14 25 486 https://ir.zou.ac.zw/files/original/70f8d729fcad98aecae916d83d72d116.pdf 8042253176de5cc3b78e7760d2e7a22d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN INVESTIGATION INTO THE EFFECTS OF SEXUAL VIOLENCE ON THE HEALTH OF WOMEN IN GWERU URBAN Creator An entity primarily responsible for making the resource PANGANAI TSITSI Description An account of the resource Sexual violence could be a menace to the health of women, so this study sought to investigate the effects of sexual violence on the health of women. The research hypothesis was that there is no relationship between sexual violence and the reproductive, psychological and physical health problems. The objectives were to expose the types of sexual violence and how women react to it in addition to establishing the prevalence of the psychological, physical and reproductive health (including STI and HIV/AIDS) problems resulting from sexual violence. A mixed methodology with a pragmatic approach was used to carry out the research. The research design was the casual comparative method where two groups that is the sample and control groups were selected to allow comparing of the results. The purposive sampling method was used at Msasa Project and Gweru hospital to obtain the sample group of 30 women who were sexually violated. The control group of 30 women who were not sexually violated was obtained by convenient sampling at Gweru Hospital MCH department. The data was obtained by triangulating interviews, focus groups and documentary analysis and analysed by descriptive statistics as well as using the SPSS for ANOVA, t-test and chi square. The research revealed that sexual violence does affect the health of women reproductively, psychologically and physically. The prevalence of STI and HIV related to sexual violence was 0.33 and 0.37 respectively. However the women were reluctant to report sexual violence because of their culture which makes it difficult to define sexual violence. The researcher suggests that men be educated on the rights of women and the effects of sexual violence and the 3 organisations dealing with women health issues should involve men. The women who report sexual violence should also be assessed for psychological problems as it was found to be the most common health problem associated with sexual violence. Abortion should be made accessible to the victims of sexual violence so that they are not burdened by an unwanted child Publisher An entity responsible for making the resource available ZIMBABWE Date A point or period of time associated with an event in the lifecycle of the resource 2013 sexual violence women health https://ir.zou.ac.zw/files/original/e590a56d8b46462f565da0e97d740e5a.pdf 1af4bd54ddce0aee5aa217b797a3b0bf Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ROLE OF PUBLIC-PRIVATE PARTNERSHIPS IN ENHANCING TOURISM DEVELOPMENT AND CONSERVATION EFFORTS IN NATIONAL PARKS IN ZIMBABWE: INSIGHTS FROM GONAREZHOU NATIONAL PARK Creator An entity primarily responsible for making the resource PATIENCE MUTIZIRA CATHRINE PAADA KWINJE RICHARD TERERAI Description An account of the resource Public-Private Partnerships (PPPs) have gained traction as innovative management strategies for national parks globally, yet their role in Africa, particularly within Zimbabwe's Gonarezhou National Park, remains underexplored. This study investigates the impact of PPPs on tourism development and conservation efforts in Gonarezhou National Park. The study used a qualitative methodology. The study conducted 20 in-depth interviews. The participants were purposively selected. Thematic analysis was employed to evaluate generated data, revealing significant findings. Results indicated that PPPs have substantially improved infrastructure, financial support, and specialized skills within the park, leading to enhanced visitor experiences and increased wildlife conservation effectiveness. Despite these advancements, challenges that that continue to exist hinder the full realization of PPP benefits including economic instability, insufficient stakeholder consultation, and conflicting management objectives. Recommendations included fostering inclusive stakeholder engagement, addressing economic barriers, and developing adaptive management frameworks that align diverse conservation goals Publisher An entity responsible for making the resource available ZIBEM Date A point or period of time associated with an event in the lifecycle of the resource 2024 National Parks Public Private Partnerships Tourism Development https://ir.zou.ac.zw/files/original/b16b56b96ed8f08d14ebf4e05b862ea5.pdf 50378fec29bdb97c390f2d50ce5065a0 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 PROFESSOR CANAAN SODINDO BANANA AND HIS BORDER- CROSSING ANTICS: LESSONS FOR THE CHURCH AND CITIZENRY IN KAIROS MOMENTS Creator An entity primarily responsible for making the resource PAUL HENRY GUNDAN Description An account of the resource Professor Canaan Sodindo Banana (5 March 1936 – 10 November 2003) was a complex person with a complex historical context that began with his birth frommixed parentage. His father, a practitioner of Christianity and a herbalist, further influenced him to see no difference between African ancestors and Hebrew patriarchs. He became a cleric in the Zimbabwean Methodist Church from where he was exposed to the World Council of Churches (WCC) Programme to Combat Racism (PCR). In 1971, he resigned from the church after it voted against the PCR, which he felt was justified. Instead, in 1973, he travelled to the United States, without a passport, probably to free himself from oppression. When he returned to Zimbabwe and joined politics, to fill the gap created by the arrest of nationalists, he was active in the United African National Congress (UANC), but frustrated by its moderate approach to the problem of racism, in 1976, he joined the radical Zimbabwe African National Union (ZANU). In 1998, when he was accused of sodomy, probably to deter him from joining the opposition for his sharp disagreements with former President Robert Mugabe, he crossed the South African