2 25 88 https://ir.zou.ac.zw/files/original/afa51d11bfda471335e7d191133ce292.pdf 534c6f9455ff006d59e52c9b8cab136f https://ir.zou.ac.zw/files/original/ef4ab8eafb2954b59f0ae80a9dbc0077.pdf 534c6f9455ff006d59e52c9b8cab136f 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 PERCEPTIONS OF EDUCATORS ON THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT AT THE SECONDARY SCHOOL LEVEL IN THE BULAWAYO METROPOLITAN PROVINCE Creator An entity primarily responsible for making the resource LOIS NOZIPO NGULUBE Description An account of the resource The importance of assessing learning outcomes using a variety of assessment strategies or techniques and containing data from many sources, rather than the sole dependence on the one-shot examination, has long been recognised worldwide. This has led to major assessment policy changes in both developed and developing countries. Continuous Assessment (CA) has been introduced as part of the examination and assessment innovation in the Zimbabwean education system. CA is intended to be added onto the traditional assessment, that is, summative assessment in order to improve the assessment and evaluation of pupils’ performance, and ultimately the whole process of teaching, learning and assessment. Qualitative data was generated through the researcher as a data generating instrument, questionnaires, interviews, Focus Group Discussion, documents analysis, and observations. The generated data was analysed through Thematic Content Analysis. Results showed that the CA practices done by most of the teachers were faulty and deviated remarkably from policy guidelines except for practical learning areas. Teachers do not possess the required competencies for the implementation of CA. It was also observed that the tasks weighed the teachers down. Their greatest attention was on measuring cognitive attainment rather than including the affective and psychomotor behaviours of the pupils. The study concludes that the majority of the teachers in the secondary schools exhibited a high level of incompetence in the use of statistical tools, a skill which is necessary for presenting the pupils’ performance in a neat and logical manner Publisher An entity responsible for making the resource available International Journal of Social Sciences: Current and Future Research Trends (IJSSCFRT) Date A point or period of time associated with an event in the lifecycle of the resource 2024 (CBC) CA Practice’s Learning area platforms Practical learning areas https://ir.zou.ac.zw/files/original/eb974a9e51d94b3eb64237dec787b66b.pdf 55fd9e8d33bdc12259d91e885052ba3e 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 CHALLENGES AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT AT THE SECONDARY SCHOOL LEVEL IN BULAWAYO METROPOLITAN PROVINCE Creator An entity primarily responsible for making the resource LOIS NOZIPO NGULUBE Description An account of the resource Continuous Assessment (CA) has been introduced as part of the examination and assessment innovation in the Zimbabwean education system. CA is intended to be added onto the traditional assessment, that is, summative assessment in order to improve the assessment and evaluation of pupils’ performance, and ultimately the whole process of teaching, learning and assessment. This change has led to the introduction of standardised CA at secondary level. The qualitative study was to analyse CA practises in secondary schools of Bulawayo Metropolitan Province. The study specifically sought to find out the different assessment strategies and their contribution to the pupils. The qualitative methodology and a case study method were employed. Qualitative data was generated through the researcher as a data generating instrument, questionnaires, interviews, Focus Group Discussion documents analysis, and observations. The generated data was analysed through Thematic Content Analysis. The results show that the majority of the teachers in the secondary schools exhibited a high level of incompetence in the use of statistical tools, a skill for which is necessary in presenting the pupils’ performance in a neat and logical manner. The benefit of CA is that, it is guidance oriented since it involves data generating over a long period of time and yields more accurate data for the teacher to modify instruction. The study concludes that the challenges in the implementation of CA included that, some teachers do not possess the required competences for the implementation of CA Publisher An entity responsible for making the resource available International Journal of Social Sciences: Current and Future Research Trends (IJSSCFRT) Date A point or period of time associated with an event in the lifecycle of the resource 2024 Achievement Standards Assessment Continuous Assessment Evaluation Secondary Education https://ir.zou.ac.zw/files/original/89c58882516590699f7617529402f3cd.pdf 55fd9e8d33bdc12259d91e885052ba3e 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 CHALLENGES AFFECTING THE IMPLEMENTATION OF CONTINUOUS ASSESSMENT AT THE SECONDARY SCHOOL LEVEL IN BULAWAYO METROPOLITAN PROVINCE Creator An entity primarily responsible for making the resource LOIS NOZIPO NGULUBE Description An account of the resource Continuous Assessment (CA) has been introduced as part of the examination and assessment innovation in the Zimbabwean education system. CA is intended to be added onto the traditional assessment, that is, summative assessment in order to improve the assessment and evaluation of pupils’ performance, and ultimately the whole process of teaching, learning and assessment. This change has led to the introduction of standardised CA at secondary level. The qualitative study was to analyse CA practises in secondary schools of Bulawayo Metropolitan Province. The study specifically sought to find out the different assessment strategies and their contribution to the pupils. The qualitative methodology and a case study method were employed. Qualitative data was generated through the researcher as a data generating instrument, questionnaires, interviews, Focus Group Discussion documents analysis, and observations. The generated data was analysed through Thematic Content Analysis. The results show that the majority of the teachers in the secondary schools exhibited a high level of incompetence in the use of statistical tools, a skill for which is necessary in presenting the pupils’ performance in a neat and logical manner. The benefit of CA is that, it is guidance oriented since it involves data generating over a long period of time and yields more accurate data for the teacher to modify instruction. The study concludes that the challenges in the implementation of CA included that, some teachers do not possess the required competences for the implementation of CA Publisher An entity responsible for making the resource available International Journal of Social Sciences: Current and Future Research Trends (IJSSCFRT) Date A point or period of time associated with an event in the lifecycle of the resource 2024 Achievement Standards Assessment Continuous Assessment Evaluation Secondary Education https://ir.zou.ac.zw/files/original/cdb0935ec8e8c8578a052d30052562f5.pdf 554f3619a13fb8d4fc9adc54868c03b2 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 CHALLENGES FACED BY LEARNERS WITH VISUAL IMPAIRMENT IN MATHEMATICS: PROPOSAL FOR A ‘BLIND MATHEMATICS’ CURRICULUM Creator An entity primarily responsible for making the resource ALLEN MBOFANA