1 25 88 https://ir.zou.ac.zw/files/original/a9017020f4667745ec4ecd912a7da877.pdf e717b048b224c542abee6d44be89b6bf 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 SUPPORT FOR STUDENTS FROM DIFFERENT CULTURES IN AUTHENTIC ONLINE ASSESSMENTS: A CASE OF AN ODEL INSTITUTION IN ZIMBABWE Creator An entity primarily responsible for making the resource THOMAS MUSANKULENI KAPUTA1 FADZAI NDABAMBI Description An account of the resource The focus of the study is on how special education lecturers can support students from different cultures in authentic online assessments for improved real learning transfer at an ODeL institution in Zimbabwe. Authentic online assessment is the latest trend using different tools like electronic portfolios, to assess learners in real life scenarios which mimic the real world. Research has shown that students’ cultural background determines how the students define assessment and how they use Information, Communication Technologies (ICTs), which are major components of the assessment process. This poses problems to third world students as the instruments used are foreign in design. A qualitative approach using an online open-ended questionnaire, interview guide and a document analysis generates the data. The sample includes special education lecturers and their students with and without disabilities, those from rural and urban areas from different cultures in the country’s ten regional campus. The major finding is that culture influences authentic online assessments. Its recommendations are that lecturers support all students by designing and using culturally sensitive authentic assessments to enable transference of learning to their communities. Publisher An entity responsible for making the resource available Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 authentic online assessments Cultures students with and without disabilities https://ir.zou.ac.zw/files/original/71552f1e24d458b6842cd0bfd83069fc.pdf 5b54eb83e133d25f20ba50e53fb27e53 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 TESTIMONIES OF TRANSFORMATION: PARTICIPANTS’ REFLECTIONS ON ZOU’S FEE-FREE SHORT COURSES AS SUPPORTERS OF EDUCATION 5.0 GOALS PHILLIPA MUTSWANGA1 AND EURITA NYAMANHARE1 Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA EURITA NYAMANHARE Description An account of the resource This study investigated how participants perceived Zimbabwe Open University’s (ZOU) fee- free short courses as tools for advancing developmental goals through community engagement. The research aimed to uncover how these programmes contribute to skills development,heritage preservation and inclusive growth, in alignment with Education 5.0. Zimbabwe’s higher education policy emphasising teaching, research, community service, innovation and industrialisation. Guided by the Windmill Reciprocity Model, symbiotic transformative epistemology and the Open and Distance e-Learning (ODeL) philosophy, the study employed qualitative methods to gather data from purposively selected individuals who had completed at least two short courses. Data was collected through semi-structured interviews, participant observation and narrative accounts. Follow-up calls and triangulated methods ensured clarity and saturation of findings. Participants widely viewed the courses as transformative, empowering them to improve livelihoods, promote cultural identity and participate meaningfully in community development. Based on the findings, the study recommends that ZOU strengthen its community engagement by leveraging its Faculty of Agriculture as a central pillar for sustainable development initiatives. It also proposes the creation of shell companies and sheltered workshops managed by trained community members, with regional campuses providing oversight. These centres could serve as innovation hubs and market outlets for indigenous products and services. To ensure long-term impact, the study advocates for the scaling up of training to intermediate levels, increased focus on indigenous knowledge systems, and the integration of civic education. It further recommends that the government support social innovation across higher education institutions through dedicated funding and collaborative research. Such initiatives would help preserve cultural heritage, promote inclusive development and ensure intergenerational transfer of traditional knowledge. Publisher An entity responsible for making the resource available Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 Participants’ Reflections ZOU’s Fee-Free Short Testimonies of Transformation https://ir.zou.ac.zw/files/original/21aa25f5d57d62b39caecc915d74dc79.pdf 4917eae49373d83d7d7bc68f301e0313 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 EXCLUSION WITHIN INCLUSION: DISSENTING APPLICABILITY OF AI IN INCLUSIVE EDUCATION: CASE OF ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource MLAMBO NEFASI DAISY CHIPFUNDE Description An account of the resource The study sought to explore impact of ICT on PWDs. This paper provides a deeper exploration of both negative and positive attributes presented by the internet and ICT for the full participation of persons with disabilities. Whilst most scholars say accessible ICT can level the playing field for persons with disabilities across life domains including education, employment, e-governance and civic participation, financial inclusion and disaster management, this will always be a pipedream in most developing nations. Participants drawn from students with varying disabilities, student advisors and student representatives were purposively sampled. Data was collected using in depth interviews and semi structured questioners. The results showed that Exclusion and marginalisation of people living with disabilities is a fundament human rights issue. It straddles several dimensions like social, economic social, economic, political, ecological, governance as well as technological. It can be concluded that the conspired growth of ICT use in both academic and social life does not bring the same benefits to both PWDS and the mainstream population. From this, it is highly recommended that the government and other stakeholders put combined efforts to design systems which can cater for various forms of disabilities as well as taking cognisance of other variations like commodities. Additionally, policy makers and industrialists should incorporate input from people living with disabilities before implementing programs. