study. The data generated were analysed by parametric statistical method of chi-square (x2) at 0.05 alpha level of significance. The finding from the study revealed that good personal hygiene had much influence in the prevention of food-borne diseases among secondary school students in the Ilorin Metropolis. In addition, safe food handling had greater influence in the prevention of food-borne diseases among secondary school students in the same metropolis. Based on the findings above, secondary school students perceived good personal hygiene and safe food handling as having much influence in the prevention of food-borne diseases. The study recommends that secondary school students ought to be advised to strictly adhere to good hygiene practices to prevent food-borne diseases. Secondary school students are also encouraged to be conscious of the food they buy and prepare at home to prevent food-borne diseases.
The 21st century classroom practice exposes student teachers to diverse learners with varying experiences and needs. This requires a well-taught teacher who possesses vast knowledge and skills to effectively manage the teaching and learning process. Previous studies and literature have unequivocally confirmed that young children have to be under the guidance of mature and well-qualified teachers because of their uniqueness. The study therefore sought to explore the views of college lecturers on the nature and preparedness of the currently trained ECD teachers in effectively handling the developmental milestones of young learners at varying levels. The study was motivated by researchers’ observations of the diverse experiences that the 21st century teacher is exposed to during teaching practice. The research was a case study conducted within the framework of the qualitative research paradigm. Natural occurring talks and interviews were administered to collect data from twelve lecturers who were all purposively sampled. The main findings revealed that the current ECD teacher lacks skills and pedagogy to manage complexities of the classroom environment. The ECD programme was also notably incompatible to produce an effective ECD teacher. Personal attributes of the currently produced teachers were also a cause for concern. The study recommends the reconceptualization of the ECD curriculum and the development of teacher professional standards in trainee teachers at college. It also recommends exchange programmes for college lecturers who train ECD teachers.
This interpretive research study sought to explore and document Indigenous Knowledge behaviour modification strategies for HIV/AIDS management. HIV/AIDS epidemic has become a global crisis affecting all levels of society. The epidemic has been addressed by western biomedical model across sectors with limited success. While studies have shown that schools have the potential to help mitigate HIV/AIDS, biomedical HIV/AIDS education in Southern Africa is problematic. Biomedical Life skills HIV/AIDS school curricula being implemented focuses much on information about HIV/AIDS, which excludes the involvement of parents and communities for the expansion of life skills and youth behaviour modification. Studies have shown that sexual health behaviours for HIV/AIDS management cannot be understood separately from the socio-cultural context where they evolve. Schools need to modify behaviours of young people and to focus on healthy life skills by reaching out to parents and communities. It is against this background that the study was carried out among purposively selected cultural elders of the Shona, Chewa and Tonga dominant cultures in Mazowe Gold Mine Community in Zimbabwe. In carrying out the study, padare conversational meetings and sahwira home visits were held with selected cultural elders separately according to their cultural groups. Through thematic analysis, the findings revealed indigenous moral education strategies are critical for youth behaviour modification. The study findings recommend that youth behaviour modification for HIV/AIDS teaching and management could be promoted through harnessing indigenous knowledge moral education strategies in the classroom. This may lead to linkages between schools and education systems, the home and wider community of schools in contributing towards management of HIV/AIDS.
This research assessed policy transfer in education curriculum focusing on Zimbabwe’s Science, Technology, Engineering, Arts and Mathematics (STEAM) policy. STEAM is a policy concept borrowed from the developed world. The main objectives of the study are to analyse the theoretical and conceptual issues underpinning the implementation of STEAM in Zimbabwe, to explore why the Government of Zimbabwe adopted STEAM as one of its education policies, to examine what was transferred from USA and to what extent has it been successful in the Zimbabwean context, and to evaluate the regulatory frameworks, procedures, guidelines, structural and institutional arrangement challenges that impede the successful implementation of Zimbabwe’s STEAM policy. The research used purposive and snowball sampling techniques in selecting key informants to the study. The research gathered data through interviews and documentary search. The research findings revealed that STEAM was emulated by Zimbabwe because it is the thrust behind the industrialisation agenda. Adequate funding, political will and ideological and economic similarities are some of the factors that account for the successful implementation of STEAM. The main challenge that the Government of Zimbabwe is facing in the implementation of STEAM is lack of adequate financing mechanisms. The study recommends the provision of adequate resources from central government with the private sector and education partners coming on board. The research further recommends that STEAM must be implemented across all ministries and every government employee must be committed to see its successful implementation.
