4 25 88 https://ir.zou.ac.zw/files/original/cee0e710e9c7f3695b01ee4af7ab9632.pdf 9ba04ba5571bb55f11b8dfa7b4e78d58 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 INTEGRATING PEDAGOGY AND TECHNOLOGY IN TEACHER DEVELOPMENT PROGRAMMES AT ZIMBABWE OPEN UNIVERSITY: PRACTICES AND ISSUES Creator An entity primarily responsible for making the resource ROSEMARY NGARA Description An account of the resource Since there seemed to be minimal integration of technology and pedagogy in teacher development programmes in Open and distance education a case study was conducted to determine ways by which technology had been integrated in teacher development programmes at Zimbabwe Open University ( ZOU) and to establish impediments that were there in trying to effectively integrate technology in teacher pedagogy at ZOU. The case study investigated opinions held about the integration of pedagogy and technology in the teacher development programmes by students and tutors. The study established that tutors only used modern technology effectively as they communicated with students via telephone. Use of modern technology in tutorials was very minimal. There was a clear indication that lecturers’ use of technology lagged behind technological advancement and this was attributed to technological phobia. On line discussions were one way by which technology use could be integrated in teacher development programmes. In addition, e- marking could be done and power point and videos could be used in tutorial sessions. Tutors had inadequate experiences using digital technologies even those which were available at ZOU. Tutor and student continual training by Zimbabwe Open University on the usefulness of technology and that tutors at ZOU should make deliberate effort to use technological devices that are already at the institution were recommended Publisher An entity responsible for making the resource available Journal of Social Sciences and Humanities Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 https://ir.zou.ac.zw/files/original/d898c95de1a3ef19a0d1b3ed85a8b618.pdf b45276003c3eb106d12bd146e7058e42 https://ir.zou.ac.zw/files/original/82ead7a183c4019a1298e64125ecc309.pdf b45276003c3eb106d12bd146e7058e42 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 NAVIGATING MARGINALITY: RECLAIMING AND UNDERSTANDING THE STATUS AND EXPERIENCES OF ZIMBABWEAN WOMEN WHO OCCUPY EDUCATIONAL LEADERSHIP ROLES Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource The twenty-first century has seen very few women profiled in educational leadership positions. Women need to break through the glass ceilings in order to navigate marginality. Many African governments are signatories to the convention of gender equity and equality and vowed to fight against any forms of discrimination that bar women from positions and hinder their career development. Yet real obstacles remain. Women are still concentrated in the lower ranks of educational leadership positions with the majority as deputy heads of schools while a minority take the headship positions. Breaking through the glass ceiling still appears elusive for all but a select few. This study was meant to analyse the experiences of those women who are already in leadership positions in education. A qualitative research was carried out to establish experiences and opportunities by women to break the glass ceilings that affect their statuses in educational organisations. Interviews were used to generate data from women in management positions in the education department in Masvingo Province in Zimbabwe. Purposeful sampling was employed to select 10 women leaders. The study recommends creation of positive attitudes towards women, minimising gender stereotypes; crafting policies that promote gender equity, among others. Publisher An entity responsible for making the resource available Open and Distance Learning Journal Special Edition Gender glass ceilings leadership management marginality Women https://ir.zou.ac.zw/files/original/1e21c8236518e009bb1e8b59508593c0.pdf d4ffee8c1db7dd2844bfbf6f87500b9b 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 OBSTACLES TO THE IMPLEMENTATION OF THE HIV/AIDS CURRICULUM IN GURUVE DISTRICT SECONDARY SCHOOLS IN ZIMBABWE Creator An entity primarily responsible for making the resource RITTAH KASOWE Description An account of the resource The aim of this present study was to investigate constraints faced by secondary school teachers in the teaching and learning of HIV/AIDS education in Guruve District in Mashonaland Province of Zimbabwe. Specifically, it focused on HIV/AIDS content, evaluation of the subject, teacher qualifications, availability of resources, methodology as well as syllabus interpretation. The quantitative methodology was used and the descriptive survey