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 AI exclusion Inclusion PWDs https://ir.zou.ac.zw/files/original/c872a4307c1eb5ab353484ae2bf9d472.pdf 6269713d3d562de04bf4102ff8f2cda2 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 IMPACT OF SCHOOL ENVIRONMENT ON LEARNERS' ACADEMIC PERFORMANCE: A COMPREHENSIVE REVIEW Creator An entity primarily responsible for making the resource MTIZWA PRISCA CHIVARAIZE Description An account of the resource This study investigates the influence of school infrastructure on the academic performance of primary school learners in Zimbabwe’s Marondera District. Employing the Context, Input, Process, and Product (CIPP) evaluation model, the research adopts a decision-oriented approach to identify infrastructural factors, classroom conditions, availability of learning resources, sanitation, teacher housing, and access to digital tools—that significantly affect learner outcomes. Using a mixed-methods design, data were gathered from teachers, headmasters, and school development committees through questionnaires, interviews, observation, and document review. The findings reveal a systemic relationship between physical infrastructure and learner performance: schools with adequate infrastructure consistently reported better academic outcomes, lower dropout rates, and improved learner motivation. Conversely, under-resourced schools exhibited chronic absenteeism, low pass rates, and teacher burnout. The study recommends that policymakers integrate infrastructural audits into education planning and prioritize funding for basic amenities, especially in marginalized communities. The CIPP model provided a robust framework for diagnosing challenges and suggesting actionable improvements in school infrastructure management https://ir.zou.ac.zw/files/original/95213bcd35cdfbfd77cf074c78e5c51e.pdf 20729c424115c113b9fae477f26dc37d 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 EXAMINING THE LEVEL OF AWARENESS OF THE EDUCATION 5.0 MODEL AMONG UNIVERSITY LECTURERS IN SELECTED STATE UNIVERSITIES IN ZIMBABWE. SIBANDA MUNYIKA Creator An entity primarily responsible for making the resource MUNYIKA SIBANDA Description An account of the resource This study explores the level of awareness and understanding of the Education 5.0 model among university lecturers in four selected state universities in Zimbabwe. Introduced as part of the National Vision 2030 agenda, Education 5.0 represents a paradigm shift in Zimbabwe’s higher and tertiary education policy by expanding the traditional triad of teaching, research and community service to include innovation and industrialisation. The model positions universities as engines of economic transformation, requiring academic staff to adopt new roles as innovators and industrialists. However, successful implementation depends on lecturers’ awareness, preparedness and institutional support. Guided by Rogers’ Diffusion of Innovations Theory, this study adopted a qualitative research design by employing a multiple case study approach. A purposive sample of 20 lecturers was drawn from four state universities based on their engagement with Education 5.0 initiatives. Data were collected through semi-structured interviews and analysed thematically. The findings reveal that while most participants are familiar with the term “Education 5.0,” their understanding is often superficial and fragmented, primarily informed by informal channels such as circulars and occasional workshops. Barriers to effective implementation include limited professional training, inadequate infrastructure, rigid curriculum approval processes, high workloads and weak incentives for innovation. Some lecturers also expressed ideological resistance, citing top-down policy imposition and a lack of contextual adaptation. Despite these challenges, participants endorsed the core principles of Education 5.0 and proposed practical solutions including continuous professional development, enhanced infrastructure, streamlined institutional procedures, performance- mbased incentives and inclusive stakeholder engagement. The study concludes that increasing awareness and support for lecturers is essential for translating the ambitions of Education 5.0 into transformative educational outcomes. Strategic communication, capacity building and policy alignment are recommended to ensure that Zimbabwe’s higher education sector can effectively drive innovation-led industrialisation Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 diffusion of innovations theory. Education 5.0 higher and tertiary education Industrialisation innovation university lecturers https://ir.zou.ac.zw/files/original/ffa19162ebc54bd64d2a2945a73665c0.pdf f067f29e9f7eaf363a84f09e29a57ace 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 FUTURE OF ODEL: EVALUATING THE ROLE OF TECHNOLOGY IN ENHANCING PERSONALISED LEARNING EXPERIENCES IN HIGHER EDUCATION. THE CASE OF ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource ROSEWITHA MBIRIYAKURA ( RITTAH KASOWE Description An account of the resource The rapid evolution of technology has significantly influenced Open and Distance e-Learning (ODeL), paving the way for personalised learning experiences in higher education. This