SILVANOS CHIRUME Description An account of the resource This study examines the typical challenges that learners with visual impairment encounter as they engage in the various activities in mathematics learning in secondary schools. The study adopts a constructivist epistemology, using a multiple-case study design to generate rich descriptions of the interface, experiences, opinions, internal states, feelings and emotions of learners with visual impairment in mathematics. A convenience sample of 11 learners with visual impairment, 11 parents and 3 school managers was chosen for this study. Data collection methods included in-depth interviews, participant observation and non-participant observation. The study found that the challenges which learners with visual impairment faced were deeply rooted in the definitions of disability, that focused either on the medical or social perspectives as defined in extant literature. The study recommended the need to perceive visual impairment and other disabilities as aspects of human diversity and not as deficits, the need to recognise the existence of two groups of learners (with disabilities and without disabilities), who require different learning approaches and methodologies, the need to provide adequate teaching and learning resources and the need to equip the teaching personnel with adequate skills and competencies. In an attempt at overcoming negative stereotypes and improving performance in mathematics for learners with visual impairment in secondary schools, the study proposes ‘Blind Mathematics’ as an appropriate Mathematics Curriculum for such learners Publisher An entity responsible for making the resource available Humanities Southern Africa Date A point or period of time associated with an event in the lifecycle of the resource 2022 Appropriate curriculum Blind Mathematics Learning challenges. Social model Visual Impairment(VI) https://ir.zou.ac.zw/files/original/1707fa8c7b7509c0252b5491992571aa.pdf 8010d1100b0d8b3002df96fd6bbb5451 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 EFFECTS OF CLASS SIZE ON THE DELIVERY OF QUALITY MATHEMATICS LEARNING IN SECONDARY SCHOOLS. Creator An entity primarily responsible for making the resource ALLEN MBOFANA SHELOMITH BANDA Description An account of the resource The Education For All (EFA) agenda at independence in Zimbabwe led to a massive expansion of education in order to avail educational opportunities to marginalized black children. This has not been coupled with the adequate provision of teaching and learning resources, consequently this has led to overcrowded classrooms. The purpose of this study is to examine the effects of overcrowded classrooms on mathematics learning and how these challenges can be overcome. Interviews observation, and analysis of learner exercise books and examination results were used in the qualitative approach. The study revealed that, secondary schools are overcrowded to levels where teachers are failing to provide quality in teaching and learning of mathematics. It was also found that this problem is exacerbated by lack of resources such as mathematics teachers, textbooks, classrooms and furniture among others. For policy and decision-making processes, the study recommends the government gather relevant and reliable data about the learning conditions in secondary schools. There is also need for effective collaboration among all the relevant stake holders who have the responsibility to provide resources to schools. It is further recommended that digital and e-learning technologies should be incorporated as alternative ways to manage large classes Publisher An entity responsible for making the resource available Humanities Southern Africa Date A point or period of time associated with an event in the lifecycle of the resource 2022 Class size Economic constraints Quality mathematics learning Students’ performance https://ir.zou.ac.zw/files/original/4d1973759ecb8e969ae9dc711f047eeb.pdf 3f313830be705a1a9bcd41a6c13350c6 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 PERCEPTIONS OF EDUCATION STAKEHOLDERS TOWARDS EXTRA LESSONS IN SECONDARY SCHOOLS IN CHEGUTU HIGH DENSITY SUBURBS Creator An entity primarily responsible for making the resource RICHARD BUKALIYA Description An account of the resource This multi-case study was undertaken in three Chegutu urban secondary schools in Mashonaland West Province. It investigated stakeholder perceptions towards extra lessons and provided suggestions on how extra lessons could be implemented to the satisfaction of stakeholders, who included, the Ministry of Primary and Secondary Education (MOPSE) and parents, teachers and learners. The study adopted the interpretivism paradigm and the qualitative research approach. The subjective epistemology was adopted because there was no one method of knowing what really the role of extra lessons was. The study used interviews, document analysis and focus group discussions to generate data. Purposive critical case sampling was used to select twenty-three participants who took part in the study. Findings show that extra lessons had both positive and negative roles. The extra lessons helped improve the academic performance of learners and helped in covering up for inadequate time in the formal school system. They assisted in improving the school image through good results and paved the way for the reduction of the teachers` workload. Economically, teachers got extra remuneration from the extra lessons but they drained the family`s meagre financial resources. However, teachers` professionalism was dented as some teachers created demand for extra lessons by teaching less in formal school. One major conclusion drawn from the findings is that extra lessons contribute to indiscipline at the school among learners but they make learners shift their attention from the social ills of the community. From the findings, it was recommended that MOPSE should set standards for service providers and invest in extra lessons because they were assisting many in meeting the shortfalls of the mainstream system. To mitigate challenges encountered during extra lessons, the ON-OFF model could be adopted as it calls for support from all the educational stakeholders. Further studies on the role of extra lessons could be undertaken in rural communities. Publisher An entity responsible for making the resource available ZOU Date A point or period of time associated with an event in the lifecycle of the resource 2019 Educational management teaching and learning https://ir.zou.ac.zw/files/original/c70f827fa22704a0401f33f385af5dfd.pdf b406121a4786d20a963166b60e7972dc 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 ZIMBABWEAN TECHNICAL AND VOCATIONAL EDUCATION JOURNEY: CHALLENGES AND PROSPECTS Creator An entity primarily responsible for making the resource ALBERT MUFANECHIYA BEKITHEMBA DUBE GIFT MASENGWE Description An account of the resource The study explored the challenges that militate against the successful implementation of Technical Vocational Education and Training (TVET) in Zimbabwe. The study gave an informed focus on biases and perceptions associated with the academic curriculum. In addressing these challenges, it becomes possible to create an environment where TVET education is valued and considered a viable pathway for individuals, and national economic and social development. Using critical discourse analysis, the study examined the perceptions of instructors and students about