5 25 112 https://ir.zou.ac.zw/files/original/58d80088c77a3cae58efaf2de22494cf.pdf a97d98152abe69668ec9e30a84fa3129 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 DETERMINANTS OF AFFECTIVE ORGANISATIONAL COMMITMENT AND THEIR RELATIONSHIP TO THE PERFORMANCE OF SECONDARY SCHOOLTEACHERS IN ZIMBABWE Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource Performance of secondary school students has been declining since 1984 to date. Although much has been done to improve conditions of teachers the Ordinary level ZIMSEC examinations appear to be declining. Factors contributing to the teachers‟effectiveness have not been well researched. Whereas teachers could be motivated by employers, what contributes to their affective commitment to the organisations in which they work is not known. The primary aim of the study was to make a critical analysis of variables contributing to affective organisational commitment of teachers. Stufflebeam‟s (1971) Context Input Process and Product Model informed the study. A mixed methods methodology approach was used. The study used statistical tests such as multiple regression alysis and step wise regression analysis on quantitative survey data. The quantitative data were gathered using two seven point Likert scales from 230 teachers, proportionately, stratified and systematic randomly sampled from 2340 teachers. SPSS was used to analyse the relationship between school performance and teachers‟ organisational commitment. Linear multiple step wise regression analyses were performed in order to find out the significance of the variables. The qualitative data were collected from purposively sampled 12 teachers, 2 heads of departments, 2 deputy heads, 4 school heads, 5 education inspectors and 1 Deputy Provincial Education Director. Semi-structured interviews and focus group discussion were used in order to to generate data which were analysed using NVivo. The study established factors such as biographical, organisational the community policies and teacher efficacy as strong determinants of affective organisational commitment. One of the significant outcomes of the study was an informed conceptualised BLOTPAS affective organisational commitment model that illustrates the relationship between the factors and teachers, as well as students and schools‟ performance. The study recommended to revamp education system operations Publisher An entity responsible for making the resource available Zimbabwe Open University Date A point or period of time associated with an event in the lifecycle of the resource 2017 Organisational commitment Teaching https://ir.zou.ac.zw/files/original/225759cfc3a88e7793d04ce84515cd38.pdf 0d37d4b469a948302f4d5cc2081b11d0 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 TUTOR EFFECTIVENESS: CONCEPTIONS OF STUDENT TEACHERS AT ZIMBABWE OPEN UNIVERSITY IN MASVINGO NGARA ROSEMARY ZIMBABWE OPEN UNIVERSITY, ZIMBABWE NGWARAI RICHARD Creator An entity primarily responsible for making the resource NGWARAI RICHARD Description An account of the resource Tutoring is an age - old practice .There are some requisites for tutors to be effective. Content knowledge is an essential ingredient for effective tutoring and many other personal attributes. If a tutor is received as genuine and having a genuine desire to listen, students will be willing to open up and discuss their problems. Good mastery of subject matter by the tutor contributes to tutor effectiveness as students turn up for tutorials if they feel they benefit from tutors` contributions. Much of the quality of tutoring depends on the attitude of the instructor and their capabilities in using technology. Research suggests that the effectiveness of distance learning is based on preparation, excellent communication skills and the instructors’ understanding. A survey was conducted at Zimbabwe Open University in Masvingo region to establish tutees’ perceptions of the effectiveness of the tutors’ teaching courses in the Bachelor of Education in Early Childhood Development Programme (BECDECD) using questionnaires. Respondents were of the opinion that most tutors had impressive subject mastery and were usually thoroughly prepared for tutorials and methodology used was viewed by most participants as suitable. However, there were sentiments that tutors hardly communicated with students outside tutorial sessions. Tutors’ marking was viewed as communicative, but feedback was not timely and tutors did not use any modern teaching media. Some of the personal attributes such as openness, humility and accessibility were viewed as wanting on the part of some tutors. The study recommended that more tutor workshops be run to emphasize and reemphasize essential ingredients of effective tutoring and that the tutors make use of technology available at the regional campus, among other things Publisher An entity responsible for making the resource available European Social Sciences Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 Early Childhood Development