border with Botswana without a passport. This article discusses the history of ethnicity, African identity and African Traditional Religion, Western Christianity, and the rise of African consciousness as well as the violence that emerged from the colonial powers in Banana’s life. This context shaped his character and personality, so much so that “what he became to us was a product of his historical context”. Banana defied the sense of security found in colonial borders, and his attempt to free himself from the constraints of hegemony were useful lessons for hid Kairos moments Publisher An entity responsible for making the resource available UNISA Date A point or period of time associated with an event in the lifecycle of the resource 2025 https://ir.zou.ac.zw/files/original/071ca8acd0717ba4d6236c4b53027f6d.pdf 38f8214f28209a4b73627d5fac907096 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEDAGOGY IN DISTANCE EDUCATION: IS EVALUATIVE JUDGEMENT AN EFFECTIVE PEDAGOGICAL TOOL FOR STUDENTS IN DISTANCE EDUCATION? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Distance education has expanded dramatically over the years and has become a needed component in the higher education landscape especially in this COVID-19 era. Students in distance education need the ability to make decisions about the quality of work and others. The argument advanced in this article is that evaluative judgement should be used as a pedagogical tool by students in distance education so that they develop the capacity to improve their reflective practices. Qualitative methodology was employed in this study. Learning facilitators from the Zimbabwe Open University were purposefully sampled to generate data through semi-structured interviews. The major findings of the study were that evaluative judgement is a very effective tool which enables students to see whether what they are doing is right or wrong. It is used in assignment writing, term paper presentations, research project writing, group discussions, peer assessment, teaching practice attachment and during examination writing. It improves the depth and breadth of understanding matter and also improves the quality of interaction between the student and the content. The study recommends that tutorial handbooks should be provided at orientation on the importance of evaluative judgement to students in order to improve the quality of their work. Publisher An entity responsible for making the resource available Zambia Journal of Distance Education Date A point or period of time associated with an event in the lifecycle of the resource 2021 Distance Education evaluative judgement pedagogical tool reflective practice self-assessment https://ir.zou.ac.zw/files/original/10dd8dd011275f4585b07e4ef1828896.pdf 94fbf2f2f02aa1344271409cae754354 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEER ASSESSMENT IN HIGHER EDUCATION: THE ROADMAP FOR DEVELOPING EMPLOYABILITY SKILLS IN POTENTIAL JOB SEEKERS Creator An entity primarily responsible for making the resource PAUL MUPA OWENCE CHABAYA CHRISPEN CHIOME RAPHINOS ALEXANDER CHABAYA Contributor An entity responsible for making contributions to the resource Description An account of the resource The focus of the study was on the assessment of students’ attitudes towards both being assessed by and assessing other students’ work.Concerns about graduate employment issues, the world over, suggest that employers are concerned by the lack of employability skills exhibited by entry-level job applications. It is also suggested that employers consider it the responsibility of higher education institutions to develop and sharpen such skills. The current study seeks to identify peer assessment as a potential strategy for developing employability skills and aims to examine, from a students’ perspective, the process of introducing peer assessment into higher education teaching programmes. Data were gathered from a sample of undergraduate students following a semi-structured interview. The study found that students expressed a positive attitude towards peer assessment but had concerns relating to their capability to assess peers and to the responsibility associated with assessing peers. Students felt that peer assessment would raise standards in higher education and equip graduates with the needed employability skills. The study recommends that peer assessment should be adopted as regular practice on undergraduate programmes wishing to equip students with a complete repertoire of employment-relevant skills Publisher An entity responsible for making the resource available International J. Educational & Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 employability skills higher education peer assessment teaching programmes https://ir.zou.ac.zw/files/original/3285c697b0ccb117d5af1b3b846e6f9f.pdf 38f8214f28209a4b73627d5fac907096 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource PEDAGOGY IN DISTANCE EDUCATION: IS EVALUATIVE JUDGEMENT AN EFFECTIVE PEDAGOGICAL TOOL FOR STUDENTS IN DISTANCE EDUCATION? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Distance education has expanded dramatically over the years and has become a needed component in the higher<br />education landscape especially in this COVID-19 era. Students in distance education need the ability to make<br />decisions about the quality of work and others. The argument advanced in this article is that evaluative judgement<br />should be used as a pedagogical tool by students in distance education so that they develop the capacity to improve<br />their reflective practices. Qualitative methodology was employed in this study. Learning facilitators from the<br />Zimbabwe Open University were purposefully sampled to generate data through semi-structured interviews. The<br />major findings of the study were that evaluative judgement is a very effective tool which enables students to see<br />whether what they are doing is right or wrong. It is used in assignment writing, term paper presentations, research<br />project writing, group discussions, peer assessment, teaching practice attachment and