19 25 486 https://ir.zou.ac.zw/files/original/fcc32e547bb58b305720987177561139.pdf d33d226dfc9a80cabf544abb1428d8f2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE DETERMINANTS OF POOR SERVICE DELIVERY IN ZIMBABWE’S LOCAL GOVERNMENT SYSTEM Creator An entity primarily responsible for making the resource SYLVESTER MARUMAHOKO TAFADZWA MOYO KEITH TICHAONA TASHU Description An account of the resource This article, grounded in decentralisation theory, examined the determinants of poor service delivery in Zimbabwe’s local government system, against a backdrop of chronic underperformance and growing public discontent. Using a survey-based methodology and statistical analysis via SPSS, the study captured public perceptions to uncover the root causes of service delivery failures. Findings revealed a divided citizenry, with a significant proportion expressing dissatisfaction with the management of local services. Governance-related issues, including corruption, weak accountability, limited local autonomy, poor community engagement and inadequate legal and policy frameworks, emerged as the most critical contributors to poor performance. In contrast, technical challenges such as inadequate infrastructure and human resource shortages were not widely perceived as primary obstacles. These results suggested that governance failures, rather than resource constraints, lie at the heart of the service delivery crisis. The study concludes by advocating for stronger governance and accountability mechanisms, institutionalised community engagement and meaningful reform of the legal and policy frameworks governing local government—all of which are essential steps toward improving service delivery and rebuilding public trust in local governance Publisher An entity responsible for making the resource available ZIMBABWE JOURNAL OF BUSINESS, ECONOMICS AND MANAGEMENT Date A point or period of time associated with an event in the lifecycle of the resource 2025 Determinants Local government Poor Service Delivery Zimbabwe https://ir.zou.ac.zw/files/original/8be572c12b90f3576595222c8e99b124.pdf 4f340819dd89c625855629b97e569e8d 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 FRAMEWORK OF CORPORATE GOVERNANCE SYSTEMS FOR THE PERFORMANCE OF STATE-OWNED ENTERPRISES IN ZIMBABWE Creator An entity primarily responsible for making the resource SIBANDA HONEST SIFILE OBERT MARIMA NERIA Description An account of the resource Poor governance practices have remained entrenched in both the public and private sectors despite the adoption of various legal frameworks and institutional measures aimed at promoting corporate governance practices. A close analysis of the focus of many studies conducted to date on corporate governance, reveal the existence of a gap in the search for an institutional framework of corporate governance systems for the state-owned enterprises in Zimbabwe. Poor governance has continued to haunt SOEs leading to poor service delivery. Therefore, this study using qualitative content analysis sought to develop an institutional framework of corporate governance systems for the performance of state-owned enterprises in Zimbabwe. Evidence from the study indicates that poor corporate governance in SOEs has been driven by such factors as political interference, lack of political will, poor rules and regulation in the running of SOEs among a host of other challenges. Basically, the institutional framework of corporate governance systems for the performance of state-owned enterprises in Zimbabwe that maybe adopted should comprise of the following: engage stakeholders so that they can have by-in on policies, scan and learn from best practices from elsewhere, rationalise SOEs, listing of SOEs on Public Exchanges, review and improve policy and legislation, capacity building, enhance political will, invest in corporate governance research, establish independent boards and the unbundling monoliths and disposing non-essential SOE’s and strengthen rule or law. However, there is still need for studies on how these can be harnessed for promoting good corporate governance in SOEs Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 https://ir.zou.ac.zw/files/original/b3ae18194b2d3efe17f468c114c45efc.pdf 82b78d25d51e7914821e167573799fab 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 ANALYSIS OF THE PUBLIC TRANSPORT MANAGEMENT POLICIES IN ZIMBABWE Creator An entity primarily responsible for making the resource ZVISINEI GWATSVAIRA PROF R. KHUMALO Description An account of the resource Public transport is an essential component of urban life in Zimbabwe, yet it is beset by operational inefficiencies, regulatory fragmentation and safety concerns. This paper examines the effectiveness of public transport