TVET education and identified historical factors that continue to contribute to the devaluation of TVET. The study findings revealed that the historical undervaluing of TVET subjects in comparison with academic subjects was borrowed from the colonial bottleneck education system that favoured university education over technical skills and persists today. The study underscored the need for a paradigm shift to TVET skills if economic development is to be realised in Zimbabwe. This study recommends the need to re-evaluate the status of TVET education given its contribution to the job market. This study understands the historical roots of biases against TVET and provides insights for the reconstruction of an effective TVET system in Zimbabwe that contributes toward ongoing discourses on the importance of technical skills for national development. The study recommends the need to reshape public perceptions around TVET which requires a concerted effort and long-term commitment to changing societal attitudes toward technical-vocational education. Publisher An entity responsible for making the resource available E-Journal of Humanities, Arts and Social Sciences (EHASS) Date A point or period of time associated with an event in the lifecycle of the resource 2024 echnical and Vocational Education and Training (TVET) Economic Development Labour Market Practical Skills https://ir.zou.ac.zw/files/original/360250d79693ab734097a23a3616629d.pdf 1df9615f666361a4b19a9ef099373370 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 INVESTIGATION OF THE STRATEGIES TO REGULATE THE USAGE OF AI CHATBOTS IN HIGHER EDUCATION: HARMONIZING PEDAGOGICAL INNOVATION AND COGNITIVE SKILL DEVELOPMENT Creator An entity primarily responsible for making the resource REGIS MISHEAL MUCHOWE ARTHUR WILLIAM FODOUOP KOUAM Description An account of the resource This study investigates the strategies for regulating the usage of AI chatbots in higher education to harmonize pedagogical innovation and cognitive skill development among graduate students. The study adopts a qualitative methodology that involves semi-structured interviews with 12 lecturers from 11 Zimbabwean universities. The findings reveal that although AI chatbots present opportunities to enhance learning experiences and cognitive skill development, their usage by graduate students presents challenges that require regulation. Negative perceptions of using AI chatbots by graduate students included cheating, plagiarism, and reduced interaction. Positive perceptions had research flexibility and cheapness. To regulate AI chatbot usage in higher education, lecturers employed active learning strategies and tailor-made coursework. At the same time, universities implemented Viva Voce and AI software detectors to discourage cheating and plagiarism. The study contributes to the literature on AI chatbots in education by highlighting the importance of cultural and social factors in their integration. The findings provide practical implications for educators and institutions in regulating the usage of AI chatbots in higher education, thus promoting cognitive skill development while avoiding their negative impact Publisher An entity responsible for making the resource available East African Scholars J Edu Humanit Lit Date A point or period of time associated with an event in the lifecycle of the resource 2024 AI chatbot Cognitive skill development Graduate Students higher education Pedagogical innovation. https://ir.zou.ac.zw/files/original/aa0588fc3f9596b3bf7a1936a1ae00a7.PDF 1df9615f666361a4b19a9ef099373370 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 INVESTIGATION OF THE STRATEGIES TO REGULATE THE USAGE OF AI CHATBOTS IN HIGHER EDUCATION: HARMONIZING PEDAGOGICAL INNOVATION AND COGNITIVE SKILL DEVELOPMENT Creator An entity primarily responsible for making the resource REGIS MISHEAL MUCHOWE ARTHUR WILLIAM FODOUOP KOUAM Description An account of the resource This study investigates the strategies for regulating the usage of AI chatbots in higher education to harmonize pedagogical innovation and cognitive skill development among graduate students. The study adopts a qualitative methodology that involves semi-structured interviews with 12 lecturers from 11 Zimbabwean universities. The findings reveal that although AI chatbots present opportunities to enhance learning experiences and cognitive skill development, their usage by graduate students presents challenges that require regulation. Negative perceptions of using AI chatbots by graduate students included cheating, plagiarism, and reduced interaction. Positive perceptions had research flexibility and cheapness. To regulate AI chatbot usage in higher education, lecturers employed active learning strategies and tailor-made coursework. At the same time, universities implemented Viva Voce and AI software detectors to discourage cheating and plagiarism. The study contributes to the literature on AI chatbots in education by highlighting the importance of cultural and social factors in their integration. The findings provide practical implications for educators and institutions in regulating the usage of AI chatbots in higher education, thus promoting cognitive skill development while avoiding their negative impact. Publisher An entity responsible for making the resource available East African Scholars J Edu Humanit Lit Date A point or period of time associated with an event in the lifecycle of the resource 2024 AI chatbot Cognitive skill development Graduate Students higher education Pedagogical innovation https://ir.zou.ac.zw/files/original/a4b2e92b4e93efe3f5bd0dd66ad5c2cc.PDF 1df9615f666361a4b19a9ef099373370 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 INVESTIGATION OF THE STRATEGIES TO REGULATE THE USAGE OF AI CHATBOTS IN HIGHER EDUCATION: HARMONIZING PEDAGOGICAL INNOVATION AND COGNITIVE SKILL DEVELOPMENT Creator An entity primarily responsible for making the resource REGIS MISHEAL MUCHOWE ARTHUR WILLIAM FODOUOP KOUAM Description An account of the resource This study investigates the strategies for regulating the usage of AI chatbots in higher education to harmonize pedagogical innovation and cognitive skill development among graduate students. The study adopts a qualitative methodology that involves semi-structured interviews with 12 lecturers from 11 Zimbabwean universities. The findings reveal that although AI chatbots present opportunities to enhance learning experiences and cognitive skill development, their usage by graduate students presents challenges that require regulation. Negative perceptions of using AI chatbots by graduate students included cheating, plagiarism, and reduced interaction. Positive perceptions had research flexibility and cheapness. To regulate AI chatbot usage in higher education, lecturers employed active learning strategies and tailor-made coursework. At the same time, universities implemented Viva Voce and AI software detectors to discourage cheating and plagiarism. The study contributes to the literature on AI chatbots in education by highlighting the importance of cultural and social factors in their integration. The findings provide practical implications for educators and institutions in regulating the usage of AI chatbots in higher education, thus promoting cognitive skill development while avoiding their negative impact. Publisher An entity responsible for making the resource available East African Scholars J Edu Humanit Lit Date A point or period of