during examination writing. It<br />improves the depth and breadth of understanding matter and also improves the quality of interaction between the<br />student and the content. The study recommends that tutorial handbooks should be provided at orientation on the<br />importance of evaluative judgement to students in order to improve the quality of their work Publisher An entity responsible for making the resource available Zambia Journal of Distance Education Date A point or period of time associated with an event in the lifecycle of the resource 2022 Distance Education evaluative judgement pedagogical tool reflective practices self-assessment https://ir.zou.ac.zw/files/original/16a4c3e0a52ec6b1716f78d789f4f4b9.pdf 23599c9bf4b405aceafaaaea51da6ec0 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource HIGHER EDUCATION PEDAGOGY IN CRISIS: CHALLENGES IN TEACHING AND LEARNING DURING THE COVID-19 ERA IN ZIMBABWE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Covid-19 placed higher education pedagogy in a crisis, particularly in Zimbabwe. This study explores the pedagogical challenges that have been caused by the Covid- 19 pandemic in the Zimbabwean higher education system. The study employed the qualitative paradigm and a case study design with three universities in Masvingo province. Seven lecturers and ten students from three universities were purposefully sampled because of their richness in data. Electronic interviews were used to generate data. The major findings from this study were that lecturers faced challenges in employing interactive teaching methods. For example, lecturers in the natural sciences found it difficult to conduct experiments online. Students faced challenges in engaging in group presentations. It was also established that lecturers were sometimes not available online for consultation and this limited interaction between students and lecturers. The study concluded that there were serious pedagogical challenges that had been brought by the Covid-19 pandemic in Zimbabwe. The study recommends that a robust professional development programme on ICT based teaching be developed for lecturers to improve the quality of teaching in the Covid-19 era. Zimbabwean universities should build their own capacities to facilitate and support student learning. Publisher An entity responsible for making the resource available Journal of New Vision in Educational Research Date A point or period of time associated with an event in the lifecycle of the resource 2020 COVID-19 pandemic Distance Education Higher education pedagogy online learning teaching and learning https://ir.zou.ac.zw/files/original/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/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/b7a584f6a7d497c068f2917edd00a3fb.pdf ef74a8b9a690b930f6e50c6bb34a15ef 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 LEADERSHIP FOR EFFECTIVE TEACHING AND LEARNING: THE EFFECTIVE APPLICATION OF EDUCATIONAL CONNOISSEURSHIP IN THE EYES OF MASVINGO DISTRICT SCHOOL LEADERSHIP Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Craft competence by school leadership in the application of supervision theories is the engine that propels quality implementation of syllabuses by teachers in schools. The study sought to investigate the effective application of connoisseurship supervision theory by school leaders in Masvingo district, Zimbabwe. This was a qualitative study which aimed at interpolating into the effective use of connoisseurship supervision in Zimbabwean schools. The case study design was employed with semi-structured interviews and focus group discussions used as the main data generation tools. The school leaders who had a workshop were conveniently sampled then purposive sampling was employed to get information rich cases of school leaders who were holders of a Master of Education degree in Educational Management to participate in the study. The major findings of the study were that connoisseurship helps to describe and evaluate on- going processes and events in the classroom, it helps school leaders to see the breadth and depth of qualities of work, helps in the examination of a plan and helps in increasing understanding of the classroom activities. Connoisseurship also helps in the analysis of pedagogical methods and their relevance over and above helping the school leader to recognise the missing elements in the teaching and learning process. The study concluded that school leaders have theoretical knowledge of connoisseurship supervision but they do not put that into practice. The study therefore recommended a series of workshops and training sessions on the practical application of connoisseurship supervision in schools to improve the quality of instruction. Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching and Learning Journal Date A point or period of time associated with an event in the lifecycle of the resource 2024 Connoisseurship Craft competence leadership supervision https://ir.zou.ac.zw/files/original/9c5eb5570f61221b123e9a3537c2e903.pdf 0fe55f523b6cde0e76d9effbca8c72ee Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource HOW DO SCHOOL LEADERS MANAGE THEIR TIME? NARRATIVES FROM SCHOOL PRACTITIONERS IN MASVINGO, ZIMBABWE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Time management is a critical factor in school leadership and management. Without school leaders who manage time effectively schools are likely to decay. Good people do not need laws to tell them to act responsibly or to manage their time effectively. This study investigates how school leaders manage time for effective teaching and learning in schools. The qualitative research approach as it is informed by the interpretivist paradigm was employed in this study. Purposive sampling was done to select school heads, deputy heads, teachers, college lecturer and parents in the School Development Committee from both primary and secondary schools in Masvingo Province. I employed semi-structured interviews for data generation. Results show that some heads fail to manage their time in schools by not scheduling