This study investigated the perceived factors influencing low enrolment in Physical Education (PE) for senior secondary certificate examination in Ilorin Metropolis, Kwara State, Nigeria. The variables examined in this study are PE teacher’s personality, parental influence, and career opportunities. The type of research design used was descriptive survey research design. The population used for this study consisted of all students in the public senior secondary schools in Ilorin Metropolis, Kwara State, Nigeria. Purposive sampling techniques were used to select twenty (20) secondary schools while stratifying sampling techniques were used to group respondents into SS I, SS II and SS III. Simple random techniques were used to select four hundred respondents (400) senior secondary students drawn from twenty (20) selected schools in Ilorin Metropolis. As a means of data collection, a questionnaire was administered and retrieved from participants. The inferential chi-square statistical instrument was used for data analysis to test the hypotheses. The result of the findings revealed that a PE teacher’s personality, parental influence, and misconception about career opportunities influenced low enrolment in PE for SSCE in Ilorin Metropolis. Based on the findings, the study recommendations include career guidance and counselling of PE students, improved employment conditions for PE teachers, among others.
The purpose of this study is to determine the perceptions that primary school heads and teachers have on the effectiveness of external supervision. The sample of participants included five schools inspectors, ten school heads and ten primary school teachers. An in-depth case study approach was used, and qualitative data was collected using a self-administered questionnaire. The data analysis revealed the following findings: School heads and teachers view external instructional supervision as the practice of inspection; perceiving inspection as fault-finding, instilling fear, uncertainty and anxiety. The approach by the external instructional supervisors is intimidating and threatening, teachers are thus apprehensive about external supervision. The practice of external instructional supervision lacked the quality to facilitate improved classroom instruction and teacher professional growth. Nevertheless, the strength of external instructional supervision is that school heads and teachers are kept dutiful, diligent and up to date with their work. Thus, school authorities and teachers need a collaborative, collegial and developmental supervision model.
This quantitative study sought to explore the influence of father absence on anxiety symptoms among women who grew up in father absent homes. This was achieved by comparing the anxious feelings, thoughts and physical symptoms of anxiety of women who grew up in father absent households against those of women who grew up with a resident father. The ex post facto design was employed and a one stage cluster sampling strategy was used to select 392 women who participated in this study. Of the 392 participants, 168 were women who had grown up in father absent homes and the remaining 224 had grown up with a resident father. A standardised instrument, the Burns Anxiety Inventory, was used to collect data. This study revealed that father absence influences manifestations of anxiety among women who grew up without fathers. A significant difference was found in the general anxiety levels between women who grew up in father absent households and those who grew up with their fathers (u = 15075.5, p<0.1) with women who emerged from father absent homes expressing more anxiety symptoms than women who grew up with a resident father. Furthermore, father absent women had significantly higher scores on the anxiety inventory on anxious thoughts and physical symptoms of anxiety than women who grew up with their fathers. However, no significant differences were noted between the two groups of women in terms of how they expressed nervousness or worry. This study recommends that voluntary organisations that promote fatherhood programs should be set up to raise awareness on the importance of fathering. Moreover, future research should explore the role of father involvement in children’s lives.
Since independence in 1980, the process of nation building through ‘national healing and reconciliation’ has remained a burning issue deserving rethinking and revisiting at various levels to nurture democracy in Zimbabwe. Efforts towards this goal have featured mainly through three landmark phases, that is, Racial Reconciliation Policy (1980), Unity Accord (1987), and the Organ for National Healing and Reconciliation (ONRH) in 2008. However, despite these efforts, violence has continued to raise its ugly head, with recent reports revealing in-house violence within major political parties. Such developments have threatened the very core of the well-intended ONHR. The main question for this study was: What could be the missing link in all these efforts towards peace-building and development? There was need to identify a realistic/holistic approach to national healing and reconciliation. For the purpose of this study, the main task was then to highlight the possible role that could be played by the youths in national healing and reconciliation, with specific reference to Early Childhood Development (ECD). This was an exploratory study, aimed at finding out how the curriculum could be applied in the process of national healing/reconciliation. The study was mainly based on document analysis of Chapter 13 of the 1999 Presidential Commission of Inquiry into Education’s Report, the 1993 ECD handbook (revised in 1999 and 2010), and the Zimbabwe Education Blueprint 2015 – 2022. This was then reinforced by a detailed review of literature, where several key documents were studied in search of relevant theoretical perspectives. Results showed ECD providing a firm foundation for the future of peace, national healing and reconciliation in Zimbabwe.
