3 25 91 https://ir.zou.ac.zw/files/original/3d1f8420bb99002159041761807dc1d9.pdf e89c985c2d7e68c3835a5b2dd8f0a42b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource WHO IS DISENGAGING THE GEAR? IS SCHOOL LEADERSHIP THE IMPEDIMENT IN THE IMPLEMENTATION OF THE NEW CURRICULUM IN ZIMBABWE? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource School leadership is there to build ‘learning bridges’ between learners and the curriculum content (Everand, Morris & Wilson, 2004, p. x). This study seeks to investigate challenges that school leadership face in the implementation of the new curriculum in Zimbabwean primary schools. It particularly examines the dissonance between the current implementation level and the expected standard of implementation. The implementation of a new curriculum requires effective school leadership (Bennett, Crawford & Cartwright, 2003). The key stakeholder in the process of curriculum implementation in any education system is school leadership. This article argues that school leadership should have a clear picture of what to do and how for effective implementation of any new curriculum. The curriculum introduced in Zimbabwe is not spared. The study was located within the qualitative paradigm using semi-structured interviews and focus group discussions to generate. Purposive sampling was done to select information rich cases from among school leaders in Masvingo Province. The study highlighted a number of complex challenges linked to school leadership which include the problem of suffering from multiple meanings and conceptual complexity of the new curriculum and lack of orientation on the new curriculum. The study also revealed that school leadership has not been sufficiently retrained for fitness of purpose. The study thus recommends retooling of school leadership so that they develop the craft competency needed in the implementation of the new curriculum. Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning Date A point or period of time associated with an event in the lifecycle of the resource 2020 craft competency craft literacy curriculum curriculum implementation implementation leadership perspectives school leadership https://ir.zou.ac.zw/files/original/c2dca335efb4b04eaaeaf9dfd769d2c2.pdf 61079f74ca48b3e6c0668e636c3623d3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource UTILIZING INTERVENTIONIST - PARTICIPATORY RESEARCH STRATEGIES IN ESTABLISHING THE EFFICACY OF E-LEARNING TECHNOLOGY IN OPEN AND DISTANCE LEARNING. Creator An entity primarily responsible for making the resource DAVID CHAKUCHICHI Description An account of the resource Research in open and distance learning (ODL), in an era of technological advancement, e-learning innovations, social inclusion and multiculturalism, should essentially take cognisance of the cognitive situates of the participants. The interventionist participatory approach, grounded in the critical inquiry research paradigm. was found to be most appropriate in establishing efficacy of e-learning technology since it is open, descriptive, critical, interactive and eclectic while fostering the co-construction of meanings by both researchers and participants. Most importantly, interventionist participatory approaches enable ODL practitioners and participants to be active in analyzing issues and finding solutions to their problems in the face of e-learning technology. E- learning which involves the students’ interface with a whole range of information computer technology creates a new culture in ODL. Online programmes are fast becoming the norm for a student population that lacks the requisite skills. E- learning therefore presents anxieties as students try to fit in the new ODL environment. Appropriate evidence based research strategies are therefore imperative in order to establish the efficacy of the e-learning technology in the context of the ODL practitioner and students. Traditional research strategies still ignore the complex interaction between technological interventions and learner capacities to utilize them. In ODL, both practitioners and participants need to be integral in the process of problem analysis, development of solutions and the strengthening and formation of initiatives which give the ODL students a voice to define the efficacy of the e-learning innovations at their disposal. The interventionist-participatory research strategies take into consideration the role and complexities of the social contexts of the ODL learner and the potential for influencing ODL practices, products and programmes. Thus interventionist participatory strategies are well placed as evidence based research strategies to evaluate the efficacy of e-learning technology and in the transformation of ODL theory and practice Publisher An entity responsible for making the resource available Distance association of Southen Africa (DEASA) Date A point or period of time associated with an event in the lifecycle of the resource 2010 e-learning Interventionist Open and Distance Learning https://ir.zou.ac.zw/files/original/177f49e66d94e147670745a895d93827.pdf 3f8c77afa2d195859069eaaa09ef66ca Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource UNHU/UBUNTU AND ITS RELATIONSHIP WITH CIVICS AND CITIZENSHIP EDUCATION Creator An entity primarily responsible for making the resource B.C. MUROPA L.P. KUSURE D. MAKWERERE Z. MUROPA R. KASOWE Description An account of the resource This paper reports on the interviews and focus group discussions held with seventy two University student teachers and three high school administrators to examine the concept and practice of Unhu or Ubuntu within the Zimbabwean context and its perceived linkage with Civics and Citizenship education taught in high schools