management policies by analysing the roles, coordination and challenges of key regulatory bodies, including the Zimbabwe Republic Police (ZRP), Ministry of Transport and Infrastructural Development (MOT), Harare City Council (HCC), Vehicle Inspection Department (VID), Traffic Safety Council of Zimbabwe (TSC) and the Zimbabwe National Road Administration (ZINARA). A mixed-methods approach was adopted, utilising document analysis of statutes, semi-structured interviews with 20 key stakeholders and a quantitative survey of 120 transport operators and users in Harare and Bulawayo. The results reveal significant dissatisfaction among commuters regarding safety and service reliability, with 75% of surveyed passengers reporting safety concerns. Qualitative findings highlight major themes of fragmented coordination among regulatory bodies, severe resource constraints hindering enforcement and the necessary but unregulated role of informal operators (Mawere, 2017). The study concludes that while a robust legislative frameworkexists, its implementation is undermined by a lack of inter-agency collaboration, inadequate funding and decaying infrastructure (Moyo, 2018). The paper recommends the establishment of a national task force to harmonise policies, increased budgetary allocations for enforcement, strategic investment in transport infrastructure and the development of an integrated policy that Publisher An entity responsible for making the resource available ZIMBABWE JOURNAL OF BUSINESS, ECONOMICS AND MANAGEMENT Date A point or period of time associated with an event in the lifecycle of the resource 2025 Informal Transport Policy Implementation Public Transport Regulatory Framework Urban Mobility https://ir.zou.ac.zw/files/original/7f0cc032f3d305382f2065e03ab98cfb.pdf 2750bb56cb8a51b838997e30f7b450cb Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EXAMINING THE IMPACT OF ECONOMIC DOWNTURN ON WORK-LIFE BALANCE ACROSS SELECTED SECTORS OF INDUSTRY IN ZIMBABWE Creator An entity primarily responsible for making the resource NOMALANGA DHENDE DR. ANGELA MAPOSA Description An account of the resource Economic downturns have significantly disrupted work-life balance for employees in Zimbabwe, intensifying stress and making it increasingly difficult to manage personal and professional responsibilities. This study aimed to examine the impact of economic instability on work-life balance across selected industry sectors in Zimbabwe. A qualitative research design was employed, focusing on the lived experiences and perceptions of employees. The research population for this study covered all employees from the selected sectors of industry but for purposes of feasibility, a purposive sample of 30 participants was drawn from six sectors: agriculture, food processing, retail (supermarkets), automotive, education and health, with five participants from each sector. Findings revealed that economic challenges led to longer working hours, reduced job security and limited organisational support, all of which contributed to poor work-life balance. Participants reported increased work-related stress and difficulty meeting family obligations. The study recommends that policymakers and employers implement flexible and supportive workplace policies to mitigate the impact of economic disruptions. Adaptable strategies are essential to sustain employee well-being and maintain industrial productivity during periods of economic hardship. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 economic downturn impact sectors of industry Work-Life Balance https://ir.zou.ac.zw/files/original/d6c83781329a53718d826248d497df45.pdf 2bfe9707bdb90c593751e3f4af8d2f28 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STRATEGIES FOR THE PROPAGATION OF MICRO-CREDENTIALS IN THE ECONOMY OF ZIMBABWE BY INSTITUTIONS OF HIGHER EDUCATION/LEARNING AND TRAINING Creator An entity primarily responsible for making the resource CAXTON SHONHIWA Description An account of the resource The study sought to recommend appropriate strategies for the propagation of micro-credentials that would positively influence economic growth using micro-credentials to provide knowledge and skills training. The thrust was to establish the state of micro-credentials in Zimbabwe and how they could be implemented to advantage. An interpretivist philosophy informed the choice of a qualitative paradigm and a case study design. Two institutions of higher learning and training were selected and, from each institution a team of six was purposively selected because of their superior knowledge in the matters of university business. A series of in-depth interviews was held to elicit the requisite information until a point of saturation was reached. The findings indicated that Zimbabwe and most African nations, needed to speed up the process of adopting and implementing micro-credentials. The strategies they could utilise included the use of online courses already accredited to kick-start the offering of micro-credentials, the creation and upholding regulations that catalysed the provision of micro-credentials, and the opening of identified opportunities to adopt and use micro- credentials. The study ended with a recommendation to use an ACQF-II (2024) produced Handbook on Micro-credentials in Africa as resource material and a conclusion. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 https://ir.zou.ac.zw/files/original/3ca0f17cae4bcd3751023a411e6e4c96.pdf a8137ced04f716250c57fad0c38cb904 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EXPLORING THE CHALLENGES ENCOUNTERED DURING THE PROCESS OF SHIFTING FROM ODL TO ODEL IN HIGHER EDUCATION: THE CASE OF ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource NOMALANGA DHENDE DR. ANGELA MAPOSA Description An account of the resource The challenges that higher education institutions face when switching from Open and Distance Learning (ODL) to Open, Distance and e-Learning (ODeL) are examined in this research. The incorporation of online learning offers educational institutions both benefits and challenges as digital technologies transform the landscape of education. Non-probability sampling (purposive) was used to determine research participants for qualitative data, while probability sampling (simple random) was used to determine respondents for quantitative data. The population of the study was 300 respondents comprising academics, administrators and students in three Matabeleland Regional Campuses of ZOU, subsequently the sample size was 100 respondents. To analyse data exploratory sequential design was used as justified by Cresswell and Clark (2018). To collect accurate data on the transition process, this study used a mixed method approach that included surveys and interviews with administrators, students and academics. Observations and focus group discussions also proved to be useful tools for data collection. Limitations in the study included technology infrastructure, faculty unpreparedness, technophobia, inappropriate pedagogical methodologies and low levels of student involvement are the main challenges which were revealed by this study. Analyses of research findings indicated that the stakeholders were fully aware of the benefits to be accrued in the successful transition from ODL to ODeL but they also faced the hitches that are inherent in the implementation strategies. The shift was found to have implications for prospective students, current students, lecturers, support staff and senior management. Based on the findings of this research the following recommendations were proffered. More work must go into the planning process, before launching changes of such magnitude, the qualifications of educators should have a strong bias towards digital literacy and institutions should possess the appropriate infrastructure and gadgets to facilitate a smooth shift from ODL to ODeL. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 Challenges e-learning Higher Learning ODeL ODL Shift https://ir.zou.ac.zw/files/original/c8ecdb6b10217645abdeda0c8e96d641.pdf fa04ba8601cb9da73e0035719bc34e90 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 MUSHIKASHIKA IN HARARE: A SOCIOECONOMIC AND REGULATORY ANALYSIS Creator An entity primarily responsible for making the resource ZVISINEI GWATSVAIRA PROF. R. KHUMALO Description An account of the resource Mushikashika, the informal pirate taxi system, in Harare, Zimbabwe, has become a dominant force in urban transportation. While it provides an essential service to commuters, it also poses significant challenges, including road safety concerns, regulatory issues and socioeconomic implications. This article explores the origins, impact and potential solutions to the Mushikashika phenomenon, drawing from recent studies and policy discussions. This study utilised a mixed-methods approach, combined quantitative data from surveys with 200 commuters and 100 mushikashika drivers and qualitative data from in-depth interviews with 15 key informants, including regulatory officials and transport union representatives. The results revealled that over 85% of commuters relied on mushikashika due to the unavailability of formal transport, while 70% of drivers entered the sector due to unemployment (Zulu, 2019). The findings also highlighted a significant correlation between the lack of regulation and increased road accidents, with 65% of commuters witnessing or experiencing reckless driving (Ndlovu, 2020). The study concluded that a hybrid approach, integrating mushikashika into the formal transport system through structured licensing, digital monitoring and cooperative models, was essential (Gomez, 2019). Such a strategy addressed both the economic realities of operators and the safety concerns of the public. This study provided insights into how informal transport systems can be integrated into formal urban mobility frameworks. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 Informal Transport Mushikashika regulation socioeconomic impact Urban Mobility https://ir.zou.ac.zw/files/original/f8170d3ee85d49853d78e44fab00c1a8.pdf 2994c4bd04bf2cdfcf51865306e63c15 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 Department of Public Administration Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE COST OF CORRUPTION IN A RESOURCE-CONSTRAINED COUNTRY: THE CASE OF ZIMBABWE Creator An entity primarily responsible for making the resource TAPIWA MANYIKA NERIAH ETA MARIMA Description An account of the resource Despite repeated reform efforts, corruption remains deeply entrenched across key institutions. Zimbabwe is now ranked 160 out of 180 in terms of the perceived levels of public sector corruption. Whilst the cost of corruption has remained un-assessed in most economic zones, Zimbabwe included, there is significant amount of evidence that suggests it has been widespread in most nations, including Zimbabwe. However, the consequences differ from one country to the other and from institution to institution. The cost of corruption in resource constrained environments, Zimbabwe has remained a grey area, unexplored and untheorised. Zimbabwe as a case remains a’ black box’. This study employed qualitative content analysis to assess the cost and impact of corruption in Zimbabwe. The study adopted a multi-theoretical framework encompassing Social Exchange Theory, Game Theory, White-Elephant Theory, and X-inefficiency Theory to adequately conceptualise the dynamics of corruption in Zimbabwe. These perspectives enable nuanced analysis of behavioural, institutional and structural dimensions of corruption. A purposive sample of 30 scholarly sources including peer-reviewed articles, institutional reports, and policy briefs from 2010 to 2024 was selected from academic databases and institutional platforms. Findings indicated that corruption eroded institutional accountability, exacerbated poverty and inequality, discouraged investment,undermined public services in health, education, infrastructure and natural resource sectors. Social cohesion was compromised, with rising public disillusionment and inequality in service access. The study concluded that corruption in Zimbabwe was multidimensional and pervasive, impeding national development goals. Addressing it required comprehensive reforms, including stronger transparency frameworks, independent oversight institutions, civic engagement and global cooperation on asset recovery. These measures were essential for restoring accountability, enhancing governance and achieving sustainable development. The study highlighted the need for further research into the psychosocial dimensions of corruption; how societal norms, expectations and historical injustices influenced corrupt behaviour. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 corruption Institutional Reform Policy Intervention Resource-constrained https://ir.zou.ac.zw/files/original/8d9ac97aec7c4b5bec6bf6adcb009cab.pdf e0762b80d4104d4677711e895375967e 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 DATA-DRIVEN URBAN GOVERNANCE: OPPORTUNITIES AND CHALLENGES IN ZIMBABWEAN CITIES Creator An entity primarily responsible for making the resource SYLVESTER MARUMAHOKO TAFADZWA MOYO KEITH TICHAONA TASHU Description An account of the resource The study investigated the opportunities and challenges associated with data-driven urban governance in Zimbabwean cities, focusing on Harare, Bulawayo and Mutare. It employed a qualitative, descriptive research design, drawing on document analysis and semi-structured interviews with municipal officials, urban planners and ICT officers. Guided by the theoretical lens of Technological Determinism, the research identified significant opportunities for improving urban governance through real-time data, predictive analytics, digital citizen engagement and smart city initiatives. However, it also revealed major constraints, including infrastructural deficits, the digital divide, outdated planning frameworks, fragmented data governance and low levels of digital literacy. The study concluded that, while data technologies held transformative potential, their effective implementation in Zimbabwe required strengthened institutional capacity, ethical data governance and inclusive digital development strategies. Without addressing these foundational issues, data-driven urban governance risked reinforcing existing structural inequities rather than resolving them. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 Challenges Data-driven Opportunities Urban governance Zimbabwean cities https://ir.zou.ac.zw/files/original/c0cebdbae87756798b1d8434f3040336.pdf d321435b544c638f1f150dae86808d68 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 YOUTH UNEMPLOYMENT AND ITS PSYCHOLOGICAL AND SOCIO-ECONOMIC EFFECTS ON CAREER DEVELOPMENT: A CASE STUDY OF GOKWE RURAL COMMUNITY, ZIMBABWE Creator An entity primarily responsible for making the resource JUDITH CHIFAMBA MBWIRIRE JOHN Description An account of the resource This study sought to evaluate the effects of unemployment on youth career development in Gokwe Rural Community, Zimbabwe. Employing a mixed-methods explanatory sequential design, the research involved a population of 375 individuals, with a final sample size of 104 participants—90 for quantitative data (88 completed questionnaires) and 14 for qualitative insights. Sampling techniques included purposive, random and convenience sampling. Data were collected from youths, community members, ward councillors and Ministry of Youth officials. The findings revealed that high unemployment rates significantly contributed to psychological challenges, such as depression and anxiety, which adversely affect self-esteem and motivation. Economically, the study highlighted a concerning trend of stagnation, as educated youths often migrate to rural areas in search of better opportunities, further exacerbating local poverty. The results underscored the urgent need for targeted youth development programmes aimed at enhancing employability and providing psychological support to improve overall well-being Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 career development community development economic stagnation mental health and employment psychological effects Youth unemployment https://ir.zou.ac.zw/files/original/fc42e6ef8d8980da667bf0f53e5fc2e7.pdf 4fcd8a417cbdb47d6162a3be6c07026f Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE ZIMBABWEAN BANKING SECTOR IN THE 21ST CENTURY: A JOURNEY TOWARDS ORGANISATIONAL LEARNING Creator An entity primarily responsible for making the resource WILBERT FUNGURA Description An account of the resource Organisational Learning (OL) has become a crucial strategic and dynamic capability, enabling firms to adapt their business models for sustained relevance and competitiveness in today's dynamic business environment. However, its adoption in the developing world has been slow. The collapse of nearly half (48.6%) of Zimbabwean banks, primarily indigenous institutions, within two decades starkly illustrates this challenge, especially considering the banking sector's critical role in any economy. This study examines the extent to which organisational learning has been adopted within the Zimbabwean banking sector and its impact on bank performance. A mixed methods approach was used, employing a self-administered questionnaire with open- ended questions distributed to 211 executives and senior managers at nineteen Zimbabwean banks, yielding a 79.6% response rate. Data were analysed using the Framework Analysis method. The findings suggest a positive trend in organisational learning levels, with most banks progressing from single loop to adaptive or generative learning. Significantly, foreign and dually owned banks were more likely to demonstrate generative learning, a level associated with greater effectiveness in turbulent environments, potentially explaining the disproportionate failure of indigenous banks between 1998 and 2018. This study contributed to the academic understanding of organisational learning, a concept that remained under- explored and under-appreciated in developing economies. Moreover, it emphasised the importance of continuously challenging existing business models to navigate dynamic market conditions like those in Zimbabwe. It is essential for organisational survival and success to continue to develop and actively promote higher levels of organisational learning. Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Competitiveness Dynamic capability Generative learning Organisational learning Strategic capability https://ir.zou.ac.zw/files/original/79023f36bc8ee9f24ca6047b1945e958.pdf c28708bf1a9fcb4e943034d94d83ccac 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 ZIMBABWE OPEN UNIVERSITY FACULTY OF COMMERCE GRADUATES 2000 – 2015 TRACER STUDY Creator An entity primarily responsible for making the resource LIGHTON DUBE AMOS MUNZARA ZVINAIYE CHIMBADZWA Description An account of the resource This study traced graduates of the Zimbabwe Open University (ZOU) Faculty of Commerce (FACOM) from year 2000 to year 2015 to assess curriculum relevance, graduate outcomes, and labour market alignment. A total of 150 self-administered questionnaires were distributed through Regional Centres to collect data on employment status, further study intentions, programme perceptions, and skill acquisition. Findings showed that most respondents were adult learners, with a mean age of 40.2 years, and that 91.7% expressed the intention to pursue further studies, most preferring ZOU. Employment outcomes were diverse, with graduates largely absorbed in tertiary education, government and banking sectors. Respondents rated the FCL programmes as highly contributory to organisational, leadership, problem-solving and teamwork skills, but less effective in enhancing computer literacy and technical knowledge. Overall, the programmes were perceived as relevant to current jobs and the labour market, though areas such as ICT integration and industry linkages require strengthening. The study concluded that while ZOU FACOM effectively supported human capital development, curriculum adjustments and enhanced delivery mechanisms were essential to sustain competitiveness and graduate employability Publisher An entity responsible for making the resource available Zimbabwe Journal of Business, Economics and Management Date A point or period of time associated with an event in the lifecycle of the resource 2025 Curriculum Relevance Graduate Employability Open and Distance Learning Tracer Study https://ir.zou.ac.zw/files/original/9d764db8ac5f0171b94f6a958936dc35.pdf 550355f420e15605c26c484b575ad363 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE PROMISE AND FAILURE OF CONTINUOUS ASSESSMENT IN SADC Creator An entity primarily responsible for making the resource DAISY CHIPFUNDE Description An account of the resource This study investigates the implementation of continuous assessment (CA) in higher education within the Southern African Development Community (SADC) region, addressing the challenges educators face and the potential benefits of this approach. Grounded in the Constructivist Learning Theory, which emphasises active engagement and knowledge construction, the research highlights how CA can enhance student learning outcomes through ongoing feedback and tailored teaching strategies. A desktop review methodology was employed, analysing 30 relevant studies, reports and policy documents published between 2020 and 2023. Key findings revealed that while teachers recognised the value of CA in promoting student engagement and improving learning, they often feel unprepared to implement it effectively due to inadequate training, infrastructural challenges and socio-economic factors affecting both educators and students. The findings from the desktop review revealed that teachers in the Southern African Development Community (SADC) region have mixed experiences with the implementation of continuous assessment (CA). Many educators recognise the potential benefits of CA, such as promoting student engagement and providing ongoing feedback to enhance learning outcomes. The study underscores the need for targeted professional development, improved resource allocation and supportive school leadership to facilitate the successful adoption of continuous assessment practices. Through these efforts, the potential of CA can be realised, contributing to a more equitable educational environment in the SADC Region Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 constructivist learning theory Continuous Assessment socio-economic factors teacher preparedness https://ir.zou.ac.zw/files/original/938be6bd44fdf39162910d034db7ced6.pdf 2134fe79eddd542195923f32a6ea8807 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource AN INVESTIGATION OF ICT STRATEGIES IMPLEMENTED BY SCHOOL LEADERS TO ENHANCE EARLY CHILDHOOD CLASS MANAGEMENT: A CASE STUDY OF HARARE PRIMARY SCHOOLS Creator An entity primarily responsible for making the resource MERJURY SOSAI ZINGWENA LEWIS MADHLANGOBE Description An account of the resource Digital technologies are increasingly reshaping global education systems; consequently, integrating Information and Communication Technologies (ICTs) into Early Childhood Education (ECE) has become a critical priority for educational stakeholders. This qualitative study sought to understand how school leadership’s ICT-oriented strategies enhanced the management of Early Childhood Development (ECD) classes across Harare Northern Central District. Using purposive sampling, in-depth interviews were conducted with 10 school heads and administrators from public, trust and private institutions. Anchored in Social Cognitive