activities, lack of goal setting, attending to unplanned activities, failing to prioritise tasks, lack of delegating work to subordinates, failing to manage unnecessary interruptions and do not schedule time to attend to subordinates. The study recommends the need for courses and workshops that introduce school leaders to time management skills, conduct seminars to in-service school heads and thus equip them with skills, knowledge and proper attitude on effective time management practices and prioritising tasks Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching and Learning Journal Date A point or period of time associated with an event in the lifecycle of the resource 2024 leadership management school school head school leadership time management https://ir.zou.ac.zw/files/original/218c3b1fe09bd554ad963cbd8e964508.pdf 35991766e7562b3215cf74a3df97d545 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EXPLORING CHALLENGES FACED BY PHD SUPERVISORS AND CANDIDATES IN SOCIAL SCIENCES IN THE AFRICAN CONTEXT Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Postgraduate supervisors and their candidates experience a myriad of challenges during their journeys to reaching to PhD. This study explores challenges encountered by doctoral supervisors and candidates in Social Sciences in the African context. The study employed qualitative methodology informed by the interpretivist philosophy and convenience sampling was employed to generate data. Focus group discussions were used to generate data from twenty-five PhD supervisors who had gathered at a workshop in one of the African countries. For data presentation and analysis, emergent themes that were generated hinged on supervisor challenges, student challenges, methodological challenges, infrastructural challenges, and policy challenges. The study recommends intensive training of PhD supervisors. The study also recommends the need for universities to run workshops with doctoral supervisors to provide them with the fundamentals of doctoral thesis coaching and mentoring. Candidates need workshops from the onset of the PhD journey. Universities need to up skill their PhD supervisors so that they guide their candidates to produce quality work. Publisher An entity responsible for making the resource available SAJELM candidates postgraduate; PhD supervisors supervision https://ir.zou.ac.zw/files/original/1c44e323e5eb4b15f57c54e78af8f972.pdf 019d5647921152c1d4b4ea4efd9ca7d1 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SCHOOL LEADERSHIP AND ITS DEXTERITY TO PROVIDE ACCESS TO QUALITY INSTRUCTION: A CASE OF A PRIVATE ACADEMY IN MASVINGO, ZIMBABWE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource The study explored school leadership practices in high-performing schools with reference to a private academy in Masvingo district. Literature suggests that leadership has a strong influence on the performance of any school organization. The nature of leadership is not always known but leaders need the tools to make things happen. The rationale for this study was to explore the hallmarks of leadership in high-performing contexts. The study applied interpretivist philosophy and qualitative methodology. The case study research design was employed as it could draw experiences from a high-performing school. Data was generated using semi-structured interviews, focus group discussions, and open-ended questionnaires. The data was presented through themes that emerged from the data analysis process. Informed by the findings, the themes were discussed following the research questions. Major findings were that school leadership in high-performing schools must have vision and direction, it must capacitate teachers with pedagogical and instructional skills, as well as improving the quality of teaching through supervision. Instilling student discipline is important to allow smooth instruction in the classrooms. School leadership must influence responsible authority to provide adequate financial, material, and human resources to reduce large class sizes to increase teacher commitment. The study recommends that staff development programmes that capacitate teachers be put in place so that teachers are equipped with deep approaches to teaching. Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning (APORTAL) Date A point or period of time associated with an event in the lifecycle of the resource 2023 https://ir.zou.ac.zw/files/original/1a476040c2b18ab2eefcb703a3838e4e.pdf e2d1c694d576266284c710182e0909df Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource SCHOOL LEADERSHIP IN NEUROTIC CONTEXTS: SURVIVING OR DROWNING? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource This paper seeks to bring forth into the contemporary education landscape the issue of institutional neurosis based on schools in the Zimbabwean context. There are a lot of disorders and disengaged gears in schools that have crippled the provision of quality education to learners who are in dire need of it. Broken educational bridges are a common feature and this is failing to take education to greater heights. The study was undergirded by the interpretivist philosophy. Qualitative research methodology was thus employed. Purposive sampling was used to select participants who were school leaders and school teachers because they were the information-rich cases for study. Semi- structured interviews and focus group discussions were employed to generate data. The major findings were that there is serious lack of communication in schools. Leadership is not instructional at all and such lack of direction results in neurotic conditions in the schools. Teachers lack deep cutting approaches to teaching and employ information processing approaches which scratch the surface. There is high level of burnout by teachers due to eroded salaries and poor working conditions, the situation which culminates into neurotic conditions. The study thus recommends a series of capacity building workshops on issues to deal with instructional leadership, morale for teachers and school leadership, technology use, ethics and