and state universities. The paper draws its conceptual framework from an analysis of what various authorities have written on the concept Unhu/Ubuntu. The results of the research indicate that people in Zimbabwe accept and acknowledge Unhu/Ubuntu as a powerful force guiding people in their day to day interaction with one another. This is shown through such acceptable ways of talking, attending to daily chores, and acceptable behaviour right down to the way of dressing. Unhu/Ubuntu and human decency cannot be separated. There was a common agreement on what the concept portrays and implies both within and outside the school. The respondents tended to have a common stand on what Unhu/Ubuntu is all about within the Zimbabwean context. The issues of gender bias and lack of maturity were raised by some female respondents in the focus groups. They argued that some men complain of women’s lack of decency when it suits them and yet derive pleasure when in their company. The necessity of linking Unhu/Ubuntu with Civics and Citizenship Education was emphasised by all respondents. Challenges on the teaching of Unhu/Ubuntu and Civics and Citizenship Education were identified. The significance of this research lies in its potential to provoke debate and dialogue at all levels of society on the concept and practice of unhu/ubuntu. Publisher An entity responsible for making the resource available ournal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) Date A point or period of time associated with an event in the lifecycle of the resource 2013 citizenship education unhu/Ubuntu Zimbabwean context https://ir.zou.ac.zw/files/original/b86c25449c634bece264b7feff570001.pdf 5affebe4384a3a2e2bde951590417063 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource TUTORING IN THE ERA OF E-LEARNING TECHNOLOGIES: RE-EXAMINING CURRENT STATUS AND EXPLORING ALTERNATIVES AT THE ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource CHADAMOYO PATRICK CHIOME CHRISPEN DUMBU EMMANUEL Description An account of the resource Faced with the rapid changes in the development of tutoring and e-learning technologies, the institutions of higher learning are now struggling to choose the appropriate mix and combinations of the tutoring methods that meet the diverse needs of students in Open and Distance Learning (ODL). The present study explored literature and re- examined the current status of the tutoring methods used at the Zimbabwe Open University (ZOU) and assessed their effectiveness from the student perspective. A qualitative descriptive survey was used to gather data from a convenient sample of 105 returning students at the ZOU. Results showed a slow reaction by the university to catch up with these rapid changes in technology and a mixed reaction by students in assessing the effectiveness of these pedagogical, technological changes. When observed from a distance, the picture that one gets is that both the university and students are in a dilemma. They are not sure of which method to use to maximise learning. As a way forward, the study proposed and recommended that a ‘cafeteria’ approach be adopted so that each learner chooses an instructional method according to need and taste. Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 cafeteria approach dilemma e-learning technologies Open and Distance Learning tutoring https://ir.zou.ac.zw/files/original/854f16d293086983c8cfb841242519c3.pdf 5b1513ff3fc45523b0630e690cf6b639 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE NATURE AND PREVALENCE OF BULLYING IN PRIMARY SCHOOLS OF NKAYI SOUTH CIRCUIT IN ZIMBABWE Creator An entity primarily responsible for making the resource ALFRED CHAMPION NCUBE AUGUSTINE ZANO MURANDA ,THEMBINKOSI TSHABALALA TICHAONA MAPOLISA Description An account of the resource The aim of the present study was to investigate the nature and prevalence of bullying among primary school pupils in Nkayi South Circuit in Matabeleland North Province in Western Zimbabwe. The population comprised of all the 300 teachers in Nkayi South Circuit. Random sampling was used to arrive at a sample of 30 teachers from ten schools. The study adopted the descriptive survey design and the questionnaire was used for collecting data. The main findings of the study revealed that the most common forms of bullying were physical (that is, fighting, punching, hitting), verbal (that is, threatening, swearing, teasing) social (that is, deliberately leaving out of a game or group, ignoring). The study also revealed that boys were the main contributors of bullying. The findings also revealed that the bullying behaviours were influenced by home based factors, peers and school based factors. The study recommends that schools should encourage teachers to engage all children in productive work all the time and also liaise with parents on best ways of guiding the behaviour of pupils who exhibit characteristics of bullies Publisher An entity responsible for making the resource available British Journal of Education, Society & Behavioural Science Date A point or period of time associated with an event in the lifecycle of the resource 2015 Bullying circuit nature; primary school; circuit prevalence primary school https://ir.zou.ac.zw/files/original/988eb495689ee8cc130a9dcababdf145.pdf be81fcbcdb0b224844e24b10a7be32d8 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource MOVING THE CENTRE WITHOUT CONFLICT; GENDER AND VIRTUAL EMPOWERMENT IN HIGHER EDUCATION: THE VIRTUAL EMPOWERMENT MODEL IN HIGHER EDUCATION Creator An entity primarily responsible for making the resource ESTHER GANDARI JUDITH TAFANGOMBE Description An account of the resource There is a wide gap between women’s access to education and women’s empowerment in a patriarchal