time associated with an event in the lifecycle of the resource 2024 AI chatbot Cognitive skill development Graduate Students higher education Pedagogical innovation https://ir.zou.ac.zw/files/original/7044ae064dab92f01b5d8d19d824493e.pdf 550e299251887a8881c299940ac9f76b 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 STRATEGIES OF DEVELOPING CONFLICT RESOLUTION SKILLS FOR ENHANCING TEACHING, LEARNING AND PEACE IN ZIMBABWEAN PRIMARY SCHOOLS IN THE MIDLANDS PROVINCE: A CASE STUDY OF GWERU AND SHURUGWI DISTRICTS. Creator An entity primarily responsible for making the resource THONDHLANA SAIDEN Description An account of the resource The main objective of the study was to establish the extent to which the development of Conflict Resolution Skills was being fostered in the Gweru and Shurugwi District Primary Schools. The study was triggered by the observed conflict among teachers and students and there appeared a need for conflict resolution skills development among primary school leadership, teachers and children in the districts under study. Indicators showed that teachers and school heads needed training in conflictresolution, there was lack of acomprehensive conflict resolution programme in primary schools. Religion and culture appeared to play a divisive role in conflict resolution. Therefore, the purpose of this study wasto find out the extent to which conflict resolution skills development was being fostered in primary schools. The study was grounded in interpretive paradigm and used a case study design to understand the phenomenon. Documentary analysis, open ended questionnaires, focus group and in-depth interviews were used to collect data. The purposive sampling and snowballing techniques were used to identify participants who included 30 school heads, 227 teachers, 180 children, 2 district education officers, 2 conflict resolution experts, 20 student teachers and 3 teachers’ college lecturers. The study was underpinned in the strategies of conflict resolution skills development theories. The theories advocated for the use of strategies such as establishing a cooperative context, negotiation, peer mediation, arbitration, use of the curriculum, academic controversy, whole school cultural change, cultural exploration, use of a religious framework and resorting to multiculturalism and inter-faithism. The objective was to come up with a comprehensive conflict resolution programme that would enhance learning, teaching and peace Findings revealed that most of the syllabuses contained aspects of conflict resolution skills development except for human rights, multiculturalism and gender education. Management practices were bureaucratic and dictatorial, the teachers’ colleges had material which was quite relevant but it left out information on mediation and academic controversy. Another finding showed that culture and religion played a divisive role and school structures showed reduced ability for supporting the development of conflict resolution skills. The study concluded that; religion and culture are playing a divisive role, there is little existence of a culture ofconflict resolution in classroom manangement and management practices, there are various types of conflicts occurring in the primary schools like inter-personal and inter-group, assessment leaves a lot to be desired and teacher’s colleges have made concerted efforts to address conflict resolution since 2010. In view of the above findings, it is recommended that workshops related to the development of conflict resolution skills should be mounted among teachers, leadership and pupils, ministry of education provide schools with guidelines on conflict resolution, non – examinable subjects to be taught, cluster to pool resourvces together and heads and education officers should guide teachers on the implementation of the curriculum with emphasis onconflict resolution. Publisher An entity responsible for making the resource available ZOU conflict resolution Primary education teaching and learning https://ir.zou.ac.zw/files/original/b070a1527d316847c39b16c967a7bc7c.pdf 474e9e6d61d6fe8eb9f549022470ab6d 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 ENTREPRENEURSHIP CURRICULUM IMPLEMENTATION STRATEGIES IN ZIMBABWEAN UNIVERSITIES Creator An entity primarily responsible for making the resource STEPHEN MWENJE Description An account of the resource The thesis evaluated entrepreneurship curriculum implementation in Zimbabwean universities. The thesis was prompted by shortfalls in capacitating students to create entrepreneurial opportunities. The thesis was informed by the philosophy of pragmatism and underpinned by theories of opportunity discovery and creation. Review of related literature brought evidence on applicability of opportunity discovery and creation theories. The study was a mixed method research that adopted a concurrent mixed methods design. The population comprised of students and lecturers in 16 universities in Zimbabwe. Two parallel samples were used. The quantitative sample was stratified and random, with 94 lecturers and 235 students from all programmes, while the qualitative sample was purposive, comprising lecturers and students from entrepreneurship degree programmes. Questionnaires collected data for the quantitative inquiry while semi- structured interviews and documentary reviews generated data for the qualitative inquiry. Descriptive statistics presented and analysed quantitative data while thematic analysis was used on qualitative data. Validity and reliability validated quantitative methods, while trustworthiness validated qualitative methods. Triangulation synthesised theories and methods while bracketing and member checking guided researcher’s values. Results established limited incorporation of entrepreneurship curriculum into degree programmes. Curriculum strategies were deficient in generating venture creation. The study concluded that degree programmes fell short in capacitating students to search and create entrepreneurial opportunities. The study proposed a model to incorporate entrepreneurship curriculum into degree programmes. The study recommended that university senates, deans and chairpersons develop action oriented entrepreneurship curriculum. The study recommended research that consider university mandates. Publisher An entity responsible for making the resource available ZOU Date A point or period of time associated with an event in the lifecycle of the resource 2018 curriculum implementation Enterprenuership strategies Zimbabwean Universities https://ir.zou.ac.zw/files/original/5a5df8b30a49b04de08678e6bbd327b6.pdf ae4d5244c251aabdb4e14e3e94bfd7d6 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 i STRATEGIES TO ENHANCE TEACHER MOTIVATION IN SATELLITE SECONDARY SCHOOLS IN THE RESETTLEMENT AREAS OF MATABELELAND NORTH PROVINCE Creator An entity primarily responsible for making the resource FUNGAI SITHOLE Description An account of the resource The main purpose of this study was to determine strategies to improve satellite school teachers’ performance and their job satisfaction in the resettlement areas of Matabeleland North Province. The study was guided be the following three objectives: To determine factors affecting motivation among teachers in secondary satellite schools in Matabeleland North Province; To establish the effects of teacher motivation on job satisfaction and performance among teachers at secondary satellite schools in Matabeleland North