professionalism, leadership development, among others. These will go a long way towards dissolving neurotic circumstances that have found a home in most schools Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning (APORTAL) V Date A point or period of time associated with an event in the lifecycle of the resource 2022 dilemma neurotic context neuroticism quality education school leadership https://ir.zou.ac.zw/files/original/06fbee63ab2f4e8ccb8f2267d645f07b.pdf 5b067e68ea5746e1db984c4d6f9835d2 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 DISCOURSES THAT TRANSIENT INTO BROKEN BRIDGES FOR STUDENT TEACHERS ON TEACHING PRACTICE: A CASE OF PRIMARY AND SECONDARY SCHOOLS IN MASVINGO PROVINCE Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource Building bridges for student teachers is the fountain and link-pin to moulding effective teachers in any system of education. This study seeks to highlight challenges faced by student teachers in primary and secondary schools in Masvingo Province. The study adopted a post-positivist approach rooted in the interpretive philosophy and employed the qualitative research methodology. The population for the study were 250 student teachers who had gathered at a teaching practice workshop at Masvingo Regional Campus. Convenience sampling technique was employed to select information rich participants who were asked to write down narratives on challenges they faced during teaching practice. Semi-structured interviews and focus groups were employed as data generation tools as well. The major findings of the study were that student teachers had several challenges rooted in mentoring, pedagogical, time constraints, implementing updated curriculum with the new learning areas, disciplinary issues, lack of textbooks, overloaded lasses and teaching periods, supervisor related issues, among others. The study concludes that student teachers find it a rocky road to effectively practice in the absence of a supportive environment. The study recommends that schools should attach student teachers to competent and qualified mentors. Universities and schools should work hand in glove and come up with several seminars and workshops for student teachers so that their practice is made rich. Key terms: teaching practice; student teachers; discourses; broken bridges 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 2021 broken bridges discourses student teachers teaching practice https://ir.zou.ac.zw/files/original/c361a4615fe8a23c7527397c1f08e37f.pdf e89c985c2d7e68c3835a5b2dd8f0a42b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource WHO IS DISENGAGING THE GEAR? IS SCHOOL LEADERSHIP THE IMPEDIMENT IN THE IMPLEMENTATION OF THE NEW CURRICULUM IN ZIMBABWE? Creator An entity primarily responsible for making the resource PAUL MUPA Description An account of the resource School leadership is there to build ‘learning bridges’ between learners and the curriculum content (Everand, Morris & Wilson, 2004, p. x). This study seeks to investigate challenges that school leadership face in the implementation of the new curriculum in Zimbabwean primary schools. It particularly examines the dissonance between the current implementation level and the expected standard of implementation. The implementation of a new curriculum requires effective school leadership (Bennett, Crawford & Cartwright, 2003). The key stakeholder in the process of curriculum implementation in any education system is school leadership. This article argues that school leadership should have a clear picture of what to do and how for effective implementation of any new curriculum. The curriculum introduced in Zimbabwe is not spared. The study was located within the qualitative paradigm using semi-structured interviews and focus group discussions to generate. Purposive sampling was done to select information rich cases from among school leaders in Masvingo Province. The study highlighted a number of complex challenges linked to school leadership which include the problem of suffering from multiple meanings and conceptual complexity of the new curriculum and lack of orientation on the new curriculum. The study also revealed that school leadership has not been sufficiently retrained for fitness of purpose. The study thus recommends retooling of school leadership so that they develop the craft competency needed in the implementation of the new curriculum Publisher An entity responsible for making the resource available African Perspectives of Research in Teaching & Learning Date A point or period of time associated with an event in the lifecycle of the resource 2020 craft competency craft literacy curriculum curriculum implementation implementation leadership perspectives school leadership https://ir.zou.ac.zw/files/original/4c736e579c9d14cffca19778bdc11107.pdf ae3e5a45f57d1e446cab9bec2758f6b3 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 INVIGORATING HIV AND AIDS PREVENTION THROUGH ADDRESSING TO POVERTY AND GENDER INEQUALITIES AMONG YOUNG WOMEN: A CASE FOR MASVINGO URBAN Creator An entity primarily responsible for making the resource PAUL MUPA P PRIMROSE KURASHA CHRISPEN CHIOME Description An account of the resource This study sought to explore the perspectives of young women in Masvingo with the aim of better informing them on HIV prevention. Focus group discussions and interviews were used to explore issues relating to HIV prevention. An inductive content analysis identified emerging themes and patterns in the participants’ conversations. The study revealed that, although young women were informed and motivated to prevent HIV, poverty and inequality were significant barriers, limiting their power to protect themselves. The research adds evidence to the current argument that failure to address the disempowering effects of poverty and gender inequality limits the effectiveness of current HIV prevention for young women. HIV prevention must now address poverty and gender vulnerabilities, promoting a protective environment, rather than focusing on influencing individual sexual behaviour Publisher An entity responsible for making the