study investigates the integration of advanced technologies, such as Artificial Intelligence (AI), adaptive learning systems and intelligent tutoring platforms into ODeL frameworks to enhance individualised learning pathways. By analysing current literature and case studies, the research identifies how these technologies contribute to improved student engagement, academic performance and retention rates. Data generated for the study included interview guide, open- ended questionnaire and focus group discussions. Document analysis was also used to complement the other methods. A purposive sampling technique was used to select participants for qualitative data. A total of 21 participants were selected with 12 students (undergraduate and postgraduate), six academic staff members and three e-learning administrators. Findings indicated that personalised technology-enhanced learning environments foster greater learner autonomy, motivation and satisfaction. However, challenges such as digital literacy gaps, infrastructure limitations and the need for faculty training are also highlighted. The research underscores the importance of strategic implementation of personalised learning technologies in ODeL settings. It recommends institutional policies that support technological infrastructure development, continuous professional development for educators and the adoption of learner- centric pedagogical models. By addressing these areas, higher education institutions could effectively leverage technology to create more inclusive and effective personalised learning experiences, aligning with the future trajectory of ODeL Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 adaptive learning systems Artificial Intelligence intelligent tutoring platforms learner centric advanced technologies personalised learning https://ir.zou.ac.zw/files/original/f2139d7b692cb6f2681df78630a73bdb.pdf 91e654efc49011c41d9192b2a11afd7a 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 SCHOOL HEADS IN EQUALISING EDUCATIONAL OPPORTUNITIES IN DISADVANTAGED RURAL PRIMARY SCHOOLS IN ZIMBABWE Creator An entity primarily responsible for making the resource KARREN MAKUWE Description An account of the resource Primary schools that exist in disadvantaged rural areas in Zimbabwe face serious challenges in delivering equal educational opportunities to the learners. Learners in these areas generally do not perform well in public examinations at grade seven level. They show reduced tendencies to progress beyond compulsory education cycles and contribute more to wastage indicators such as dropping out of school. Using Rawls’ Distributive Theory of social justice (1971), this study explores how school heads deliver equal educational opportunities in selected disadvantaged rural primary schools in Bindura District of Zimbabwe. The study used a qualitative research approach conducting a case study to gather data through semi structured interviews. The participants were primary school heads, deputy heads and school chairpersons selected from five purposively sampled disadvantaged rural primary schools according to their performance status, that is, bottom performing schools in national examinations at Grade Seven level for the year 2024 (based on the Zimbabwe Schools Examination Council (ZIMSEC) rankings for Bindura District. For purposes of this study, a bottom performing school in the context of Zimbabwean schools is a pass rate below 25–30 for grade seven (7) examinations Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 disadvantaged rural primary schools. educational opportunity equalising educational Opportunities leadership school head https://ir.zou.ac.zw/files/original/2a2ae2718aa88cdd38c22dd1a837a85d.pdf 9d42b68fe20f03977c7649522a830bf6 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 EVALUATING GENDER PARITY IN WOOD TECHNOLOGY PROGRAMMES AT A TVET INSTITUTION IN HARARE, ZIMBABWE Creator An entity primarily responsible for making the resource ABIA MUTUMBWA Description An account of the resource This study explored gender parity in wood technology programmes at a technical and vocational education and training institution in Harare, Zimbabwe, amidst rising female enrolment in higher education. A mixed-methods approach, using a concurrent nested design, was employed to collect both quantitative data from enrolment registers, attendance records and performance lists, and qualitative data through focus groups, interviews and questionnaires with eight lecturers and 30 students. The findings revealed that Gender Parity Index (GPI) for enrolment in wood technology programmes was 0.44. The study also showed that female students slightly outperformed males in theoretical assessments but were outperformed in practical tasks requiring gross motor skills. Females showed higher lesson attendance and better organisational skills but faced higher dropout rates due to gender-based discrimination and challenges in balancing academic and household responsibilities. Suggested strategies to improve gender parity include gender sensitisation workshops, mentorship, flexible schedules and childcare support.. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Gender parity Technical Vocational Education and Training Wood Technology Programmes https://ir.zou.ac.zw/files/original/4fd9b8a1bdadf488d77e4ef1fb066312.pdf b42e2220a092a89ab1b134a01d620f16 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 ZIMSEC’S ONLINE RESULTS CHECKING SYSTEM: A PARENT-GUARDIAN PERCEPTION SURVEY Creator An entity primarily responsible for making the resource BRIGHTON TARUBEREKERA Description An account of the resource This study investigates the effectiveness of the Zimbabwe School Examinations Council (ZIMSEC) online results system through a parent-guardian perception survey. With the introduction of a digital platform in 2019, ZIMSEC enabled candidates to access, view and download examination results directly from its official website. This study aims to evaluate how this online system is received by parents and guardians, focusing on their perspectives on its benefits, challenges, and potential areas for improvement. The research explores the perceived advantages of accessing results online, such as convenience and accessibility, while also highlighting concerns related to security, reliability and ease of use. The study employs a qualitative methodology, to provide a comprehensive understanding of how the online results system impacts Zimbabwean families and offers recommendations for enhancing functionality and user experience. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Education examination results Online results system technology Zimbabwe education system ZIMSEC https://ir.zou.ac.zw/files/original/938be6bd44fdf39162910d034db7ced6.pdf 2134fe79eddd542195923f32a6ea8807 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 INVESTIGATION OF ICT STRATEGIES IMPLEMENTED BY SCHOOL LEADERS TO ENHANCE EARLY CHILDHOOD CLASS MANAGEMENT: A CASE STUDY OF HARARE PRIMARY SCHOOLS Creator An entity primarily responsible for making the resource MERJURY SOSAI ZINGWENA LEWIS MADHLANGOBE Description An account of the resource Digital technologies are increasingly reshaping global education systems; consequently, integrating Information and Communication Technologies (ICTs) into Early Childhood Education (ECE) has become a critical priority for educational stakeholders. This qualitative study sought to understand how school leadership’s ICT-oriented strategies enhanced the management of Early Childhood Development (ECD) classes across Harare Northern Central District. Using purposive sampling, in-depth interviews were conducted with 10 school heads and administrators from public, trust and private institutions. Anchored in Social Cognitive Theory, the study employed thematic analysis to identify recurring patterns and meanings within the data. Findings reveal that while school leaders actively pursued ICT integration, their approaches varied significantly based on resource availability, policy clarity and access to training. Key strategies identified include ICT infrastructure development, curriculum alignment with digital tools, enhanced leadership training and the establishment of monitoring mechanisms. However, implementation was mainly hindered by infrastructural development gaps, low digital competence among staff and inadequate support systems in relation to technology usage. In response to these challenges, school leaders proposed context-drivensolutions such as tailored professional development, strengthened school-community partnerships and enhanced government support. Based on these insights, the study recommends the formulation of localised ICT integration frameworks, investment in digital infrastructure at the ECD level and the promotion of inclusive ICT capacity-building initiatives for educators and school leaders. Further research should explore the impact of specific ICT tools on ECD learning outcomes and conduct longitudinal studies to assess the long-term effects of leadership strategies on digital integration in early education settings. This study contributes to and extends policy debates on equitable digital transformation in Zimbabwe’s early education. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Early Childhood Development classes ICT tools. Information and Communication Technologies https://ir.zou.ac.zw/files/original/9d764db8ac5f0171b94f6a958936dc35.pdf 550355f420e15605c26c484b575ad363 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 PROMISE AND FAILURE OF CONTINUOUS ASSESSMENT IN SADC Creator An entity primarily responsible for making the resource DAISY CHIPFUNDE Description An account of the resource This study investigates the implementation of continuous assessment (CA) in higher education within the Southern African Development Community (SADC) region, addressing the challenges educators face and the potential benefits of this approach. Grounded in the Constructivist Learning Theory, which emphasises active engagement and knowledge construction, the research highlights how CA can enhance student learning outcomes through ongoing feedback and tailored teaching strategies. A desktop review methodology was employed, analysing 30 relevant studies, reports and policy documents published between 2020 and 2023. Key findings revealed that while teachers recognised the value of CA in promoting student engagement and improving learning, they often feel unprepared to implement it effectively due to inadequate training, infrastructural challenges and socio-economic factors affecting both educators and students. The findings from the desktop review revealed that teachers in the Southern African Development Community (SADC) region have mixed experiences with the implementation of continuous assessment (CA). Many educators recognise the potential benefits of CA, such as promoting student engagement and providing ongoing feedback to enhance learning outcomes. The study underscores the need for targeted professional development, improved resource allocation and supportive school leadership to facilitate the successful adoption of continuous assessment practices. Through these efforts, the potential of CA can be realised, contributing to a more equitable educational environment in the SADC Region Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 constructivist learning theory Continuous Assessment socio-economic factors teacher preparedness https://ir.zou.ac.zw/files/original/3ca0f17cae4bcd3751023a411e6e4c96.pdf a8137ced04f716250c57fad0c38cb904 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 EXPLORING THE CHALLENGES ENCOUNTERED DURING THE PROCESS OF