design employed. The population consisted of all the 840 secondary school teachers in the district. Random sampling was used to select the 200 respondents. Data were collected using a questionnaire. The study revealed that teachers were finding it very difficult to discuss sex related issues with children. The study also revealed that teachers lacked the knowledge and confidence to teach HIV/AIDS education. The study recommends that teachers should be given proper training in the teaching of HIV/AIDS education. There is also need for teachers to be provided with relevant and adequate resources to effectively guide pupils on this subject Publisher An entity responsible for making the resource available IJRDO-Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2017 Constraints HIV/AIDS education teaching Learning secondary school teachers https://ir.zou.ac.zw/files/original/1656c159e305691d9c6748144fca8d93.pdf d4ffee8c1db7dd2844bfbf6f87500b9b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STUDENT INVOLVEMENT IN ENHANCING STUDENT, RETENTION, PERSISTENCE AND SUCCESS IN OPEN AND DISTANCE LEARNING AT ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource STEPHEN MWENJE RITTAH KASOWE Description An account of the resource The study sought to establish how student involvement could enhance student retention, persistence and success in Open and Distance Learning at Zimbabwe Open University for it to become a world class university. Open and Distance Learning (ODL) systems in Sub-Saharan Africa institutions are grappling with fiscal challenges of low state funding and low student numbers against a background of increasing proliferation. African ODL systems are pursuing world class visions to effectively determine and monitor variables that affect student retention, persistence and success. With Open and Distance Learning, students are now being considered as the largest stakeholders. Investing time and money in learning, Open and Distance Learning institutions ought to orient partnerships to retain their students throughout the course of their learning. This research sought to find out how student persistence and success in Open and Distance Learning could be enhanced through customer feedback approaches at the Zimbabwe Open University. The case study survey design was used to gather data from randomly selected forty final year students and ten alumni members. The interview and the questionnaire were used as data collection instruments. The study established that assignments contribute much to students’ persistence and success to learning, hence the commenting need to be thorough. Tutorial sessions were found to be theoretically based and lacking practical activities, and some concepts in modules were viewed difficult to be conceptualized by students. Academic advisory services being given to students were enhancing learning; however, they lacked the social aspects. Publisher An entity responsible for making the resource available African Educational Research Journal Date A point or period of time associated with an event in the lifecycle of the resource 2013 distance learning. student involvement student persistence Student retention https://ir.zou.ac.zw/files/original/a1af52eae7c09c31cd727c008bc1d8f2.pdf bdbaaceb9b3e2a1a27ee45eb5d2a4c28 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 BUILDING SUSTAINABLE EDUCATION FUTURES FOR THE SOUTHERN AFRICAN SUB-CONTINENT Creator An entity primarily responsible for making the resource RITTAH KASOWE Subject The topic of the resource An assessment of effects of gender on affective organizational commitment of teachers in Zimbabwe. In Zimbabwe there has been an outcry on poor performance of students at all levels. It has been noted that yearly students’ O level percentage pass rate has declined up to 19.5 % in 2011 to 18.4% in 2012. This has raised concern amongst the stakeholders. Previously low performance has been attributed to inadequacy of resources and poor remuneration. In 2009 the Ministry of Education Art Sports and Culture introduced incentives to lure the teachers so that they help the majority of people in the country until the employer had adequate funds to cushion teachers’ salaries. In 2010 - 2011 primary schools were given books and sports kits by the UNICEF under the ETF programme and secondary schools in 2012. However this has not made a positive impact on pupil performance. Most of the blame has been put on teachers’ affective commitment to their work. Considering that the majority of teachers are females, the main question is whether gender is related to affective organizational commitment of teachers’ performance in Zimbabwe? Employee affective commitment is important because high levels of it leads to several favorable organizational