resource available International J. Education & Research Date A point or period of time associated with an event in the lifecycle of the resource 2013 Gender Gender inequalities HIV poverty Sexual behaviour Women https://ir.zou.ac.zw/files/original/8d66215e75c8fa815b3a70cced9256c6.pdf a3e1ec3cacd22d5253e3f253c122769f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN INSIGHT INTO THE DEFINITIONS OF DISTANCE LEARNING AND THE SIGNIFICANCE OF TUTOR COMMENTS IN DISTANCE LEARNING Creator An entity primarily responsible for making the resource PAULINE MANJENGWA Description An account of the resource Firstly, this article examines various definitions of Distance Learning with the aim of enabling scholars to have a wider perspective of the concept. While the most basic definition relates to education that takes place when the teacher and students are separated by physical distance, developments in this area now encompass distance learning with technology (electronic, print, voice and data). Technology in this respect is viewed as the bridge used to mediate the gap between the tutor and the student. Secondly, the article also puts emphasis on the types of comments on marked assignments, that can either help the learner to work hard or destroy the learner’s interest to learn. Appropriate, positive and constructive comments in marked assignments promote effective communication between the tutor and the learner. Most importantly, prompt assignment return with constructive feedback and counselling, is a possible decisive element for study success and goal achievement, for Distance Learners. More suggestions on enhancing the tutor – student interaction are discussed. Publisher An entity responsible for making the resource available Zimbabwe International Journal of Open & Distance Learning Date A point or period of time associated with an event in the lifecycle of the resource 2011 Distance Education Outreach Tele-teaching Tele-work https://ir.zou.ac.zw/files/original/f9a337d1745e29b49f06396b8be1b437.pdf 38c7458f9cb1bd91b5c7a35bba0c40ef 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 ODL UNIVERSITY INCLUSION EXPERIENCES OF STUDENTS WITH DISADVANTAGES IN ZIMBABWE Creator An entity primarily responsible for making the resource PHILLIPA MUTSVANGWA BARBARA MAPURANGA Description An account of the resource The study’s focus is on students with disabilities and the marginalised. Riddell, Tinklin and Wilson (2005) assert that universities are arbiters of social justice. However, despite paradigm shift to the philosophical call for schools for all the disadvantaged students continue to face social injustice and inclusive disparities at universities. Using ten purposively selected disadvantaged students, the study engaged the qualitative approach based on the enthnographic design to elicit inclusion experiences of the disadvantaged ODL students with a view to obtain best inclusive practices from their stories. In-depth interviews with unstructured questions, unstructured observations and document analysis were use to collect data. The collected data was coded into themes and patterns emerging from the experiences. The study revealed that most marginalised students dropped out of ODL either in their first year or second year due to failure to raise enough fees while students with disabilities showed that their learning moral was destroyed by lack of relevant provisions to their needs. Thus, they suggested that now that Zimbabwe ratified the UNCRPD on the 23 September 2013 provisions should stay available in anticipation of admitting students with various disabilities Publisher An entity responsible for making the resource available International Journal of Humanities Social Sciences and Education (IJHSSE) Date A point or period of time associated with an event in the lifecycle of the resource 2014 Detrimental effects experiences. Inclusion ODL https://ir.zou.ac.zw/files/original/30b47d064217d906e86498814f0fab36.pdf b6277f20e4333ef4c78a86dc6873e2db 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 COUNSELLING PRINCIPLES THAT TEACHERS COULD USE AS TEACHING METHODS TO RESOLVE INTRA-PERSONAL CONFLICT OF LEARNERS WITH DISABILITIES IN ZIMBABWE Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA NORMAN CHIVASA Description An account of the resource Using authors’ experiences and related literature, this opinion-based paper analysed and justified how counselling principles could be used to resolve the intra-personal conflicts and issues of learners with disabilities both as agents of change and teaching tools. Counselling is a helping mechanism which has existed in different institutions for a long time. This concept assists people to cope with life circumstances such as intra-personal conflicts and educational issues. As observed by the authors, teachers and schools have realised that students spend more time at schools than with their parents, thus, most of their life issues which occasionally manifests in the form of intra-personal conflicts are more felt by schools than their homes. Though the paper acknowledges all that, it is also aware that some learners bring issues and concerns from their homes which may impact on their learning in various ways. Thus, counselling may be institutionalised. This awareness has made schools take over the task of providing psychological support to all learners. In the past schools have generally concentrated on teaching leaving counselling issues to counsellors within or outside their schools but a shift in thinking and consideration is developing. This paper persuades teachers to play the dual teacher/counsellor role so as promote prompt learning, coping with life situations where feedback is a reality and matches with the learners’ immediate focus. At the same time referrals to specialists should be afforded when necessary or when need-be. Publisher An entity responsible for making the resource available INTERNATIONAL JOURNAL OF HUMANITIES SOCIAL SCIENCES AND EDUCATION Date A point or period of time associated with an event in the lifecycle of the resource 2014 Format The file format, physical