resettlement; To identify motivation strategies, that can be employed to enhance teachers’ job satisfaction and performance in secondary satellite schools in the resettlement areas of Matabeleland North Province. A multiple case study Method was used in the study. A sample of 22 participants was selected carefully from the target population using a homogenous, purposive sampling method. The 22 participants comprised 15 teachers (5 per school) who took part in Focus Group Discussions (FGDs).Interviews included 2 Teachers in Charge (TICs), 3 District Education Officers and 2 teachers’ representatives (one from PTUZ and the other one from ZIMTA). Three FDGs of five participants per group and seven interviews with the Teachers in Charge of the schools were conducted. The D.E.Os, as well as teachers' representatives were among the interviewed participants. When I was analysing the data, I read repeatedly the transcripts. Preliminary themes were then identified, and classified the quotations according to themes. The quotations were then discussed making an analytic comparison to arrive at an interpretation and conclusion. The major findings were: Lack of appropriate teachers’ accommodation; lack of staff rooms and classrooms; economic factors; lack of teaching and learning resources; unfair treatment by mother schools; Health and safety; transport infrastructure; water and sanitation; availability of shops and police stations; calibre of pupils, social factor, government policies and work overload. Major conclusions were: the government should directly allocate resources to satellite schools without allocating via the mother schools; satellite school teachers deserved economic incentives due to the hardships they were experiencing. Major recommendations were that: the Ministry of Primary and Secondary Education should provide resources direct to these satellite schools rather than allocating indirectly through the mother schools; the communities should find means of developing their satellite schools and not wait up to the government. The study is summarised by a 7 points teachers' motivation model which suggests that teachers' job satisfaction and performance in satellite schools could be attained if the following motivational factors are observed: accommodation; teaching and learning resources; remuneration; social factors as well as health and safety. The main recommendation was that the responsible Ministry should adequately motivate satellite school teachers so as to enhance their job satisfaction and performance. Publisher An entity responsible for making the resource available ZOU Date A point or period of time associated with an event in the lifecycle of the resource 2017 Resettlement areas Satellite Schooling Teacher motivation https://ir.zou.ac.zw/files/original/7b9a9be9adb1ee686077378e3bdd9e00.pdf 0ca54eed29950f0dc4349661b20d9f37 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ACHIEVING QUALITY THROUGH BENCHMARKING IN ODL INSTITUTIONS OF HIGHER LEARNING: A CASE STUDY OF ODL INSTITUTIONS IN THE SADC REGION Creator An entity primarily responsible for making the resource CAXTON SHONHIWA Description An account of the resource There was a lot of interaction about benchmarking in institutions of higher learning, but there seemed to be no clarity on whether these institutions shared an understanding of the benchmarking concept. There also did not seem to be a clear comprehension of what criteria the institutions employed to measure benchmarking as a determinant of quality in higher education. This lack of clarity motivated the study, and the motivation was irrevocably strengthened by the encouragement some governments and international organisations made to their national institutions of higher learning to adopt benchmarking as a quality enhancement mechanism. The qualitative paradigm was adopted as it enabled the researcher to carry out an in-depth interrogation of benchmarking practices in the study. The case study method facilitated the researcher’s interaction with the benchmarking phenomenon within the context of the institution. The population of the study was composed of all the ODL institutions in the SADC region, from which a sample of three institutions, from three countries, was chosen. An average of five participants was purposively selected from each institution because they possessed the required data and these came from the ranks of Senior Management, Middle Management and Lower Management. The researcher used in-depth interviews, focus group discussions, document analysis and observation to generate the requisite data. The generated data were coded, analysed and interpreted to arrive at findings and conclusions. The three institutions consciously practised benchmarking. However, the institutions practised a different type of benchmarking from the approaches contained in the review of related literature. The employees of one institution visited other institutions on staff exchange programmes, as assessors and markers and to attend academic gatherings at which information, experiences and new insights were shared. The institutions belonged to professional associations for collaborative benchmarking purposes and shared a common understanding of benchmarking. It was concluded that the three institutions of higher learning consciously practised benchmarking but the practice was not formalised and not documented, leading to the absence of a feedback loop. As a way forward, the three institutions, and others, needed to formalise and institutionalise their benchmarking practices, and create a feedback loop Publisher An entity responsible for making the resource available ZOU Date A point or period of time associated with an event in the lifecycle of the resource 2014 Benchmarking Open and Distance Quality assurance https://ir.zou.ac.zw/files/original/3f9602e837ae1fe5b432d22960f5f5e1.pdf 77d386dc63551c7be397f5c40d61b999 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 INVESTIGATING COMMUNITY PARTICIPATION DYNAMICS IN EDUCATION: THE CASE FOR MANICALAND PROVINCE - ZIMBABWE Creator An entity primarily responsible for making the resource MESHECK GODFREY SANGO Description An account of the resource Community participation has been adopted world wide as a means for improving the quality of basic education in primary schools. The aim of this study was to investigate how community participation dynamics influenced quality of basic education in rural primary schools in Zimbabwe. To begin with, insights were drawn from a review of literature that focussed on local and international perspectives on community participation in providing education. Literature revealed that community participation had some influence on quality of basic education provided by schools. However, literature had also warned that the relationship between community participation and provision of quality basic education by primary schools was not an automatic one. In carrying out this study, a qualitative paradigm was adopted and subsequently a qualitative multiple case study design provided the methodological framework that guided the study. The research sites were selected on the basis of relevancy to purpose of the study as well as convenience of access to the researcher. Data were generated through in-depth interviews and focus group discussions. Additional data were gathered through non participant observation and scrutinising of relevant documents in the selected primary schools. A grounded