outcomes. This is a descriptive survey where data will be collected from stratified random sampled teachers using qu estionnaires and interviews Publisher An entity responsible for making the resource available International Journal of Current Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 Affective organizational commitment gender. Organizational commitment https://ir.zou.ac.zw/files/original/4ec56e8cdca420372b29a2d2ee5a928f.pdf 98fbe49a6130a46c8b91f4c7a86bee69 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 ENHANCING QUALITY OF UNIVERSITY E-LEARNING PROCESSES: STAKEHOLDER PARTICIPATION IN A BLENDED LEARNING ENVIRONMENT AT THE ZIMBABWE OPEN UNIVERSITY (ZOU) Creator An entity primarily responsible for making the resource RITTAH KASOWE STEPHEN MWENJE Description An account of the resource Increasing competition from transnational Universities has forced many Universities in Africa to provide (ODL) through -learning technologies. In many cases E-learning is provided in partnerships with external providers or exclusively as foreign online programmes. Such E-learning provisions are not indigenous to receiving students as they are transplants from the source countries. However, universities in Africa have to become competitive by improving the quality of their programmes through blending traditional systems with e -learning. Quality enhancement of technology based teaching systems is a challenge especially to universities in the Sub- Saharan Africa seeking to add E-learning to their traditional systems to attract and retain students. This study seeks to explore stakeholder participation strategies that can be utilized to enhance the quality of blended learning services at the Zimbabwe Open University (ZOU). A case study methodology was used to gather data from a randomly selected ZOU Students and tutors from the University’s two of the ten regions. Questionnaires and interviews were used as main data collection instruments. The findings of this study shall contribute to theory and practice of university e-learning and quality enhancement Publisher An entity responsible for making the resource available Prime Research on Education (PRE) Date A point or period of time associated with an event in the lifecycle of the resource 2013 e-learning quality enhancement Zimbabwe Open University (ZOU) https://ir.zou.ac.zw/files/original/8a067481f312db1410efc1f7764c0eaa.pdf 0c386f996772e1b340b17c1730fc1113 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 INTEGRATING ON-LINE LEARNING INTO TRADITIONAL OPEN AND DISTANCE LEARNING (ODL) PROGRAMMES: CHALLENGES AND PEDAGOGICAL IMPLICATIONS IN SUB SAHARAN UNIVERSITIES Creator An entity primarily responsible for making the resource RITTAH KASOWE STEPHEN MWENJE Description An account of the resource Information and Communication Technology (ICT) development has helped Open and Distance Learning (ODL) universities world wide reach out to many global students through on line programmes. Many ODL institutions in developed countries have registered success in their on-line programmes. In Africa integrating on line learning into existing traditional programmes has legged behind. It is therefore critical to find out how best on- line programmes can be effectively integrated into existing traditional programmes. It is also critical to identify ways not to affect the integrity of successful programmes currently being offered through traditional modes. This paper seeks to investigate the views of stratified randomly selected students; tutors’ and former students on how best to implement on-line learning into traditional ODL programmes at the Zimbabwe Open University (ZOU) Data will be gathered through interviews and questionnaires. The findings of this study shall provide answers to the challenges emanating from staffs and students’ ICT skills Publisher An entity responsible for making the resource available Global Advanced Research Journal of Educational Research and Review Date A point or period of time associated with an event in the lifecycle of the resource 2013 e-learning online learning https://ir.zou.ac.zw/files/original/53f4454ffbc0bbc8b0331d852f88f8e3.pdf 42a7b2d97f0fb9505b201d801616d78e 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 ZIMBABWEAN INDIGENOUS KNOWLEDGE SYSTEMS (ZIK) - IMPLICATIONS FOR THE CURRICULUM Creator An entity primarily responsible for making the resource RITTAH KASOWE ANYWAY KATANHA Description An account of the resource First part of the paper, examined conceptual issues associated with Indigenous Knowledge Systems (IK), including the nature of the intersection between Science and IK. We reflected on methodological pluralism, and knowledge production. Intellectual property rights and empowerment are examined. We then explored the multiple