medium, or dimensions of the resource PDF Counselling learners with disabilities teaching methods https://ir.zou.ac.zw/files/original/9d44c20823954c750beed506ab0232c3.pdf 3e9e6ac26d09e438816ea93c7bcf76bd 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 EXPERIENCES OF STREET VENDORS IN HARARE URBAN: A CASE OF FEMALES WHO ARE DEAF Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA DAVID CHAKUCHICHI Description An account of the resource The presence of both male and female street vendors with hearing impairment on the city of Harare streets particularly young mothers gave impetus to this study. The study focused on identification of causes, effects and remedies to the issue of workplace child rearing by mothers with hearing impairment. Using the qualitative research paradigm the research employed the ethnographic design to collect data. Snowballing was used to select deaf participants who had vending experience of two years and above. The researchers were the main instruments using observations, narratives and in-depth interviews to collect information. Using six accounts of narratives and extensive in-depth interviews with six female street vendors with hearing impairment in the city of Harare, this study explored how their workplace child rearing practices impacted on the livelihoods of their children. The study identified unemployment and low education level as key prompters driving females with hearing impairment into vending for survival. Vending influenced the way most females who are deaf managed their children’s upbringing. The study noted with concern that, although vending promoted self sustainance and empowerment it had its own challenges such as, exposure to abuse and other negative street experiences. The family systems theory and the ubuntu philosophy formed the platform for this study. The findings from the study revealed a high need for the City Council of Harare to create decent authorised vending systems and how to mitigate challenges of street life. Increase in street toilets was highlighted as essential for both the vendors and their customers and the public in general. Revealed experiences from the study were expected to influence social policy on child rearing practices for parents with disabilities and the quality of parenting in line with the children’s rights. Publisher An entity responsible for making the resource available THE INTERNATIONAL JOURNAL OF HUMANITIES & SOCIAL STUDIES Date A point or period of time associated with an event in the lifecycle of the resource 2014 Type The nature or genre of the resource PDF https://ir.zou.ac.zw/files/original/2f59ef78be33fcd40af6806d3f1f88be.pdf 3747564425a7467aabd341546614ecb7 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 PEOPLE WHO ARE DEAF ON SIGN LANGUAGE TEACHING AND COMMUNICATION BY HEARING PEOPLE: HARARE URBAN, ZIMBABWE Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA CHRISTINE SITHOLE Description An account of the resource The qualitative approach and the phenomenology design were employed to collect data for the study. Using in-depth interviews, observations and document analysis, the study explored the perceptions of ten people with profound Deafness on the teaching and use of the Zimbabwean Sign Language (ZSL) in Zimbabwe by hearing people. Purposive sampling was employed to select the participants for the study from the population of people who are Deaf in the streets of Harare urban. Two directors, one from the umbrella board of people with disabilities, the National Association for Societies and Care of the Handicapped (NASCOH) and the other director was from Zimbabwe National Association of the deaf (ZIMNAD), both are described as Disabled People Organisations (DPOs) in this study, they were automatically selected to participant in the study. Interest and profound Deafness were used as criteria for the sample selection. In Zimbabwe, use of SL in day- to- day communication and learning did not have a legal status until March 2013. The current acceptance of SL as one of the 16th languages in the 2013 constitution, though awaiting domestication, triggered this study. The study revealed that hearing people were influencing the type of SL the people who are Deaf should learn. The study declared people who are Deaf as the experts to the SL that should be taught or used in Zimbabwe. The study aims to place Zimbabwe amongst global competitors on issues of Deaf education. Publisher An entity responsible for making the resource available GREENER JOURNAL OF EDUCATION AND TRAINING STUDIES Date A point or period of time associated with an event in the lifecycle of the resource 2014 Format The file format, physical medium, or dimensions of the resource PDF first language of the Deaf hearing people perceptions profound Sign language in Zimbabwe https://ir.zou.ac.zw/files/original/e38e025bb2b9869c03c9eafb8e20ce0c.pdf fd988ab8809d2090596132864151d1ec 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 SPEECHREADING EXPERIENCES OF CHILDREN WHO ARE D/DEAF: A CASE OF HARARE URBAN, ZIMBABWE Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA Description An account of the resource The study explored the speechreading experiences of five people who are deaf and five, hard of hearing born to hearing parents. Speechreading is often used synonymously with the term lipreading though both have similarities and differences. Speechreading is more than lipreading. It is the ability to perceive speech by watching movement of speaker’s mouth and other visible cues such as facial expressions, gestures and message context. This study was driven by the encounters the researcher had with people who were deaf or hard of hearing born to hearing parents. The people complained that their hearing parents blocked them from learning Sign Language, as their first language and forced them to speechread only. Besides, debates and controversies over whether speechreading was an effective skill for communication and learning for people who are deaf or hard of hearing were other factors. A qualitative approach, which applied a case study design, was