SHIFTING FROM ODL TO ODEL IN HIGHER EDUCATION: THE CASE OF ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource NOMALANGA DHENDE DR. ANGELA MAPOSA Description An account of the resource The challenges that higher education institutions face when switching from Open and Distance Learning (ODL) to Open, Distance and e-Learning (ODeL) are examined in this research. The incorporation of online learning offers educational institutions both benefits and challenges as digital technologies transform the landscape of education. Non-probability sampling (purposive) was used to determine research participants for qualitative data, while probability sampling (simple random) was used to determine respondents for quantitative data. The population of the study was 300 respondents comprising academics, administrators and students in three Matabeleland Regional Campuses of ZOU, subsequently the sample size was 100 respondents. To analyse data exploratory sequential design was used as justified by Cresswell and Clark (2018). To collect accurate data on the transition process, this study used a mixed method approach that included surveys and interviews with administrators, students and academics. Observations and focus group discussions also proved to be useful tools for data collection. Limitations in the study included technology infrastructure, faculty unpreparedness, technophobia, inappropriate pedagogical methodologies and low levels of student involvement are the main challenges which were revealed by this study. Analyses of research findings indicated that the stakeholders were fully aware of the benefits to be accrued in the successful transition from ODL to ODeL but they also faced the hitches that are inherent in the implementation strategies. The shift was found to have implications for prospective students, current students, lecturers, support staff and senior management. Based on the findings of this research the following recommendations were proffered. More work must go into the planning process, before launching changes of such magnitude, the qualifications of educators should have a strong bias towards digital literacy and institutions should possess the appropriate infrastructure and gadgets to facilitate a smooth shift from ODL to ODeL. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 Challenges e-learning Higher Learning ODeL ODL Shift https://ir.zou.ac.zw/files/original/8dc773767c29e02cc08f2e09518563d5.pdf 3ce434864eae87f9e7abe627b188c5f3 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 EFFECTIVENESS OF OPEN, DISTANCE AND ELECTRONIC LEARNING ON ENTREPRENEURIAL LEADERSHIP SHORT COURSES AT THE ZIMBABWE PRISONS AND CORRECTIONAL SERVICES (ZPCS) Creator An entity primarily responsible for making the resource GERALD MUNYORO DOMINIC UZHENYU Description An account of the resource The transition from a traditional face-to-face learning mode to Open, Distance and Electronic Learning (ODeL) has become increasingly relevant in the context of Zimbabwe’s educational landscape, particularly for sectors requiring specialised training such as the Zimbabwe Prisons and Correctional Services (ZPCS). The study focused on the effectiveness of the transition from blended learning to full adoption of ODeL in delivering short courses in entrepreneurial leadership to the top officials of the ZPCS. The study employed a qualitative paradigm using interviews to generate data by assessing participants’ experiences, learning outcomes, and overall satisfaction with the transition phase from face-to-face delivery, then blended learning to full ODeL. Major findings were the flexibility of ODeL, the need for technological support, low effect on learning experience and low engagement levels. While ODeL increased accessibility to educational resources and scheduling convenience, the study highlights critical challenges that impede optimal learning outcomes such as inadequate infrastructure, inconsistent internet access as well as varying levels of digital literacy among participants, which collectively hinder their ability to fully engage with the course learning material. Recommendations include the need to have tailored support systems to ensure sustainable educational practices. Publisher An entity responsible for making the resource available ZJBEM Date A point or period of time associated with an event in the lifecycle of the resource 2025 Distance and Electronic Learning (ODeL) effectiveness Entrepreneurial leadership Open short courses ZPCS https://ir.zou.ac.zw/files/original/101c6bb355fd2a3a152c709dde8540cf.pdf d2bc8779f1a9af1992139a03283c6ea3 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 EFFECTIVENESS OF OPEN DAYS AS A STUDENT RECRUITMENT TOOL. A CASE OF MIDLANDS STATE UNIVERSITY Contributor An entity responsible for making contributions to the resource YVONNE MADONGONDA MERCY DUBE Description An account of the resource This study examined the effectiveness of open days as student recruitment tools in higher education, focusing on Midlands State University (MSU). Open days are widely regarded as a crucial marketing strategy in higher education, offering prospective students an immersive experience of campus life, academic offerings, and institutional culture. In Zimbabwe where there are many institutions of education, state-owned as well as private-owned competition for students’ enrollment is intensifying hence state universities are now capitalising on inviting prospective students to their institutions. The study was informed by the following objectives: to explore how open days’ influence prospective students' perceptions of Midlands State University (MSU), to establish the impact of open days on student enrolment rates at Midlands State University and to identify the key components of effective open days that enhance student recruitment at Midlands State