linkages between IK and the curriculum, in terms of needs, goals, teaching strategies and instructional resources. We reflect on anticipated outcomes and methods of evaluation. We also discussed the role of the library media center, and the library consultant, in curriculum planning with respect to IK. Our emphasis was on those components of IK which describe, explain, predict and try to negotiate nature. Firstly we explore some curriculum models and approaches relevant to our discourse, and various dimensions of teaching, learning and researching Zimbabwe Indigenous Knowledge (ZIK), through the use of 'oral traditions' and other methodologies. Secondly we provided specific instructional guidelines on African Traditional Medicine, Mathematics and Food Processing, Selected readings and multimedia resources are identified along with current instructional and research challenges. We specified whether ZIK, has specific implications for democratization, community empowerment, nation building, sustainable development, capacity building and intellectual development in Zimbabwe and Africa as a whole, in the 21st century. Publisher An entity responsible for making the resource available Prime Research on Education (PRE Date A point or period of time associated with an event in the lifecycle of the resource 2013 Indigenous Knowledge science system Zimbabwe Prisons https://ir.zou.ac.zw/files/original/4b2f0a450bf556664fdcf10b7b6b07d3.pdf 5fb2c48cf97f1f7133429c513ba11309 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 DISTANCE EDUCATION AN EMPOWERING DISCIPLINE OR JUST A PASSING RAGE: A CASE OF ODL INSTITUTIONS IN ZIMBABWE Creator An entity primarily responsible for making the resource THOMAS M. KAPUTA JUDITH TAFANGOMBE Description An account of the resource This study is on graduates’ perceived feelings on how Distance Education (DE) offering institutions in Zimbabwe have empowered them. We asked the question: Is DE an empowering discipline or a passing rage which is being used by most institutions as a raison d’être. The development of Open and Distance Learning (ODL) institutions in the world has largely been done by conventional Universities. Distance educators agree that distance education includes both distance learning and teaching. With the advent of changes in industry’s demand for more qualified personnel that may need to be trained whilst on the job, conventional universities and colleges have failed to cope. The economies of scale of this approach saw many people getting qualifications whilst they were on the job. Governments who are the recipients of most of the graduates get concerned when most of their people are not educated. This has resulted in the development of the single and dual mode institutions of distance education to a large extent with the latter preceding. In this study which was carried out in the beginning of 2013. A qualitative research paradigm was used focusing on the graduates of DE from both conventional and ODL institutions. This was a phenomenological design because it dwelt on a careful description and analysis of the participants’ life world and the meaning extracted thereof. Participants who included graduates, employers and lecturers were conveniently selected from the different institutions in Zimbabwe. The sample consisted of ten graduates from eight institutions. We used an on line open ended interview schedule, personal accounts and document analysis to collect data. This provided us with an opportunity to look at different worldviews of the empowerment phenomenon. The findings show mixed reactions from graduates on their empowerment status. Fierce competition is rife between institutions raising ethical, business and quality issues. We recommend that policy be put in place to fine tune this DE to empower all graduates regardless of their institution Publisher An entity responsible for making the resource available Greener Journal of Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2014 discipline Distance Education empowering qualitative research single and dual modes https://ir.zou.ac.zw/files/original/a6dec2e4b6f49c261bd3db46cb78fa94.pdf 7b385fca929a378d5d8ded453a7f485c 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 AFRICAN CONTEXT FOR TECHNOLOGICAL FUTURES FOR DIGITAL LEARNING AND THE ENDOGENOUS GROWTH OF A KNOWLEDGE ECONOMY Creator An entity primarily responsible for making the resource GABRIEL KABANDA Description An account of the resource The Southern African countries, embodied as the Southern African Development Community (SADC) region, face sustainable development problems and low global competitiveness. Innovation in the education sector presents a promissory note that can stimulate an endogenous growth of the knowledge economy and reduction of