society. In addressing marginalization, women in Southern Africa have made significant achievements and have excelled in a variety of fields, including the male domain. This has been possible due to emergent technologies which present new opportunities for women by empowering them in obtaining higher education, playing an active process of construction of knowledge, attitudes and values as well as developing skills using a variety of resources such as printed material and electronic media. This article investigates how four African housewives successfully moved the centre without conflict in their families especially with their husbands by getting educated using web-based technologies across face-to-face, online, and virtual world classes with communication tools that are synchronous, asynchronous, and automated pre-scripted. The study is qualitative and captures the narratives of the women using the ODL mode in successfully changing their circumstances while attending to their roles as mothers and wives in their kitchens. The integration of E-learning, which is the application of information and communication technologies in a wide array of solutions, improves knowledge and performance. The results were IT supported learning helped some of the women to acquire the necessary skills knowledge for their job without taking time off their traditional roles and duties in household work for example, cooking skill Publisher An entity responsible for making the resource available EPRA International Journal of Research and Development (IJRD) Date A point or period of time associated with an event in the lifecycle of the resource 2016 Education Empowerment knowledge Resource Teaching Women https://ir.zou.ac.zw/files/original/acb5a0b17700b2c206a8ad2a428778bd.pdf 64e8d9fc3d47252046e441875d1a3ee2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENT RETENTION AS A FUNCTION OF THE QUALITY OF LEARNER SUPPORT IN OPEN AND DISTANCE LEARNING: STUDENTS’ PERCEPTIONS AT THE ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource DAVID CHAKUCHICHI Description An account of the resource Student retention is critically linked to the quality of service in open and distance learning (odl). Peterson (1997) points out that students will form favourable perceptions regarding the quality of their experience and decide to persist. Student retention could therefore be viewed as a function of the learners’ perception of the quality of service and support. Low student retention rates have a negative impact on the perception of the institution. It is, therefore, pertinent to enhance the student retention rate in odl. The study used tinto’s model of student retention as a theoretical base which underpins the need to satisfy students’ social and educational needs in order to retain them. The study is a descriptive survey utilising multistage purposive sampling in order to include students across faculties and regions. The questionnaire and in-depth interviews were the meth- ods of data collection. The results indicated that, student retention was affected by a fees’ prizing policy that did not take into consideration the students’ ability to pay and lack of timely supply of learning materials. It would appear that students’ retention as a function of the affordability fac- tor, was affected by the negative macro-economic environment existent in zimbabwe at the time of the study Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Volume Date A point or period of time associated with an event in the lifecycle of the resource 2011 Open and Distance Learning Student retention https://ir.zou.ac.zw/files/original/90b6d1b8047f954e5d267ae09a1259f8.pdf 87d4dcc1c84dabcef70507281000c347 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STRATEGY AND QUALITY ASSURANCE AT THE ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource DR PRIMROSE KURASHA PROF TAKAWIRA C. GWARINDA Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 Open and Distance Learning Quality assurance https://ir.zou.ac.zw/files/original/181ffa654cdfa8fb2dce24822fb10e36.pdf 0f6b9342b999ac3b5c1333e9d7648609 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STRATEGY FOR A SUSTAINED QUALITY DELIVERY MODE OF ODL PROGRAMMES FOR MASSIVE ENROLLMENTS AND E-LEARNING: THE CASE FOR ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource The market dynamics in distance education has precipitated phenomenal growth opportunities in enrollments and e-learning. The purpose of the paper was to develop a strategy for sustained quality delivery mode of distance education progammes that precipitate massive enrollments and e-learning in an open and distance learning (ODL) institution using Zimbabwe Open University (ZOU) as a case study. There is an increase in public accountability for higher education which compels institutions to demonstrate quality within the programmes and processes, including those provided online. The strategy for massive enrollments and e-learning is developed and this includes a mobile strategy and mobile web framework. How the landscape of quality assurance has been changed by the emergence of MOOCs is discussed. The methodology used is qualitative and focus groups were used as research designs in the case study of Zimbabwe Open University (ZOU). Triangulation and peer review was used to test the validity of the data. Strategic directions were developed to inform the new key result areas, goals, objectives, strategies and priorities for the university for the period 2015-2020 Publisher An entity responsible for making the resource available International Journal of Higher Education Date A point or period of time associated with an event in the lifecycle of the resource 2014 e-learning ICTs mobile