theory approach in which themes were identified was used in analysing the research data. The study found out that community participation was being influenced by economic and financial dynamics, social dynamics, as well as cultural dynamics and subsequently had some negative influence on various aspects of the quality of basic education provided by the rural primary schools. Thus, the communities had not provided adequate support on essential educational inputs, teaching and learning processes, and on improving the scope of the primary schools’ curriculum. And, based on these findings, recommendations to facilitate positive influence of community participation on quality of basic education were made. There was need for community level mediation by Ministry of education representatives from district level offices to balance up financial participation among community members of different income levels. In addition, the study recommended that the primary schools could organise community participation orientation programmes for all new parents joining them. And, schools could also create time for children to engage in school organised study sessions in which they could do their ‘home work’ at school. Publisher An entity responsible for making the resource available ZOU Date A point or period of time associated with an event in the lifecycle of the resource 2014 Community dymamics Community participation Education https://ir.zou.ac.zw/files/original/b6bfa4af02d83952ed9fbc13d195c96a.pdf 40d63808a2c93d4ff443a7a1a2bd0808 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ACCESS TO TERTIARY EDUCATION AS A NATIONAL STRATEGY FOR DEVELOPMENT: THE ZIMBABWE OPEN UNIVERSITY CASE Creator An entity primarily responsible for making the resource PRIMROSE KURASHA Description An account of the resource Development suggests a change of an irreversible nature, the characteristics of which are determined by that which is being developed. This involves moving from an existing to an end state, through a process (R.S. Peters and Hirst). As African countries seek to develop, the production of an enlightened or educated community becomes critical. This development seeks to address the challenges of poverty, conflict, disease (HIV/AIDS), to name but a few, at national, community, family and individual levels. 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 2003 national development Tertiary education https://ir.zou.ac.zw/files/original/66d6718893b2009734f50489cd5ccda3.pdf 589abd4d5d494008e4bae16668514885 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 THE PERCEPTIONS AND EXPECTATIONS OF STUDENTS TOWARDS THE QUALITY OF SERVICE DELIVERY IN OPEN AND DISTANCE LEARNING: A CASE OF THE ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource DANIEL NDUDZO Description An account of the resource The study sought to analyse the expectations and perceptions of students towards the quality of service delivered through Open and Distance Learning (ODL). The study focused on learners at the Zimbabwe Open University (ZOU). The Zimbabwe Open University has, since 2008, been facing several challenges which, if not properly addressed, threatened the acceptability of qualifications acquired through Open and Distance Learning and consequently the survival of the University. This study sought to assess the expectations and perceptions of the students towards the quality of service delivered through Open and Distance Learning. This study employed the case study research design which falls within the qualitative research methodology. The sample of 330 students was selected through cluster sampling of the ten Regional Centres of the Zimbabwe Open University. The respondents were selected through convenience sampling. Data generation was done through a questionnaire survey, focus group discussions and observation 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 2014 higher education Open and Distance Learning Quality assurance https://ir.zou.ac.zw/files/original/af36cd769b807c77f474467dd6507873.pdf e628fe92a87144043ec17dde9ead74ca Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource QUALITY ASSURANCE IN THE TEACHING AND LEARNING OF HIV AND AIDS IN PRIMARY SCHOOLS IN ZIMBABWE Creator An entity primarily responsible for making the resource MUPA PAUL Description An account of the resource This study investigated how quality assurance ensures quality teaching and learning of HIV and AIDS in schools in Zimbabwe. The study was prompted by the continuous increase in the spread of the HIV and AIDS pandemic which, in most cases, is under reported. Primary school pupils are the window of hope and need proper teaching so that from the early ages, they learn behaviour patterns which fight against the spread of the epidemic. Using analytical framework drawn from Peter Senge (1990)’s systems theory in quality assurance, the study examined the extent to which quality assurance practices can improve the teaching and learning of HIV and AIDS in Zimbabwean primary schools. From global perspectives on the HIV and AIDS phenomenon, it has been argued that quality assurance practices should be instituted to capacitate accountability approaches towards self-regulation and continuous improvement in schools HIV and AIDS Quality assurance teaching and learning https://ir.zou.ac.zw/files/original/47b41ed319baea42ea103e341a13f182.pdf 67e378bea669586887a12f40e5e561af 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 A COMPARATIVE CASE STUDY OF ZIMBABWE’S PUBLIC AND PRIVATE UNIVERSITIES’ STAFF RETENTION STRATEGIES Creator An entity primarily responsible for making the resource TICHAONA MAPOLISA Description An account of the resource This study sought to find out staff retention strategies in selected Zimbabwe’s two public and two private universities. Three Human Resources personnel who were selected using stakeholder sampling and four Retained and seven Returnee lecturers who were selected using criterion sampling participated in the thesis’ multiple case study. The research instruments were the ‘self’, open-ended interviews, observation and documentary analysis. The interview data were analysed using NVivo data analysis software, while the observation and documentary data were analysed using the traditional thematic content analysis. With regards to staff retention’s strategies obtaining in Zimbabwe’s public and private universities, both sets of universities were found to have some conditions of service which served as part of the staff retention strategies. Chief among such conditions of service were provision of opportunities for research, staff development leave, contact, sabbatical and study leave. Regarding differences in staff retention strategies, public and private universities had different sources of income. The effectiveness of staff retention strategies in both kinds of universities was undermined by lack of funds, which was the greatest staff retention challenge in the studied universities. The effectiveness of particular staff retention strategies such as salaries, allowances, tuition waiver, staff development, as well as research and career opportunities was of varying degrees in the studied public and private universities. The study revealed that various mechanisms such as staff appraisal, departmental discussions and monitoring candidates undertaking their Doctor of Philosophy Degree studies among other mechanisms have been used by public and private universities to monitor staff retention