In this digital world, information and communication technology (ICT) makes it critical and mandatory for teachers to use ICT in didactic situations. Mounting pressure from pupils who are advanced in the use of ICT, influence of local education and general perceived usefulness of ICT to pupils and teachers, make it binding for teachers to make use of ICT. In spite of these developments, it seems there is very minimal use of ICT by Zimbabwe Open University (ZOU) students during their teaching practice (TP). A case study involving student teachers and ZOU lecturers at ZOU Midlands Campus was conducted to determine causes of the minimal use of ICT in student teachers’ teaching and to obtain participant views on how the perceived limited use of ICT by student teachers could be attended to. Data were generated via open-ended questionnaire, interviews and analysis of students’ teaching documents. The findings of the study indicated that although students were aware of some benefits of ICT use in teaching and learning, most students did not utilise ICT due to a number of prohibitive determinants, among which were absence of connectivity, absence of practicals in the coverage of the educational media and technology (EMT) module and peer and microteaching, resulting in students not having ICT skills. Furthermore, the practice in some schools restricted use of school computers to some individual teachers only and there is inadequate ICT equipment and lack of ICT culture in some schools in rural areas. The study recommended revised school policies on the use of ICT, incorporation of ICT in teacher development courses and monitoring and support of government or ministerial policies on using ICT in schools.
This ethnographic case study is part of the larger study carried out by the principal author on the evaluation of the effectiveness of Performance Lag Address Programme (PLAP) for learners with learning disabilities (LDs) in Nyanga District in Zimbabwe. Three primary schools and Nyanga Education District Office were purposively selected to participate in the study. The sample comprised one remedial tutor from the district office, three school heads and twelve junior class teachers, from each of the three participating schools. Data were collected through interviews, focused group discussions and document analysis. The study revealed that the PLAP programme did not effectively address learning achievement gaps for learners with LDs. Teachers and school heads were not fully committed to effective implementation of PLAP as an all-inclusive programme. The study also revealed that the programme lacked proper monitoring, supervision and a clear cut operational theoretical framework for learners with LDs. The study recommended that assessment of learners with LDs should specify the nature and cause(s) of the learners’ performance lag and should be done by specialists. Also instruction should be socially oriented to achieve meaningful or purposeful learning. The study also recommended that PLAP should be closely monitored and supervised by both the inspectorate and the special needs departments so as to be effective.
Few studies have directly examined juveniles’ experiences regarding their academic challenges as they go through reformatory institutions. In this study, 53 institutionalised juveniles responded to open ended interview questions by identifying and describing educational practices that affected their academic achievement. The data from this study revealed four themes of educational experiences, namely correctional curriculum, corporal punishment, recidivism and failure to re-integrate into mainstream society. The key conclusions from the data revealed there is a wide gap between juvenile re-integration expectations and the correctional curriculum that students are exposed to as they do time in the local detention facilities under study. There was a clear disconnection between the officials and how students’ valued their benefits of being detained in the institution.
The present study sought to explore the resilience pathways for school engagement among reunified former street children in Harare. In order to explore such resilience, the study employed a qualitative approach of phenomenology. The study was based on the social ecological theory of resilience. Data were collected using semi-structured interviews. A total of 14 reunified former street children aged between 11 and 18 participated in the current study. Purposive sampling was employed to recruit participants for this research. Data was analysed using the interpretive phenomenological analysis. Data analysis revealed the resilience pathways, including substance use, peer relationships, having role models, religious practices, psychological capital, family members, changing residence, intimate relationships and availability of sponsors. The authors recommend resilience promoting strategies for such reunified former street children including equipping them with vocational and life skills, ensure thorough family tracing and reunification, together with rehabilitation of the children and counselling of their guardians. In addition, responsible authorities such as the Department of Social Services together with other stakeholders in the community should also assist parents and guardians with appropriate parenting skills.