learning MOOCS ODL Online Quality assurance Strategy https://ir.zou.ac.zw/files/original/c1fc883a7fb7b39c7833c00dd760567b.pdf 12f79a67a9fe488f762361c3f4d02f46 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource INTERNATIONAL RESEARCH CONFERENCE REVISED EDITION SOCRATIC DIALECTICS AND THE BANKING CONCEPT OF EDUCATION: A COMPARATIVE PARADIGM Creator An entity primarily responsible for making the resource DR. FRANCIS EKANEM DR. THERESA F. EKANEM MR. EMMANUEL I. ARCHIBONG Description An account of the resource In the domain of teacher-student interaction, via educational process, the ideal pedagogical praxis has been in dispute. For instance, while Socrates regarded his role as a mid-wife, who helps others bring to birth their innermost ideas, thus making education an extracting affair, its polar counterpart is the banking model where knowledge is deposited on the students akin to a doctor-patient relationship. The implication of these two contrasting views is that education becomes active on one hand, and passive on the other, and either overtly, or covertly, this system has formed a sublime practice, in most countries, educational objectives. This paper examines the two systems of education with a view to comparatively exposing its tenets, thus opening us further to re-assessing our hitherto held method whether it has really captured the essence of education, thereby envisaging a paradigm-shift. Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 Banking Concept Education Socratic Dialectics https://ir.zou.ac.zw/files/original/1516eeefdcf8d7af35a8bd45a1e81823.pdf 8e87281a7234669c64b6974fc06529bb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource FACTORS AFFECTING COMPLETION OF RESEARCH PROJECTS BY STUDENTS: A STUDY OF THREE ZIMBABWE OPEN UNIVERSITY REGIONS Creator An entity primarily responsible for making the resource GONDO KUDZANAYI GORE SEKAI NOREEN SITHOLE KUDAKWASHE Description An account of the resource The study sought to find out undergraduate students and research supervisors’ views on factors affecting the completion of research projects by Zimbabwe Open University (ZOU) students. Student, supervisor and institutional related factors were the focus of the study. Descriptive survey method was used in the study due to the normative nature of the data collected. Questionnaires and interviews were used to collect data. The sample of the study comprised 50 students who had failed to complete their research projects on schedule as well as 24 research project supervisors. Convenience sampling was used in selection of the students. Supervisors available at the time of the study formed part of the sample. Findings were that the time given to students to do their research project was inadequate. Lack of library, Internet and typing facilities as well as finance for travelling to and from the supervisor hampered students’ research progress. The study concluded that student and institutional factors contributed to failure by students to complete their research projects on schedule. The study recommends that the university should allow students more time to do research projects; over three semesters Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Volume Date A point or period of time associated with an event in the lifecycle of the resource 2011 research Research projects Zimbabwe Zimbabwe Open University https://ir.zou.ac.zw/files/original/8949d00e903da749d6f552d1114cf6a4.pdf 49c923c3c89240c9a96fa735ec9b017c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENT’S SELF-SUSTAINABILITY IN OPEN AND DISTANCE LEARNING Creator An entity primarily responsible for making the resource REGIS GUTUZA Description An account of the resource This study sought to establish the sources of student self-sustainability in Open and Distance Learning. Literature review indicated that employees with higher academic qualifications were highly remunerated and had higher prospects for promotion at their work place. (Thompson 1989 and Combs et al 1987). The descriptive survey method was used as it was considered appropriate design where student’s perceptions were sought (Neuman 2000). Questionnaires were used to collect data from a sample of eighty (80) students who were attending tutorials at Mutare Teachers’ College on 10-11 March 2007. The data presentation, analysis and interpretation were done in tabular form. The overwhelming majority of the students indicated that they were sustained by such factors as enhancement of social status, self actualization, nurturing of self-discipline, opportunity for on-the–job skills training and increasing life-long earning capacity, flexibility of the programs, among others. Consequent upon the study, student self –sustainability were career orientation, self-actualization, desire for life-long learning, delivery mode and the modular system. Among other recommendations were need for establishment of district centers, re-introduction of radio broadcasts and full package at registration Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Volume Date A point or period of time associated with an event in the lifecycle of the resource 2011 Open and Distance Learning Student sustainability Zimbabwe https://ir.zou.ac.zw/files/original/de6bdaeecc46e7f7bfcacf71c8ffb235.pdf def0a08a4f9d01b52fe87c9720b36677 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENT PERCEPTIONS OF SERVICE DELIVERY AT THE ZIMBABWE OPEN UNIVERSITY: MASVINGO REGIONAL CAMPUS Creator An entity primarily responsible for making the resource R.A. CHABAYA P. CHADAMOYO C. CHIOME Description An account of the resource This study investigated students’ perceptions on service delivery at the Zimbabwe Open University Masvingo Regional Campus. The study employed