strategies. Public and private university lecturers were not involved in the formulation and monitoring of staff retention strategies 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 2014 higher education public and private universities staff retention https://ir.zou.ac.zw/files/original/5c23edf3861a3e1e929f1f45ef3439af.pdf 49a2b9d33ac6ef6be2cec28bc6d94072 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 CRITICAL EVALUATION OF TEACHER EDUCATION QUALITY AND THE IMPLICATIONS ON TEACHER QUALITY IN ZIMBABWE Creator An entity primarily responsible for making the resource CUTHBERT MAJONI Description An account of the resource The study sought to evaluate teacher education quality and its implication on teacher quality in Zimbabwe. The researcher was spurred into investigating this area because of the misgivings of various stakeholders on the quality of today’s teacher in Zimbabwe. These teachers are said to be lacking the requisite knowledge, skills and attitudes required to effectively execute their duties. Teacher colleges are autonomous institutions and design their own curriculum, implement and assess their own students. Current teachers in Zimbabwe are blamed for low quality in the education system. This study was a qualitative study and the paradigm was interpretive. The multiple case study design was used to carry out this study. The participants in this study included student teachers, lecturers and graduates from the teachers colleges and mentors from schools. To select the sample the purposive sampling technique was used. To collect data interviews, focus group discussions, document analysis and open-ended questionnaires were used. Data were analysed using the grounded theory. The major findings of this research were that there were variations in quality in teacher education institutions. The study found out that the ZINTEC model was used as a model for training primary school teachers in Zimbabwe. The teacher education curriculum was found to be overloaded and was impacting negatively on quality and quantity of delivery. The study found subjective assessment of teaching practice and poor mentoring as factors negatively impacting on the quality of teacher training. Prevalence of negative lecturer- student relationships was compromising the credibility of the teacher training programme and its assessment processes. The study find out that graduates were not well prepared to teach effectively in the primary school because they lack adequate content knowledge and pedagogical content knowledge. The study recommends the review of the whole teacher training system. There is need to standardise the teacher education curriculum and relook at the primary school curriculum to improve the quality of training. The teacher education conceptual framework should be re-defined and model of teacher training reviewed in the light of the findings of this study. Teacher education should be guided by a well-defined conceptual framework base of constructivist theory of learning. This study recommends the adoption of values, attitudes, skills and knowledge (VASK) model to improve quality of teacher preparation 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 2014 educational assessment Educational management https://ir.zou.ac.zw/files/original/8e6c57c8b4e89238849cfb4c3025824b.pdf d5751b6a0c5ab19a4f265bf01f61c14e 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 A CRITICAL ANALYSIS OF FACTORS HINDERING A- LEVEL STUDENTS WITH HIGH PASSES TO ACCESS UNIVERSITY EDUCATION IN ZIMBABWE. Creator An entity primarily responsible for making the resource KUTIWA KUZIWA LAWRENCE Description An account of the resource The study sought to investigate factors hindering increased access to higher education in Zimbabwe. The study was prompted by the increased number of A-level graduates who are failing to get the opportunity to university education yet higher education is the driver to knowledge creation, knowledge generation and innovation. The study employed the qualitative methodology informed by the interpretive philosophy. The case study design was employed in this study. Purposive sampling was employed to select information rich cases who in this case are A-level students who were pursuing teacher training in colleges and dean of students of colleges and universities. Open-ended questionnaires, semi-structured interviews focus groups and document analysis were the data generation tools. For data presentation and analysis, the constant comparative method was employed and themes were generated. The major findings of the study were that high achieving students are training as teachers yet they have points that qualify them to go to university. Policy issues, economic challenges, culture, gender and discrimination emerged as issues hindering potential students’ access to university education. The study concluded that there are barriers hindering Advanced-Level high achieving students’ access to university. In view of the conclusions above, the study recommends that educational policy on access to universities, be interpreted and implemented holistically. It is further recommended that the government avail funds and resource materials towards access to university and more information on access be disseminated to schools through, radios, newspapers and workshops. From the findings an emergent model has been crafted to illuminate haze ideas on how to increase access to university education in Zimbabwe 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 student admission university education https://ir.zou.ac.zw/files/original/eaf842029ecc2648e3e52a13afcb6f97.doc 3719f16eb6f6d42a86f2e9627e3f3fc9 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 FOR SUSTAINABLE DEVELOPMENT: THE ROLE OF OPEN AND DISTANCE LEARNING Creator An entity primarily responsible for making the resource PROFESSOR EMERITUS ANUWAR ALI Description An account of the resource In the light of globalisation and the world’s ever-changing social and economic landscape, higher education is now universally considered a critical force in contributing towards sustainable development. To enhance and improve higher education systems will be an imperative for every country to ensure that its people have the opportunity to gain knowledge for capacity building purposes as well as to create a knowledge-based society. This is all the more important for the developing regions, such as Asia and Africa. With a revived interest in higher education, many countries find it difficult to cope with the increasing demand for university places. Additionally, various global forces are influencing the way people perceive teaching and learning, as well as changing the way academic programmes are being delivered. Universities, courses and even learners are no longer restricted by regular notions of time and space. Higher education institutions need to be mindful of these forces if they are to remain relevant in such a dynamic and fast-paced environment. This paper will evaluate some salient features of the current higher education scenario and address the role of higher education in sustainable development, seen from the specific perspective of open and distance learning (ODL). Here, ODL will be given the spotlight, and its value to a country’s higher education system will be discussed. This paper will also share the experiences of Malaysia’s premier ODL institution, Open University Malaysia (OUM) in contributing towards human capital development in the country. 