tutor effectiveness https://ir.zou.ac.zw/files/original/1abd46521cf0db69c7caeb2d73daf961.pdf e1b653a9ad0bf535e27495dd06ef9087 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 ROLE OF THE SCHOOL IN TRANSITIONING YOUNG PEOPLE INTO VOCATIONAL TRAINING IN SELECTED SECONDARY SCHOOLS IN GWANDA DISTRICT Creator An entity primarily responsible for making the resource ITAYI SAMANYANGA VICTOR MADZINGA DINGINDAWO NCUBE Description An account of the resource This paper sought to assess the role of the school in transitioning young people into vocational training in selected secondary schools in Gwanda district. Many young people are completing secondary school education without skills needed to live independently or contribute meaningfully to society‟s daily demands. With the ever increasing job demands on technical skills young people need to be prepared for specialised technical jobs. The research sought to assess the role of the school system in preparing youths who can effectively compete in the labour market. The major challenge youths face is unemployment due to their unemployability. It is therefore imperative, to prepare them for vocational training and ultimately for lifelong employment. The teaching of technical and vocational subjects prepares youths for the labour market as well as increasing their chances of becoming professionals. Through the learning of technical and vocational subjects, youths are empowered to make choices for their future careers and realise the benefits of possessing knowledge of technical and vocational skills. The study evaluated the role played by the education system in preparing youths for working life. A descriptive survey was used to obtain respondents‟ views. The study used questionnaire, structured interview schedule and observation guide in the data collection process to promote triangulation. The study recommends the Ministry of Primary and Secondary Education to come up with a clear policy guiding the implementation of technical and vocational curricula in secondary schools. The study findings reveal that secondary schools had no suitably qualified technical and vocational teachers, thus inadequate time was allocated to technical and vocational subjects. To keep pace with global trends, the Ministry of Primary and Secondary Education should also seriously consider the use of computers/IT in the instruction of technical and vocational subjects Publisher An entity responsible for making the resource available IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Date A point or period of time associated with an event in the lifecycle of the resource 2016 echnical and vocational subjects employment vocational training and transition https://ir.zou.ac.zw/files/original/ee4817a90059ad2583a53bab0579278a.pdf 0d37d4b469a948302f4d5cc2081b11d0 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 TUTOR EFFECTIVENESS: CONCEPTIONS OF STUDENT TEACHERS AT ZIMBABWE OPEN UNIVERSITY IN MASVINGO Creator An entity primarily responsible for making the resource ROSEMARY NGARA RICHARD NGARA Description An account of the resource Tutoring is an age - old practice .There are some requisites for tutors to be effective. Content knowledge is an essential ingredient for effective tutoring and many other personal attributes. If a tutor is received as genuine and having a genuine desire to listen, students will be willing to open up and discuss their problems. Good mastery of subject matter by the tutor contributes to tutor effectiveness as students turn up for tutorials if they feel they benefit from tutors` contributions. Much of the quality of tutoring depends on the attitude of the instructor and their capabilities in using technology. Research suggests that the effectiveness of distance learning is based on preparation, excellent communication skills and the instructors’ understanding. A survey was conducted at Zimbabwe Open University in Masvingo region to establish tutees’ perceptions of the effectiveness of the tutors’ teaching courses in the Bachelor of Education in Early Childhood Development Programme (BECDECD) using questionnaires. Respondents were of the opinion that most tutors had impressive subject mastery and were usually thoroughly prepared for tutorials and methodology used was viewed by most participants as suitable. However, there were sentiments that tutors hardly communicated with students outside tutorial sessions. Tutors’ marking was viewed as communicative, but feedback was not timely and tutors did not use any modern teaching media. Some of the personal attributes such as openness, humility and accessibility were viewed as wanting on the part of some tutors. The study recommended that more tutor workshops be run to emphasize and reemphasize essential ingredients of effective tutoring and that the tutors make use of technology available at the regional campus, among other things Publisher An entity responsible for making the resource available European Social