University. The study was informed by phenomenological research philosophy and document analysis as a research design. Using a qualitative approach, the study explores the perspectives of prospective students, parents, and university staff. Data was collected through semi-structured interviews and focus group discussions. The findings reveal the strengths and limitations of open days in influencing students' decisions. Conclusions provide actionable recommendations for enhancing their impact. The study aims to bridge the gap in understanding the role of open days in student recruitment, offering insights that can inform university marketing strategies. After data analysis the study recommends that MSU should also invest in virtual open days to attract students. Publisher An entity responsible for making the resource available ZJBEM Date A point or period of time associated with an event in the lifecycle of the resource 2025 Institutions of higher education Open days Student enrollment student recruitment https://ir.zou.ac.zw/files/original/7e38f58e9b158288719c2e3e1a5a81b2.pdf 481160ba77f5b640b59871d5677cc807 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 CONTEMPORARY EDUCATION STUDIES Creator An entity primarily responsible for making the resource VITALLIS CHIKOKO (EDITOR) Publisher An entity responsible for making the resource available Mariannhill Mission Press Date A point or period of time associated with an event in the lifecycle of the resource 2021 educational leadership Educational studies https://ir.zou.ac.zw/files/original/10639832457b877948ec0ae904c58014.pdf e941bb96aff933145a9ae9a5f2d17981 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 SOCIAL POLICY AND DEVELOPMENT MATRIX IN ZIMBABWE WHERE IS THE MISSING LINK? Creator An entity primarily responsible for making the resource CLAINOS CHIDOKO (EDITOR) Contributor An entity responsible for making contributions to the resource PAUL MUPA (EDITOR) Publisher An entity responsible for making the resource available DREAM DISCOVERIES PUBLISHERS Date A point or period of time associated with an event in the lifecycle of the resource 2020 Educational training Social policy https://ir.zou.ac.zw/files/original/16a4c3e0a52ec6b1716f78d789f4f4b9.pdf 23599c9bf4b405aceafaaaea51da6ec0 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 HIGHER EDUCATION PEDAGOGY IN CRISIS: CHALLENGES IN TEACHING AND LEARNING DURING THE COVID-19 ERA IN ZIMBABWE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Covid-19 placed higher education pedagogy in a crisis, particularly in Zimbabwe. This study explores the pedagogical challenges that have been caused by the Covid- 19 pandemic in the Zimbabwean higher education system. The study employed the qualitative paradigm and a case study design with three universities in Masvingo province. Seven lecturers and ten students from three universities were purposefully sampled because of their richness in data. Electronic interviews were used to generate data. The major findings from this study were that lecturers faced challenges in employing interactive teaching methods. For example, lecturers in the natural sciences found it difficult to conduct experiments online. Students faced challenges in engaging in group presentations. It was also established that lecturers were sometimes not available online for consultation and this limited interaction between students and lecturers. The study concluded that there were serious pedagogical challenges that had been brought by the Covid-19 pandemic in Zimbabwe. The study recommends that a robust professional development programme on ICT based teaching be developed for lecturers to improve the quality of teaching in the Covid-19 era. Zimbabwean universities should build their own capacities to facilitate and support student learning. Publisher An entity responsible for making the resource available Journal of New Vision in Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2020 COVID-19 pandemic Distance Education Higher education pedagogy online learning teaching and learning https://ir.zou.ac.zw/files/original/c361a4615fe8a23c7527397c1f08e37f.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/3285c697b0ccb117d5af1b3b846e6f9f.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<br />education landscape especially in this COVID-19 era. Students in distance education need the ability to make<br />decisions about the quality of work and others. The argument advanced in this article is that evaluative judgement<br />should be used as a pedagogical tool by students in distance education so that they develop the capacity to improve<br />their reflective practices. Qualitative methodology was employed in this study. Learning facilitators from the<br />Zimbabwe Open University were purposefully sampled to generate data through semi-structured interviews. The<br />major findings of the study were that evaluative judgement is a very effective tool which enables students to see<br />whether what they are doing is right or wrong. It is used in assignment writing, term paper presentations, research<br />project writing, group discussions, peer assessment, teaching practice attachment and during examination writing. It<br />improves the depth and breadth of understanding matter and also improves the quality of interaction between the<br />student and the content. The study recommends that tutorial handbooks should be provided at orientation on the<br />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 2022 Distance Education evaluative judgement pedagogical tool reflective practices self-assessment https://ir.zou.ac.zw/files/original/1a476040c2b18ab2eefcb703a3838e4e.pdf e2d1c694d576266284c710182e0909df 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 SCHOOL LEADERSHIP IN NEUROTIC CONTEXTS: SURVIVING OR DROWNING? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource This paper seeks to bring forth into the contemporary education landscape the issue of institutional neurosis based on schools in the Zimbabwean context. There are a lot of disorders and disengaged gears in schools that have crippled the provision of quality education to learners who are in dire need of it. Broken educational bridges are a common feature and this is failing to take education to greater heights. The study was undergirded by the interpretivist philosophy. Qualitative research methodology was thus employed. Purposive sampling was used to select participants who were school leaders and school teachers because they were the information-rich cases for study. Semi- structured interviews and focus group discussions were employed to generate data. The major findings were that there is serious lack of communication in schools. Leadership is not instructional at all and such lack of direction results in neurotic conditions in the schools. Teachers lack deep cutting approaches to teaching and employ information processing approaches which scratch the surface. There is high level of burnout by teachers due to eroded salaries and poor working conditions, the situation which culminates into neurotic conditions. The study thus recommends a series of capacity building workshops on issues to deal with instructional leadership, morale for teachers and school leadership, technology use, ethics and professionalism, leadership development, among others. These will go a long way towards dissolving neurotic circumstances that have found a home in most schools Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning (APORTAL) V Date A point or period of time associated with an event in the lifecycle of the resource 2022 dilemma neurotic context neuroticism quality education school leadership https://ir.zou.ac.zw/files/original/1c44e323e5eb4b15f57c54e78af8f972.pdf 019d5647921152c1d4b4ea4efd9ca7d1 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 SCHOOL LEADERSHIP AND ITS DEXTERITY TO PROVIDE ACCESS TO QUALITY INSTRUCTION: A CASE OF A PRIVATE ACADEMY IN MASVINGO, ZIMBABWE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource The study explored school leadership practices in high-performing schools with reference to a private academy in Masvingo district. Literature suggests that leadership has a strong influence on the performance of any school organization. The nature of leadership is not always known but leaders need the tools to make things happen. The rationale for this study was to explore the hallmarks of leadership in high-performing contexts. The study applied interpretivist philosophy and qualitative methodology. The case study research design was employed as it could draw experiences from a high-performing school. Data was generated using semi-structured interviews, focus group discussions, and open-ended questionnaires. The data was presented through themes that emerged from the data analysis process. Informed by the findings, the themes were discussed following the research questions. Major findings were that school leadership in high-performing schools must have vision and direction, it must capacitate teachers with pedagogical and instructional skills, as well as improving the quality of teaching through supervision. Instilling student discipline is important to allow smooth instruction in the classrooms. School leadership must influence responsible authority to provide adequate financial, material, and human resources to reduce large class sizes to increase teacher commitment. The study recommends that staff development programmes that capacitate teachers be put in place so that teachers are equipped with deep approaches to teaching. Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning (APORTAL) Date A point or period of time associated with an event in the lifecycle of the resource 2023 https://ir.zou.ac.zw/files/original/218c3b1fe09bd554ad963cbd8e964508.pdf 35991766e7562b3215cf74a3df97d545 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 EXPLORING CHALLENGES FACED BY PHD SUPERVISORS AND CANDIDATES IN SOCIAL SCIENCES IN THE AFRICAN CONTEXT Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Postgraduate supervisors and their candidates experience a myriad of challenges during their journeys to reaching to PhD. This study explores challenges encountered by doctoral supervisors and candidates in Social Sciences in the African context. The study employed qualitative methodology informed by the interpretivist philosophy and convenience sampling was employed to generate data. Focus group discussions were used to generate data from twenty-five PhD supervisors who had gathered at a workshop in one of the African countries. For data presentation and analysis, emergent themes that were generated hinged on supervisor challenges, student challenges, methodological challenges, infrastructural challenges, and policy challenges. The study recommends intensive training of PhD supervisors. The study also recommends the need for universities to run workshops with doctoral supervisors to provide them with the fundamentals of doctoral thesis coaching and mentoring. Candidates need workshops from the onset of the PhD journey. Universities need to up skill their PhD supervisors so that they guide their candidates to produce quality work. Publisher An entity responsible for making the resource available SAJELM candidates postgraduate; PhD supervisors supervision https://ir.zou.ac.zw/files/original/9c5eb5570f61221b123e9a3537c2e903.pdf 0fe55f523b6cde0e76d9effbca8c72ee 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 HOW DO SCHOOL LEADERS MANAGE THEIR TIME? NARRATIVES FROM SCHOOL PRACTITIONERS IN MASVINGO, ZIMBABWE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Time management is a critical factor in school