poverty. Technological futures in digital learning are largely influenced by complexity, simulation and modeling, and decision-making capabilities. The paper is purposed to develop an endogenous growth model for a knowledge economy for SADC countries where digital learning is the engine for sustainable growth with its associated technological futures and complexity. The learners in ubiquitous learning environments are able to access the various contents on the Web, search the electronic databases, interactively communicate with instructors and other learners and obtain knowledge anytime and anywhere through wireless technologies. The diffusion discourse and the social embedded innovation can achieve a desirable impact in development, mainly through ICTs for development (ICT4D). Social media is one area that has introduced complexity in the digital learning environment. Chaos Theory is used to seek understanding of the aperiodic behaviour in deterministic, non-linear dynamical systems in a digital learning environment and the design thereof. The Lorenz attractor for such a learning environment is innovation that brings solutions and relevancy to the developmental agenda, with Lyapunov exponents expressed by divergent trajectories of ICT4D. The Jacobian matrix grows exponentially with each technology that goes through diffusion and adoption. The Neo-classic theory of growth is about technical progress premised on exogenous factors and driven by labour, capital and technology. Technology diffusion in SADC is not exogenous. The endogenous growth theory is a model of long-run economic growth that emphasizes that technological change is influenced by economic incentives and a great diversity of resources in an African environment, which largely supports innovation, an embodiment of knowledge in capital and learning by doing. The mixed method methodology is used in this research, which is a research study of the SADC region countries. Mixed methods often combine nomothetic and idiographic approaches in an attempt to serve the dual purposes of generalisation and in-depth understanding—to gain an overview of social regularities from a larger sample while understanding the other through detailed study of a smaller sample. The methodology used was largely qualitative on human capital development and technology diffusion, and quantitative on GDP and Infodensity covering 18 countries in East and Southern Africa. The 18 countries covered by the qualitative study are South Africa, Angola, Bostwana, Burundi, D.R. Congo, Kenya, Lesotho, Madagascar, Malawi, Mauritius, Mozambique, Namibia, Rwanda, Swaziland, Tanzania, Uganda, Zambia and Zimbabwe. An endogenous model for sustainable economic growth is developed through panel data analysis. Panel Data is a data set that contains repeated observations over time, i.e., observations on multiple phenomena observed over multiple time periods for the same firms, individuals, households, enterprises, countries, or any set of entities that remain stable through time. An endogenous model for a knowledge economy for SADC countries is proposed. Publisher An entity responsible for making the resource available Basic Research Journal of Engineering Innovation Date A point or period of time associated with an event in the lifecycle of the resource 2013 Chaos Theory digital learning environment endogenous growth model ICT4D Knowledge economy sustainable development technological future https://ir.zou.ac.zw/files/original/cbf4c36ab3642321c56442149021691f.pdf 2c1ce2645b315d2b38bb0cefc13a7f3f 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 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN ASSESSMENT OF FACTORS CONTRIBUTING TO HIGH SECONDARY SCHOOL PUPILS DROPOUT RATES IN ZIMBABWE. A CASE STUDY OF BULILIMA DISTRICT Creator An entity primarily responsible for making the resource SIKULILE MOYO DINGINDAWO NCUBE MUSA KHUPE Description An account of the resource The study sought to assess factors contributing to high secondary school pupils dropouts in Bulilima District in Zimbabwe. Bulilima District has for a long time been experiencing high dropout rates amongst secondary school pupils due to a number of factors which needed exploration in order solve the problem. The study used a case study design and a qualitative method with individual and group interviews (focus group discussions) as data collection techniques. The study participants included teachers, heads of schools and members of the community who included both adults and the youths, selected through the purposive convenience sampling technique. The study was anchored on the human capital theory which advocates for investing in human capital through education that in turn is expected to stimulate socio-economic development of a