Sciences Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 Early Childhood Development tutor effectiveness https://ir.zou.ac.zw/files/original/066cced4ecb06dd3aef8c091a7b0e2e3.pdf 7ace2047c6a3bf9ba3a2988bb9f057e9 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 TEACHING PRACTICE SUPERVISION AND ASSESSMENT AS A QUALITY ASSURANCE TOOL IN TEACHER TRAINING: PERCEPTIONS OF PROSPECTIVE TEACHERS AT MASVINGO TEACHER TRAINING COLLEGES Creator An entity primarily responsible for making the resource ROSEMARY NGARA RICHARD NGWARAI RODGERS NGARA Description An account of the resource eaching practice (T.P.) is a critical stage in the training of prospective teachers as it is a process of producing a master teacher. There are many mechanisms that are put in place to make T.P. a beneficial experience to trainee teachers and student supervision is a part of one of such mechanisms. Supervision and assessment of the trainee teachers is done by the college and mentors and members of the administration at the schools where students conduct their teaching practice. There are, however, some problems associated with supervision. For instance, supervisors give conflicting suggestions and sometimes supervision is ill-timed or delayed. A survey was conducted in Masvingo urban schools to determine views of prospective teachers and student teacher supervisors on the effectiveness of T.P supervision as a tool in quality assurance. By and large, participants regarded supervision and assessment as an indispensable tool in assuring quality in teacher training. Nevertheless, some variables were viewed as affecting the effectiveness of supervision. Among them were delays in supervision, supervision being far- spaced from each other, little or no dialogue and lack of consensus on the part of supervisors in dealing with similar issues. Among other things, the study recommended the running of workshops on T.P supervision by training colleges for Teaching Practice supervisors at all levels Publisher An entity responsible for making the resource available European Social Sciences Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 prospective teachers student teacher supervision teaching practice https://ir.zou.ac.zw/files/original/b5c79a1f4b6ad61a9b8fe3e5094c8deb.pdf a673d7a9b2befb206197c68f8c178e0c 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 ROLE OF MENTORS IN THE PROFESSIONAL DEVELOPMENT OF STUDENT TEACHERS Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource The study investigated the extent to which teachers enhance the professional development of student teachers. The purpose was to find ways of eradicating or covering the gap that existed between college lecturers and school mentors as far as school based initial training is concerned. The study employed the descriptive survey method, documents and interviews were used as research instruments. The population of the study was twenty respondents 10 mentors and 10 student teachers who had just began their second year teaching practice. The sample was chosen using purposive sampling. School administrators and senior teachers monitored the recording of the diaries. This ensured a 100% data recording. It was found that mentors demonstrated a limited understanding of the concept of mentoring and viewed colleges as better placed to help student teachers in their professional development. There were no clear guidelines to be followed by mentors hence student teachers received limited assistance, support and guidance from mentors. The study recommended further research at macro level to find out the extent mentors were enhancing the professional development of student teachers and the implications of school based initial teacher education in Zimbabwean education system Publisher An entity responsible for making the resource available Prime Research on Education (PRE) Date A point or period of time associated with an event in the lifecycle of the resource 2013 mentor mentoring profession Professional development Student teacher https://ir.zou.ac.zw/files/original/7a6815087240a990416cd0ae8006f135.pdf f15ae31b1cd1b64cd198cf799105ee20 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 PERSONAL ACCOUNTS OF TEACHERS ON FACTORS AFFECTING QUALITY IN ZIMBABWEAN SCHOOLS Creator An entity primarily responsible for making the resource KURASHA PRIMROSE CHIOME CHRISPEN Description An account of the resource The study sought to determine what the factors affecting quality. The study was basically qualitative. Personal accounts of teachers were sought yielding qualitative data. The research employed the descriptive survey design. In this study, a sample of 263 teachers from four districts of Masvingo province in Zimbabwe was chosen using the convenience sampling technique. The study found out that departmental members were clear about the vision towards which they were working at, had a reasonable understanding of what excellence entailed and hailed the department for teamwork. However, they insisted that the need for staff