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 2012 higher education Open and Distance Learning sustainable development https://ir.zou.ac.zw/files/original/3d1f8420bb99002159041761807dc1d9.pdf e89c985c2d7e68c3835a5b2dd8f0a42b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource WHO IS DISENGAGING THE GEAR? IS SCHOOL LEADERSHIP THE IMPEDIMENT IN THE IMPLEMENTATION OF THE NEW CURRICULUM IN ZIMBABWE? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource School leadership is there to build ‘learning bridges’ between learners and the curriculum content (Everand, Morris & Wilson, 2004, p. x). This study seeks to investigate challenges that school leadership face in the implementation of the new curriculum in Zimbabwean primary schools. It particularly examines the dissonance between the current implementation level and the expected standard of implementation. The implementation of a new curriculum requires effective school leadership (Bennett, Crawford & Cartwright, 2003). The key stakeholder in the process of curriculum implementation in any education system is school leadership. This article argues that school leadership should have a clear picture of what to do and how for effective implementation of any new curriculum. The curriculum introduced in Zimbabwe is not spared. The study was located within the qualitative paradigm using semi-structured interviews and focus group discussions to generate. Purposive sampling was done to select information rich cases from among school leaders in Masvingo Province. The study highlighted a number of complex challenges linked to school leadership which include the problem of suffering from multiple meanings and conceptual complexity of the new curriculum and lack of orientation on the new curriculum. The study also revealed that school leadership has not been sufficiently retrained for fitness of purpose. The study thus recommends retooling of school leadership so that they develop the craft competency needed in the implementation of the new curriculum. Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning Date A point or period of time associated with an event in the lifecycle of the resource 2020 craft competency craft literacy curriculum curriculum implementation implementation leadership perspectives school leadership https://ir.zou.ac.zw/files/original/c2dca335efb4b04eaaeaf9dfd769d2c2.pdf 61079f74ca48b3e6c0668e636c3623d3 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource UTILIZING INTERVENTIONIST - PARTICIPATORY RESEARCH STRATEGIES IN ESTABLISHING THE EFFICACY OF E-LEARNING TECHNOLOGY IN OPEN AND DISTANCE LEARNING. Creator An entity primarily responsible for making the resource DAVID CHAKUCHICHI Description An account of the resource Research in open and distance learning (ODL), in an era of technological advancement, e-learning innovations, social inclusion and multiculturalism, should essentially take cognisance of the cognitive situates of the participants. The interventionist participatory approach, grounded in the critical inquiry research paradigm. was found to be most appropriate in establishing efficacy of e-learning technology since it is open, descriptive, critical, interactive and eclectic while fostering the co-construction of meanings by both researchers and participants. Most importantly, interventionist participatory approaches enable ODL practitioners and participants to be active in analyzing issues and finding solutions to their problems in the face of e-learning technology. E- learning which involves the students’ interface with a whole range of information computer technology creates a new culture in ODL. Online programmes are fast becoming the norm for a student population that lacks the requisite skills. E- learning therefore presents anxieties as students try to fit in the new ODL environment. Appropriate evidence based research strategies are therefore imperative in order to establish the efficacy of the e-learning technology in the context of the ODL practitioner and students. Traditional research strategies still ignore the complex interaction between technological interventions and learner capacities to utilize them. In ODL, both practitioners and participants need to be integral in the process of problem analysis, development of solutions and the strengthening and formation of initiatives which give the ODL students a voice to define the efficacy of the e-learning innovations at their disposal. The interventionist-participatory research strategies take into consideration the role and complexities of the social contexts of the ODL learner and the potential for influencing ODL practices, products and programmes. Thus interventionist participatory strategies are well placed as evidence based research strategies to evaluate the efficacy of e-learning technology and in the transformation of ODL theory and practice Publisher An entity responsible for making the resource available Distance association of Southen Africa (DEASA) Date A point or period of time associated with an event in the lifecycle of the resource 2010 e-learning Interventionist Open and Distance Learning https://ir.zou.ac.zw/files/original/177f49e66d94e147670745a895d93827.pdf 3f8c77afa2d195859069eaaa09ef66ca Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource UNHU/UBUNTU AND ITS RELATIONSHIP WITH CIVICS AND CITIZENSHIP EDUCATION Creator An entity primarily responsible for making the resource B.C. MUROPA L.P. KUSURE D. MAKWERERE Z. MUROPA R. KASOWE Description An account of the resource This paper reports on the interviews and focus group discussions held with seventy two University student teachers and three high school administrators to examine the concept and practice of Unhu or Ubuntu within the Zimbabwean context and its perceived linkage with Civics and Citizenship education taught in high schools and state universities. The paper draws its conceptual framework from an analysis of what various authorities have written on the concept Unhu/Ubuntu. The results of the research indicate that people in Zimbabwe accept and acknowledge Unhu/Ubuntu as a powerful force guiding people in their day to day interaction with one another. This is shown through such acceptable ways of talking, attending to daily chores, and acceptable behaviour right down to the way of dressing. Unhu/Ubuntu and human decency cannot be separated. There was a common agreement on what the concept portrays and implies both within and outside the school. The respondents tended to have a common stand on what Unhu/Ubuntu is all about within the Zimbabwean context. The issues of gender bias and lack of maturity were raised by some female respondents in the focus groups. They argued that some men complain of women’s lack of decency when it suits them and yet derive pleasure when in their company. The necessity of linking Unhu/Ubuntu with Civics and Citizenship Education was emphasised by all respondents. Challenges on the teaching of Unhu/Ubuntu and Civics and Citizenship Education were identified. The significance of this research lies in its potential to provoke debate and dialogue at all levels of society on the concept and practice of unhu/ubuntu. Publisher An entity responsible for making the resource available ournal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) Date A point or period of time associated with an event in the lifecycle of the resource 2013 citizenship education unhu/Ubuntu Zimbabwean context