country. The findings are absentee parents, financial hardships, hunger and poverty, home school distance, teenage pregnancies and peer pressure .The study recommends that the government of Zimbabwe subsidises examination fees, implements ‘free primary education for all’ in line with the constitution of Zimbabwe. Furthermore the government of Zimbabwe in collaboration with key stakeholders builds more secondary schools in Bulilima district. Finally more research be done on the problem of secondary school pupils drop out in order to bring more insight on this problem bedeviling Bulilima district. Publisher An entity responsible for making the resource available Global Journal of Advanced Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 https://ir.zou.ac.zw/files/original/87a8bc4198fabb14a1488b6fcf748ef6.pdf 66aa3099c478509d92ae2a7e7384b67b 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 SOCIO –ECONOMIC TRANSFORMATION FOR WOMEN THROUGH ODL IN ZIMBABWE .A CASE OF GWANDA DISTRICT Creator An entity primarily responsible for making the resource Z MZACA DINGINDAWO NCUBE Description An account of the resource Globally there is concern for women empowerment and access to education. In developing countries such as Zimbabwe, of the 17% who are illiterate, 2/3 of them are women who are marginalized, hence most have little or no access to education especially tertiary education. Open and Distance learning has been seen as the panacea to address this imbalance since social realities limit the opportunities for women to take up full time study programmes. In Zimbabwe, the Zimbabwe Open University (ZOU), with its spread to all regional compasses has been viewed as a realistic opportunity to enable the women to access university education. ZOU offers degree programmes in the fields of Science and Technology, Business Management and Law, Humanities and Social Sciences and Health Sciences. Based on the assumption that women have embraced the Open and Distance Learning (ODL) mode which suits students who fulfill other commitments such as work and family, this study sought to assess the socio- economic transformation that ODL, through ZOU has had on women in Zimbabwe in general and Gwanda district in particular. The study was carried out in Gwanda District of Matabeleland South region in 2016, and used the qualitative approach. Purposive sampling was used to select the participants. Data were collected through interviews. The study found that women have benefited from ODL programmes since they now occupy influential positions at work and earn enhanced salaries. Their employment prospects have been enhanced by ODL qualifications. Women have gained confidence to participate in workshops, meetings &conferences. The study recommends that the government of Zimbabwe subsidises ODL programmes to increase the number of women in such programmes and more Campaigns be undertaken on the benefits of ODL to women Publisher An entity responsible for making the resource available Global Journal of Advanced Research Date A point or period of time associated with an event in the lifecycle of the resource 2016 Open Distance Learning (ODL) Socio- economic transformation Women https://ir.zou.ac.zw/files/original/ee78a50f130fe168c75fa8e5b0608398.pdf ee38c9becf84f62c968ab442e1bc2000 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 STUDENTS’ ATTITUDES TO OPEN EDUCATIONAL RESOURCES (OERS) Creator An entity primarily responsible for making the resource CONSTANCE KADADA THEMBINKOSI TSHABALALA Description An account of the resource This paper was on students’ attitudes towards Open Educational Resources (OERs) on selected universities and colleges. The methodology used was a desktop review. The findings on OER textbooks were their high quality, having more information than traditional textbooks and being cheaper. Students obtained diverse scholarly articles from OERs that added value to the content they had, while to others, OERs were not useful. Those who did not like OER textbooks said they could not write notes on them and there was too much information on the Internet. Some students were not computer literate and unaware of OERs. Mobile phones were found to be one way of accessing OERs though the logistics were cumbersome. There was no evidence of creation of OERs by the students. The research would help ODL institutions and traditional universities to obtain updated and quality OER content for students including those in remote areas even through mobile phones Publisher An entity responsible for making the resource available International Journal of Social Sciences & Educational Studies Date A point or period of time associated with an event in the lifecycle of the resource 2020 Attitude Cost Infrastructural Support OERS Pedagogy Quality