growth, matching resources, research culture, communication, tutorial package, incentives and proper assessment management are prerequisites for departmental excellence in open and distance learning. The study among others recommended that the idea of excellence be pursued, backed by recourses, training, incentives and a research culture. Publisher An entity responsible for making the resource available European Social Sciences Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 Quality Schools teamwork tutorial package and research culture https://ir.zou.ac.zw/files/original/ad877708575e18a1cfa3ac908726b133.pdf e6b30227cbd9ebed640e765d01f13606 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 ANALYSIS OF ORGANISATIONAL FACTORS RELATED TO AFFECTIVE ORGANISATIONAL COMMITMENT OF SECONDARY SCHOOL TEACHERS IN MASHONALAND CENTRAL PROVINCE OF ZIMBABWE Creator An entity primarily responsible for making the resource RITTA KASOWE Description An account of the resource Performance of secondary school pupils accelerated in a declining manner since 1984 to date. Although much has been done to improve conditions of the teacher since the teachers are at the helm of students learning, students’ performance has continued to decline. Despite training obtained from teachers colleges, what is contributing to their effectiveness has not been well researched. Affective organisational commitment of secondary school teachers in Zimbabwe still remain an inadequately researched area. Whereas teachers could be motivated by employers, the gendered outcomes of their commitment to the organisation especially on their affective commitment has not been adequately investigated. The primary purpose of the study was to make a critical analysis of variables and factors contributing to affective organisational commitment using Stufflebeam (2007)’s Context Input Process and Product decision facilitation model of evaluation approach. The approach specified the imbalances in each phase of evaluation focusing on, organisational factors, how each factor contributed to affective organisational commitment of secondary school teachers. The study used statistical tests of multiple regression analysis and step wise regression analysis on quantitative survey data obtained from Affective organisational commitment. The quantitative data were gathered using two seven point Likert scales ranging from strongly agree to strongly disagree. A statistical program SPSS was used to investigate the relationships among variables in the research model. Regardless of the types of dependent or independent variables, linear multiple step wise regression analyses were performed in order to find out the significance of the variables. This was supplemented by qualitative data gathered and addressing organisational factors. The qualitative data were collected using semi structured face to face interviews and focus group discussions in order to triangulate the evidence obtained from quantitative data. The qualitative data were analysed using NVIVO to come up with themes. Thus this study used a mixed methodology approach. The study established that factors such as; occupational status, management worker relationship, recognition, variety in the profession, opportunity to use ability and subject specialisation, were strong determinants of affective organisational commitment related to secondary teachers’ affective organisational commitment and impacting negatively on pupils’ and schools’ performance. The study recommended that Educational planners must involve teachers in policy decision making at all levels, provide support and staff development workshops. Future researchers might wish to expand on studies that indicate a connection between factors established and the degree of pupils’ performance. 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 Affective organisational commitment Factors Organisational commitment Organisational commitment; Factors; Affective organisational commitment https://ir.zou.ac.zw/files/original/a9164d0a9438d86679701b4477ffc0f2.pdf 58bcf2d9b46d3b590c452519beb59af7 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 CONVEYER BELT MARKING: OPINIONS OF ZIMSEC MARKERS IN CHIKOMBA DISTRICT Creator An entity primarily responsible for making the resource ROGERS NGARA Description An account of the resource The purpose of the study was to establish markers perceptions of the newly introduced system of marking. Participant responses were sought through using open ended questionnaires. The study established that the CBM was considered advantageous in that marking because it could be made more reliable, efficient and that it encouraged good team spirit among makers. Nonetheless, some problems presented by CBM were opined by participants. For instance fast markers were held back by the slow ones, mastering of the whole marking scheme was not considered important yet in actual fact it was crucial that each maker mastered it and the whole exercise was hurried. It was also expressed