employed to carry out the study. In-depth interviews, observations and related literature reviews were used to collect data. The study was guided by the bilingual deaf education framework. Collected data was analysed and coded into patterns and themes deduced from the responses. The results of the study showed that, most hearing parents including educationists and siblings forced children who are deaf or hard of hearing to interpret all spoken correspondences and learning through speechreading. Thus, by forcing them to function as hearing people they made them sacrifice their integrity. The actions were concluded to be out of ignorance, thus, the study recommended mainstreaming of bilingual deaf education in Zimbabwean institutions including families. Publisher An entity responsible for making the resource available GREENER JOURNAL OF EDUCATION AND TRAINING STUDIES Date A point or period of time associated with an event in the lifecycle of the resource 2014 Format The file format, physical medium, or dimensions of the resource PDF bilingual deaf education deaf experiences hard of hearing lessons learnt speechreading Zimbabwe https://ir.zou.ac.zw/files/original/3f4afd2c7dc40fba4bc2d2d3e5440de5.pdf 6f5f58bf9e7c114e898018ad5d8e06a3 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 RELOOK AT THE USEFULNESS OF INDIGENOUS KNOWLEDGE SYSTEMS (IKS) IN COUNSELLING: A FOCUS ON VIEWS OF ZIMBABWE OPEN UNIVERSITY MASTER OF SCIENCE IN COUNSELLING STUDENTS. Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA TOM TOM GODFREY TSVUURA Description An account of the resource Using the qualitative approach, the study determined views of Zimbabwe Open University (ZOU) Master of Science in Counselling (MScC) students on the usefulness of Indigenous Knowledge Systems (IKS) in counselling. Data was collected from purposively selected participants as follows: ZOU MScC students in training (N=10); ZOU MScC awaiting graduands (N=10) and Counselling lecturers from ZOU regional centres (N-10) and two focused groups of MScC students [each with 10 participants]. Findings from the focused group discussions and document analysis were used to augment the unstructured interview findings. Issues of the paradigm shift towards IKS in development, controversies on intellectual property of IKS and contributions of IKS to knowledge development were the main thrust behind this study. Data was descriptively analysed and coded according to emerging themes and patterns. Narrative accounts of analysed documents supported the findings and where possible critical analyses on raised issues were made. Results revealed that, ZOU’s Open Distance Learning (ODL) delivery mode was the best tool to disseminate IKS. The study participants found their learning material better IKS biased than at undergraduate programme. That meant that, there was need to relook at the undergraduate programme to make it IKS conversant. The study recommended that, IKS be ingrained into all study matters for sustainable developments in Zimbabweans’ livelihoods and it further suggested that, through IK one tended to understand the self better as an African. That was further proposed to be supported by marked IKS days where people from diversified institutions showcased how their systems embraced IKS. Publisher An entity responsible for making the resource available THE INTERNATIONAL JOURNAL OF SOCIAL SCIENCES AND HUMANITIES INVENTION Date A point or period of time associated with an event in the lifecycle of the resource 2014 Counselling Indigenous Knowledge Systems Usefulness ZOU Masters https://ir.zou.ac.zw/files/original/4a6e58be51dfa53faa192a98fa262c5a.pdf 6c797f044422616c4160f5f0a56a2ab7 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 EXPLORATION OF PERSONAL EXPERIENCES OF DEAF PEOPLE IN ACCESSING, PARTICIPATING AND COMPLETING HIGHER EDUCATION IN ZIMBABWE Creator An entity primarily responsible for making the resource PHILLIPA MUTSWANGA Description An account of the resource The study qualitatively employed the phenomenology design to explore the experiences of the 32 participants selected through snowballing and purposive sampling to establish the extent to which Zimbabwean Universities enabled deaf people to access, participate and successfully complete their studies. Point of saturation determined the sample size. Access to higher education [HE] is currently recognised as a bridge to a fulfilling life for all people but its applicability to deaf people was reported by several studies as insignificant despite the influences of robust legislations. Narratives, in-depth interviews, non-participant observations, focus group discussions and document analysis were used to collect data which was further thematically analysed. Emerging patterns and themes were then generated and triangulated to augment the findings. Augmentation made the data trustworthy and creditable although its generalisability was not representative enough because of the sample size, a limitation which triangulation took care of. The findings were guided by the social justice principles of the ubuntu philosophy and the symbiotic transformative theory. The study participants argued that institutions of higher education did not include deaf people [PWDs] in their plans and that benchmarked the formidable barriers which made their participation remain insignificant. However, the study noted other contributing factors as; unfocused visions of universities, inappropriate teaching styles, unfriendly infrastructures, negative attitudes and styles of leadership. Furthermore, deaf participants felt that universities’ deliberate delay to respond to their applications was meant to frustrate them and make them lose hope in persuing the status of their applications. The study recommended that universities should redevelop their policies and provisions with deaf people in mind. Further studies recommended that monitoring tools be design as a measure to determine the preparedness of universities to deaf applicants. 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 2016 Disability higher education visually impaired Zimbabwe