the qualitative descriptive survey design. It generated qualitative data using a questionnaire with open and closed items. A sample of 92 students was selected from a population of 1500 returning students using the stratified random sampling technique. Data was presented in simple frequency tables and analysed thematically. The study found out that students were satisfied with the examination management, fees payment structure, module distribution, enquiries, student tutor relationship and academic advisement. They expressed dissatisfaction with registration process, tutorials, library services, assignment management, overcrowded offices and communication. The study recommended that urgent steps must be taken by the university to expedite the registration process, provide on line services, expand library, train staff in customer care and mobilise resources that adequately support the growing student population. Further research can be done in customer care and assignment management Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 https://ir.zou.ac.zw/files/original/4ac5cd5f9eff1667f517ba8a429a1c2e.pdf aa5f6f0fa5913fc012823d2d5feddbb3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource QUALITY MATERIALS SCIENCE EDUCATION FOR SUSTAINABLE DEVELOPMENT THROUGH DISTANCE LEARNING: THE CASE FOR NIGERIA AND ZIMBABWE Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource Zimbabwe is rich in human capital and natural resources, and is poised to achieve sustainable growth and development mainly through human capital development. The purpose of this paper is to explore the use of open and distance learning (ODL) in materials science education. The major objectives of the research are to:  identify and assess the main regulatory frameworks that apply to distance and online education in Nigeria and Zimbabwe.  ascertain the feasibility of offering materials science education programmes through open and distance learning (ODL). The methodology was mainly a qualitative case study focusing on Nigeria and Zimbabwe. The two countries were purposively sampled to represent two distinct types of policy and regulatory environments. Data collection comprised literature and document review, administration of questionnaires, and field visits to conduct interviews with relevant ministries, regulatory agencies and selected universities. Data collection instruments were questionnaires and interview schedules. Nigeria has a population of about 154,729,000 as at 2009, distributed as 51.7% rural and 48.3% urban, and with a population density of 167.5 people per square kilometer. The National Universities Commission (NUC) regulates a total of 117 Universities countrywide and provides accreditation at institutional, programme and course levels. Quality assurance is monitored to promote standards and ensure safety with minimum academic standards. The National Open University of Nigeria (NOUN) is currently the only Uni-mode University mandated for Open and Distance Learning (ODL) in the delivery of university education. There are about six universities which may be regarded as dual- mode universities with limited capacity to deliver degree programmes by the ODL mode in addition to the conventional face-to-face mode. NUC has one of the best regulatory frameworks in the world that promotes quality ODL programmes. The lessons learnt from Nigeria can be adapted and applied to Zimbabwe and ZOU in the offering of degree programmes for materials science and courses in nanotechnology, through ODL and e-learning. Publisher An entity responsible for making the resource available International Journal of Educational Research and Technology (IJERT) Date A point or period of time associated with an event in the lifecycle of the resource 2012 Distance learning Education Nigeria Science education Zimbabwe https://ir.zou.ac.zw/files/original/f022a8f69a3ebab067e6b590cba9d264.pdf b970ffe516463788597d7dbb2e47298c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource QUALITY MATERIALS SCIENCE EDUCATION FOR SUSTAINABLE DEVELOPMENT THROUGH DISTANCE LEARNING: THE CASE FOR NIGERIA AND ZIMBABWE Creator An entity primarily responsible for making the resource PROFESSOR GABRIEL KABANDA Description An account of the resource Zimbabwe is rich in human capital and natural resources, and is poised to achieve sustainable growth and development mainly through human capital development. The purpose of this paper is to explore the use of open and distance learning (ODL) in materials science education. The major objectives of the research are to: i) identify and assess the main regulatory frameworks that apply to distance and online education in Nigeria and Zimbabwe ii) ascertain the feasibility of offering materials science education programmes through open and distance learning (ODL) The methodology was mainly a qualitative case study focusing on Nigeria and Zimbabwe. The two countries were purposively sampled to represent two distinct types of policy and regulatory environments. Data collection comprised literature and document review, administration of questionnaires, and field visits to conduct interviews with relevant ministries, regulatory agencies and selected universities. Data collection instruments were questionnaires and interview schedules. Nigeria has a population of about 154,729,000 as at 2009, distributed as 51.7% rural and 48.3% urban, and with a population density of 167.5 people per square kilometre. The National Universities Commission (NUC) regulates a total of 117 Universities countrywide and provides accreditation at institutional, programme and course levels. Quality assurance is monitored to promote standards and ensure safety with minimum academic standards. The National