that examiners were now getting lower remuneration compared to TMS. General suggestions were made by participants on how CBM could be improved. The researchers recommended that ample time be given to examiners for marking and that payment be according to the actual number of responses an examiner would have marked. Publisher An entity responsible for making the resource available HOPE Journal of Research (House of Pakistani Educationists) Date A point or period of time associated with an event in the lifecycle of the resource 2013 Conveyor belt marking Markers Traditional marking system https://ir.zou.ac.zw/files/original/a62276177a0b778a0c124a7e16ecee91.pdf 56d3a2b3f5e3eb257539dba48089410d 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 ASSESSMENT OF THE BACHELOR OF EARLY CHILDHOOD DEVELOPMENT DEGREE PROGRAMME IN ITS INITIAL STAGES AT ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource ROSEMARY NGARA RICHARD NGWARAI RODGERS NGARA Description An account of the resource The Bachelor of Early Childhood Education degree (BEDECD) is a teacher development programme which was introduced for study at Zimbabwe Open University in September 2010 in response to the need for more ECD-trained teachers. BEDECD is four year programme. It had run for three semesters at the time the study was conducted. The study was conducted at Zimbabwe Open University, in Masvingo region to assess opinions of students and lecturers on the implementation of the BEDECD curriculum, in the stated period. Generally, students and lecturers were of the opinion that modules designed for the programme had been useful and had recent data and the design of the modules was of high quality. Pre-Teaching Practice Microteaching was viewed by most participants as helpful but micro-teaching was not accorded adequate time. However, participants were generally, unhappy about the delayed provision of some modules in each of the semesters. Students felt that tutorials were in most cases fruitful as tutors were thoroughly prepared but students reported that tutors did not employ any media that could have driven home ideas and concepts at stake. The study recommended timeous provision of curriculum materials and feedback on assignments, among other things Publisher An entity responsible for making the resource available Greener Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 Curriculum reforms and implementations Teacher Education and professional development https://ir.zou.ac.zw/files/original/87dcaef9b3089d780a1aa38ae91c9785.pdf 6a20a15091040d65370c06191e6b4b88 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 MENTOR AND MENTEE CONCEPTIONS ON MENTOR ROLES AND QUALITIES: A CASE STUDY OF MASVINGO TEACHER TRAINING COLLEGES Creator An entity primarily responsible for making the resource R.NGARA R.NGWARAI Description An account of the resource Mentoring has been increasingly recognized as a key strategy in professional training and development in education. In teacher training, mentoring may be regarded as a relationship and a process whose aim and purpose is to induct student teachers into the community of practice of teaching. It is a process in which professional support is given by and within school. The mentor role was that of an elder, trusted loyal friend, responsible for the growth and development of the protégé, whose characteristics were integrity, wisdom and personal involvement. However the notion of mentoring is not clear as it seems, considering how it is performed and there are challenges affecting mentoring. In Zimbabwe, in teacher education, mentoring is one of the Teaching Practice training strategies which is largely employed by schools in conjunction with teacher training colleges. A survey was conducted in Masvingo urban to determine mentor and mentee conceptions on mentor roles and mentor qualities in mentoring student teachers from two teachers’ training colleges in Masvingo .The study established that there were some differences in the way roles and qualities of mentors were conceived by student teachers and the mentors but the key roles of an effective mentor were conceived as a guide and a helper in purely teaching matters. Opinions were divided on the assessor role of mentors but being highly knowledgeable about teaching children in the primary school, warm and being trustworthy were most commonly identified traits of effective mentors. The study recommended that workshops be run conjointly by training colleges and appointed school mentors so that mentors and colleges speak the same voice on mentor roles and qualities Publisher An entity responsible for making the resource available International J. Soc. Sci. & Education Date A point or period of time associated with an event in the lifecycle of the resource 2012 mentee mentor mentoring https://ir.zou.ac.zw/files/original/473f062bf0e6506b7ef55d49ee25d1fb.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 ICT pedagogic possibilities. sustainable development Technology affordances