leadership and management. Without school leaders who manage time effectively schools are likely to decay. Good people do not need laws to tell them to act responsibly or to manage their time effectively. This study investigates how school leaders manage time for effective teaching and learning in schools. The qualitative research approach as it is informed by the interpretivist paradigm was employed in this study. Purposive sampling was done to select school heads, deputy heads, teachers, college lecturer and parents in the School Development Committee from both primary and secondary schools in Masvingo Province. I employed semi-structured interviews for data generation. Results show that some heads fail to manage their time in schools by not scheduling activities, lack of goal setting, attending to unplanned activities, failing to prioritise tasks, lack of delegating work to subordinates, failing to manage unnecessary interruptions and do not schedule time to attend to subordinates. The study recommends the need for courses and workshops that introduce school leaders to time management skills, conduct seminars to in-service school heads and thus equip them with skills, knowledge and proper attitude on effective time management practices and prioritising tasks Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching and Learning Journal Date A point or period of time associated with an event in the lifecycle of the resource 2024 leadership management school school head school leadership time management https://ir.zou.ac.zw/files/original/92d6b32162389997a5b3858478ee0a44.pdf 3d6f69c536fa634762693a5c7beaaad0 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 CAUSES AND EFFECTS OF FINANCIAL MISMANAGEMENT IN MUDZI DISTRICT’S PRIMARY SCHOOLS Creator An entity primarily responsible for making the resource EVERSHINE NDONGWE Description An account of the resource This study, ―Causes and Effects of Financial Mismanagement in Mudzi District‘s Primary Schools.‖ is a doctoral thesis conducted in Mudzi District, Mashonaland East Province between 2018 and 2022. The study's goal was to look at the issues that primary school heads encounter in Zimbabwe's Mudzi rural area. To collect data, the exploratory sequential mixed method study design was used. A random sample of 65 primary school heads provided quantitative data, while a purposive sample provided qualitative data. The data were augmented and triangulated with interview data conducted with 20 of the school heads and document analysis carried out at 20 of the schools. Research data were analysed using SPSS IBM software for quantitative data and NVIVO and thematic analysis for qualitative data. The study's principal conclusions were that financial mismanagement in Zimbabwean primary schools was caused by the absence of most of the papers that comprised the legal framework directing school financial management. As a result, most school heads lacked the legal and accounting knowledge to correctly interpret and implement some of the financial management and accounting principles Most Primary school heads doubled as school bursars or book keepers because their schools could not afford to hire a qualified bursar or bookkeeper. As a result, school heads were overwhelmed with work and this negatively impacted on their effectiveness as school financial managers. Most school leaders' capacity to successfully manage school money was hampered by a lack of accounting knowledge and abilities. Lack of regular supervision and auditing by the Ministry of Education resulted in some school heads making unchecked errors, oversights and short cuts in adhering to financial management processes and procedures. The following conclusion were drawn from the findings. The majority of incidents of financial mismanagement in Zimbabwean primary schools were caused by the absence of important papers that comprised the legal framework governing school financial management. As a result, some school heads worked outside of the policies that guided them. The majority of reported financial mismanagement incidents in Zimbabwean schools are the result of school leaders' lack of financial management knowledge and abilities. Heads of schools without bursars or bookkeepers are overburdened and prone to financial management blunders. The Ministry of Education's lack of monitoring and financial audits creates a climate in which acts of financial mismanagement take a long time to uncover and address. The following recommendations are made; All the legal and financial documents comprising the legal framework guiding financial management in Zimbabwean schools should be compiled into a handbook that should be kept at every school. School heads should be trained and capacitated in the processes and procedures of school financial management. All schools should have a bursar or bookkeeper qualified and experienced to keep books of accounts at the school. Use of financial computer packages should be incorporated in public primary schools. The Ministry of Primary and Secondary Education should make regular checks and audits to ensure the correct application of financial management policies, processes and procedures. 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 2024 Educational management Financial management Primary and secondary education https://ir.zou.ac.zw/files/original/dac4d54f9a9b93ffb12d9a70bf300357.pdf 33efa512870db94730daa57fa074f812 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 INFLUENCING UNIVERSITY STUDENTS’ SAVING BEHAVIOUR IN ZIMBABWE- A CASE STUDY OF BINDURA UNIVERSITY OF SCIENCE EDUCATION FACULTY OF COMMERCE STUDENTS Creator An entity primarily responsible for making the resource WANDILE TSHUMA TAFADZWA KANONGOVERE TELMA NYANHANDA TENDAI TOWO KNOWLEDGE JONASI Family dynamics Financial Literacy Peer groups Saving Behaviour Students