Open University of Nigeria (NOUN) is currently the only Uni-mode University mandated for Open and Distance Learning (ODL) in the delivery of university education. There are about six universities which may be regarded as dual-mode universities with limited capacity to deliver degree programmes by the ODL mode in addition to the conventional face-to-face mode. NUC has one of the best regulatory frameworks in the world that promotes quality ODL programmes. The lessons learnt from Nigeria can be adapted and applied to Zimbabwe and ZOU in the offering of degree programmes for materials science and courses in nanotechnology, through ODL and e-learning Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 Distance Education Education science sustainable development https://ir.zou.ac.zw/files/original/3d2e65cae561bf9ae77ae2abf1cb0100.pdf 649a196dc977e4de6c3d6c1d826dd9b9 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ACHIEVING GENDER EQUITY AT THE WORKPLACE: THE EXPERIENCES OF WORKING STUDENTS OF THE ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource PROFESSOR CHRISPEN CHIOME DR. ANDREW CHINDANYA Description An account of the resource The study sought the experiences of working students of the Zimbabwe Open University on ways of achieving gender equity at the workplace. The research was qualitative as the questionnaire used as a data-gathering instrument had open-ended sections that yielded qualitative data. The research employed the descriptive survey design. In this study, a sample of 206 working distance education students was extracted using the stratified random sample in which departments and gender formed the strata. The study found out that gender equity at organisational level could be achieved by creating a gender sensitive environment, attitudinal changes, gender responsive culture, and full participation of women. Above all gender issues at organisational level must not be treated in isolation, but must include empowerment policies, human rights and H.I.V.AIDS. The working students went further to prescribe a gender friendly curriculum, equality before the law and unlimited access to gender sensitive information. The study among others recommended that wide access to gender friendly literature, extensive outreach programmes targeting all sexes, women advancement programmes and a participatory environment at the workplace must be put in place to enable gender equity to prevail at the organisational level. Publisher An entity responsible for making the resource available Scholars Journal of Arts, Humanities and Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2015 gender equity human rights workplace Zimbabwe Open University https://ir.zou.ac.zw/files/original/d2fb9a06096ed82db70ea96466c1586b.pdf c1e3cb000639f955046ab2a3e7e0b644 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ACCESS AND SUCCESS IN E-LEARNING IN THE ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource CHRISPEN CHIOME Description An account of the resource The study sought to determine distance education students’ experiences in access to and success in e- learning endeavours. The study was qualitative as the questionnaire used as a data-gathering instrument had both closed and open-ended sections that yielded qualitative data. The research employed the descriptive survey design. In this study, a sample of 158 distance education students from all faculties in the Zimbabwe Open University’s Masvingo Regional Campus was extracted using the convenience sampling method. The study found out that while the majority of distance education students use computer related gargets such as cell phones, television remote control the majority of them did not have access to the computers and thus to e-learning access and success is affected. Success factors such as collaborative learning and quality e-content were heavily deflowered, marred and spoilt as the majority of them did not have e-mail addresses, had no skills in e-learning and hence could not communicate with other students and tutors on the internet. The students nevertheless were excited about e-learning facilities provided by the university. The study, among others, recommended that wide access to e-learning facilities by distance education students, extensive skills upgrading workshops targeting all students, e-learning support centre and e-learning course must be put in place to enable Zimbabwe Open University students to benefit from e-learning Publisher An entity responsible for making the resource available Online Journal of African Affairs Date A point or period of time associated with an event in the lifecycle of the resource 2012 Access collaborative learning e-learning Open and Distance Learning success https://ir.zou.ac.zw/files/original/10dd8dd011275f4585b07e4ef1828896.pdf 94fbf2f2f02aa1344271409cae754354 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEER ASSESSMENT IN HIGHER EDUCATION: THE ROADMAP FOR DEVELOPING EMPLOYABILITY SKILLS IN POTENTIAL JOB SEEKERS Creator An entity primarily responsible for making the resource PAUL MUPA OWENCE CHABAYA CHRISPEN CHIOME RAPHINOS ALEXANDER CHABAYA Contributor An entity responsible for making contributions to the resource Description An account of the resource The focus of the study was on the assessment of students’ attitudes towards both being assessed by and assessing other students’ work.Concerns about graduate employment issues, the world over, suggest that employers are concerned by the lack of employability skills exhibited by entry-level job applications. It is also suggested that employers consider it the responsibility of higher education institutions to develop and sharpen such skills. The current study seeks to identify peer assessment as a potential strategy for developing employability skills and aims to examine, from a students’ perspective, the process of introducing peer assessment into higher education teaching programmes. Data were gathered from a sample of undergraduate students following a semi-structured interview. The study found that students expressed a positive attitude towards peer assessment but had concerns relating to their capability to assess peers and to the responsibility associated with assessing peers. Students felt that peer assessment would raise standards in higher education and equip graduates with the needed employability skills. The study recommends that peer assessment should be adopted as regular practice on undergraduate programmes wishing to equip students with a complete repertoire of employment-relevant skills Publisher An entity responsible for making the resource available International J. Educational & Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 employability skills higher education peer assessment teaching programmes https://ir.zou.ac.zw/files/original/48bb38df6aa8439dc0f0592a36c62e23.pdf 00c59a60472f53baf44fc0749f0d202b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource LEARNING ORGANISATION CONCEPTS IN OPEN AND DISTANCE LEARNING UNIVERSITY: THEIR APPLICATION IN FLUID TIMES OF DISCONTINUITY AND UNCERTAINTY Creator An entity primarily responsible for making the resource CHRISPEN CHIOME Contributor An entity responsible for making contributions to the resource THABITHA GRACE MAKEREDZI Description An account of the resource This study explored the key elements in applying learning organisation concepts in changing environments of uncertainty and discontinuity in the Zimbabwe Open University. Drawing on the interpretive paradigm and grounded theory, an open–ended questionnaire generated data from a convenient sample of 20 lecturers and 120 students. Findings suggest that ODL institutions are pivotal for effective collaborative engagement to meet institutional goals. Thus, they need to apply organisational learning concepts and function as “learning organizations”. This may be achieved by fostering both collaborative and individual life-long learning, professional development and intellectual stimulation, research, creativity and innovation. Transformational leadership and autonomy, collective accountability and responsibility and, appropriate incentive schemes also emerged as important. The study suggests re-designing of the ODL university leadership and aligning it to the dictates of modern learning organisations. Being mindful of such issues may assist the university in navigating its way through the uncertainties in the terrain. Publisher An entity responsible for making the resource available Kamla-Raj 2013 Date A point or period of time associated with an event in the lifecycle of the resource 2013 Education leadership Life-Long Learning Modern Learning Organisations University https://ir.zou.ac.zw/files/original/8c3eed5cddda593cdf3cf35a1a5f0947.pdf 549f83d87f9453f791ad04596611733d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource POOR PERFORMANCE OF PUPILS IN MATHEMATICS AT GRADE SEVEN EXAMINATIONS IN FARM SCHOOLS IN MREWA DISTRICT OF ZIMBABWE Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource This present study‟s main focus was to analyse the causes of poor performance of pupils in Mathematics at Grade Seven examinations in farm schools in Mrewa District of Zimbabwe. The research used the quantitative research methodology and adopted the descriptive survey design. The target population included all primary schools in Mrewa District in Matabeleland Province in Zimbabwe. Random sampling was used to arrive at a sample of 200 respondents made up of 117 females and 83 males. All the information was collected through a questionnaire. The study revealed that there was a serious shortage of human, material, financial and in fractural resources that negatively impacted on pupils‟ performance in the Grade Seven Mathematics examinations. There was also a very high teacher turn-over due to the poor working conditions as well as political volatility in the environment. The study recommends that teachers should not be allowed to transfer during the course of the year to allow for continuity and stability in the teacher establishment. Publisher An entity responsible for making the resource available Scholars Journal of Economics, Business and Management Date A point or period of time associated with an event in the lifecycle of the resource 2017 and district Causes farm schools grade seven examinations poor performance pupils https://ir.zou.ac.zw/files/original/8031e664c551e06bac60a55666abdcbb.pdf f2c4b8387105a25db2b5d3708b974001 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource POLITICAL ECONOMY OF EDUCATION IN ZIMBABWE Creator An entity primarily responsible for making the resource TAKAWIRA C GWARINDA Publisher An entity responsible for making the resource available Zebra Publishing Date A point or period of time associated with an event in the lifecycle of the resource 20132 https://ir.zou.ac.zw/files/original/071ca8acd0717ba4d6236c4b53027f6d.pdf 38f8214f28209a4b73627d5fac907096 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEDAGOGY IN DISTANCE EDUCATION: IS EVALUATIVE JUDGEMENT AN EFFECTIVE PEDAGOGICAL TOOL FOR STUDENTS IN DISTANCE EDUCATION? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Distance education has expanded dramatically over the years and has become a needed component in the higher education landscape especially in this COVID-19 era. Students in distance education need the ability to make decisions about the quality of work and others. The argument advanced in this article is that evaluative judgement should be used as a pedagogical tool by students in distance education so that they develop the capacity to improve their reflective practices. Qualitative methodology was employed in this study. Learning facilitators from the Zimbabwe Open University were purposefully sampled to generate data through semi-structured interviews. The major findings of the study were that evaluative judgement is a very effective tool which enables students to see whether what they are doing is right or wrong. It is used in assignment writing, term paper presentations, research project writing, group discussions, peer assessment, teaching practice attachment and during examination writing. It improves the depth and breadth of understanding matter and also improves the quality of interaction between the student and the content. The study recommends that tutorial handbooks should be provided at orientation on the importance of evaluative judgement to students in order to improve the quality of their work. Publisher An entity responsible for making the resource available Zambia Journal of Distance Education Date A point or period of time associated with an event in the lifecycle of the resource 2021 Distance Education evaluative judgement pedagogical tool reflective practice self-assessment https://ir.zou.ac.zw/files/original/b5bdbbfbaf5ee0ae3ec0ce088ba73b7a.pdf 2db4c0e59c2a0a90333e39ef2f5dcbf6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEDAGOGIC POSSIBILITIES OF ICTS AND TECHNOLOGY AFFORDANCES IN AN INCREASINGLY NETWORKED ENVIRONMENT IN SUPPORT OF SUSTAINABLE DEVELOPMENT Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource The research project seeks new opportunities/ directions of learning and teaching in an increasingly networked world, and how they can benefit people in developing countries in support of sustainable development. The research agenda is aimed at studying how interconnected information and communication technologies (ICTs) can expand the reach of educational opportunities and improve learning outcomes as technology affordances. The main research question is - What are the pedagogic possibilities of ICTs and technology affordances in an increasingly networked environment that can impact/ benefit participative collaborative inclusive communities of learning in support of sustainable development? Publisher An entity responsible for making the resource available Journal of African Studies and Development Date A point or period of time associated with an event in the lifecycle of the resource 2015 https://ir.zou.ac.zw/files/original/8d66215e75c8fa815b3a70cced9256c6.pdf a3e1ec3cacd22d5253e3f253c122769f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN INSIGHT INTO THE DEFINITIONS OF DISTANCE LEARNING AND THE SIGNIFICANCE OF TUTOR COMMENTS IN DISTANCE LEARNING Creator An entity primarily responsible for making the resource PAULINE MANJENGWA Description An account of the resource Firstly, this article examines various definitions of Distance Learning with the aim of enabling scholars to have a wider perspective of the concept. While the most basic definition relates to education that takes place when the teacher and students are separated by physical distance, developments in this area now encompass distance learning with technology (electronic, print, voice and data). Technology in this respect is viewed as the bridge used to mediate the gap between the tutor and the student. Secondly, the article also puts emphasis on the types of comments on marked assignments, that can either help the learner to work hard or destroy the learner’s interest to learn. Appropriate, positive and constructive comments in marked assignments promote effective communication between the tutor and the learner. Most importantly, prompt assignment return with constructive feedback and counselling, is a possible decisive element for study success and goal achievement, for Distance Learners. More suggestions on enhancing the tutor – student interaction are discussed. Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 Distance Education Outreach Tele-teaching Tele-work https://ir.zou.ac.zw/files/original/40dfeae04e0ee3007b961630b03b926a.pdf e329fbe9e4f3a7e0937edf1350297c2c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PARENTS’ ROLE TOWARDS IMPROVING THE PERFORMANCE OF THEIR CHILDREN IN SCHOOL WORK: A CASE STUDY OF BINDURA PRIMARY SCHOOLS Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource The purpose of this present study was to investigate the role played by parents in improving the performance of their children in school work in Bindura primary schools in Zimbabwe using the quantitative research methodology. The population consisted of all heads, SDC/SDA members and teachers in the thirty schools in Bindura. Random sampling was used to arrive at a sample of ninety six (96) respondents made up of six (6) heads of schools, seventy two (72) teachers and eighteen (18) members of School Development Committees or Associations (SDCs/SDAs). The questionnaire and interview were used for data collection. The study revealed that there are many barriers to effective parental involvement in school activities such as lack of education by parents. The study recommends that heads of schools should always involve parents before making decisions that require the inputs from the parents. There should also be staff development workshops for teachers and parents where parental involvement in the education of their children would be the main topic. Publisher An entity responsible for making the resource available IJRDO-Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2017 Investigation parents performance primary schools role played school work