Theory, the study employed thematic analysis to identify recurring patterns and meanings within the data. Findings reveal that while school leaders actively pursued ICT integration, their approaches varied significantly based on resource availability, policy clarity and access to training. Key strategies identified include ICT infrastructure development, curriculum alignment with digital tools, enhanced leadership training and the establishment of monitoring mechanisms. However, implementation was mainly hindered by infrastructural development gaps, low digital competence among staff and inadequate support systems in relation to technology usage. In response to these challenges, school leaders proposed context-drivensolutions such as tailored professional development, strengthened school-community partnerships and enhanced government support. Based on these insights, the study recommends the formulation of localised ICT integration frameworks, investment in digital infrastructure at the ECD level and the promotion of inclusive ICT capacity-building initiatives for educators and school leaders. Further research should explore the impact of specific ICT tools on ECD learning outcomes and conduct longitudinal studies to assess the long-term effects of leadership strategies on digital integration in early education settings. This study contributes to and extends policy debates on equitable digital transformation in Zimbabwe’s early education. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Early Childhood Development classes ICT tools. Information and Communication Technologies https://ir.zou.ac.zw/files/original/4fd9b8a1bdadf488d77e4ef1fb066312.pdf b42e2220a092a89ab1b134a01d620f16 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource ZIMSEC’S ONLINE RESULTS CHECKING SYSTEM: A PARENT-GUARDIAN PERCEPTION SURVEY Creator An entity primarily responsible for making the resource BRIGHTON TARUBEREKERA Description An account of the resource This study investigates the effectiveness of the Zimbabwe School Examinations Council (ZIMSEC) online results system through a parent-guardian perception survey. With the introduction of a digital platform in 2019, ZIMSEC enabled candidates to access, view and download examination results directly from its official website. This study aims to evaluate how this online system is received by parents and guardians, focusing on their perspectives on its benefits, challenges, and potential areas for improvement. The research explores the perceived advantages of accessing results online, such as convenience and accessibility, while also highlighting concerns related to security, reliability and ease of use. The study employs a qualitative methodology, to provide a comprehensive understanding of how the online results system impacts Zimbabwean families and offers recommendations for enhancing functionality and user experience. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Education examination results Online results system technology Zimbabwe education system ZIMSEC https://ir.zou.ac.zw/files/original/2a2ae2718aa88cdd38c22dd1a837a85d.pdf 9d42b68fe20f03977c7649522a830bf6 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EVALUATING GENDER PARITY IN WOOD TECHNOLOGY PROGRAMMES AT A TVET INSTITUTION IN HARARE, ZIMBABWE Creator An entity primarily responsible for making the resource ABIA MUTUMBWA Description An account of the resource This study explored gender parity in wood technology programmes at a technical and vocational education and training institution in Harare, Zimbabwe, amidst rising female enrolment in higher education. A mixed-methods approach, using a concurrent nested design, was employed to collect both quantitative data from enrolment registers, attendance records and performance lists, and qualitative data through focus groups, interviews and questionnaires with eight lecturers and 30 students. The findings revealed that Gender Parity Index (GPI) for enrolment in wood technology programmes was 0.44. The study also showed that female students slightly outperformed males in theoretical assessments but were outperformed in practical tasks requiring gross motor skills. Females showed higher lesson attendance and better organisational skills but faced higher dropout rates due to gender-based discrimination and challenges in balancing academic and household responsibilities. Suggested strategies to improve gender parity include gender sensitisation workshops, mentorship, flexible schedules and childcare support.. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Gender parity Technical Vocational Education and Training Wood Technology Programmes https://ir.zou.ac.zw/files/original/f2139d7b692cb6f2681df78630a73bdb.pdf 91e654efc49011c41d9192b2a11afd7a Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE ROLE OF SCHOOL HEADS IN EQUALISING EDUCATIONAL OPPORTUNITIES IN DISADVANTAGED RURAL PRIMARY SCHOOLS IN ZIMBABWE Creator An entity primarily responsible for making the resource KARREN MAKUWE Description An account of the resource Primary schools that exist in disadvantaged rural areas in Zimbabwe face serious challenges in delivering equal educational opportunities to the learners. Learners in these areas generally do not perform well in public examinations at grade seven level. They show reduced tendencies to progress beyond compulsory education cycles and contribute more to wastage indicators such as dropping out of school. Using Rawls’ Distributive Theory of social justice (1971), this study explores how school heads deliver equal educational opportunities in selected disadvantaged rural primary schools in Bindura District of Zimbabwe. The study used a qualitative research approach conducting a case study to gather data through semi structured interviews. The participants were primary school heads, deputy heads and school chairpersons selected from five purposively sampled disadvantaged rural primary schools according to their performance status, that is, bottom performing schools in national examinations at Grade Seven level for the year 2024 (based on the Zimbabwe Schools Examination Council (ZIMSEC) rankings for Bindura District. For purposes of this study, a bottom performing school in the context of Zimbabwean schools is a pass rate below 25–30 for grade seven (7) examinations Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 disadvantaged rural primary schools. educational opportunity equalising educational Opportunities leadership school head https://ir.zou.ac.zw/files/original/ffa19162ebc54bd64d2a2945a73665c0.pdf f067f29e9f7eaf363a84f09e29a57ace Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE FUTURE OF ODEL: EVALUATING THE ROLE OF TECHNOLOGY IN ENHANCING PERSONALISED LEARNING EXPERIENCES IN HIGHER EDUCATION. THE CASE OF ZIMBABWE OPEN UNIVERSITY Creator An entity primarily responsible for making the resource ROSEWITHA MBIRIYAKURA ( RITTAH KASOWE Description An account of the resource The rapid evolution of technology has significantly influenced Open and Distance e-Learning (ODeL), paving the way for personalised learning experiences in higher education. This study investigates the integration of advanced technologies, such as Artificial Intelligence (AI), adaptive learning systems and intelligent tutoring platforms into ODeL frameworks to enhance individualised learning pathways. By analysing current literature and case studies, the research identifies how these technologies contribute to improved student engagement, academic performance and retention rates. Data generated for the study included interview guide, open- ended questionnaire and focus group discussions. Document analysis was also used to complement the other methods. A purposive sampling technique was used to select participants for qualitative data. A total of 21 participants were selected with 12 students (undergraduate and postgraduate), six academic staff members and three e-learning administrators. Findings indicated that personalised technology-enhanced learning environments foster greater learner autonomy, motivation and satisfaction. However, challenges such as digital literacy gaps, infrastructure limitations and the need for faculty training are also highlighted. The research underscores the importance of strategic implementation of personalised learning technologies in ODeL settings. It recommends institutional policies that support technological infrastructure development, continuous professional development for educators and the adoption of learner- centric pedagogical models. By addressing these areas, higher education institutions could effectively leverage technology to create more inclusive and effective personalised learning experiences, aligning with the future trajectory of ODeL Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 adaptive learning systems Artificial Intelligence intelligent tutoring platforms learner centric advanced technologies personalised learning https://ir.zou.ac.zw/files/original/1291ed399d7a31c62c7ffae6e2e2bd3e.pdf 9f5cf1948b1ec25a9149cc420f64231b 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 FROM TRANSITION TO TRANSFORMATION: EXPLORING THE INDUCTION OF NEW LECTURERS IN TEACHERS’ COLLEGES IN ZIMBABWE Creator An entity primarily responsible for making the resource SOPHIE HLATYWAYO Description An account of the resource This study investigates the experiences and strategies pertinent to the induction of new lecturers in teachers' colleges, with a specific emphasis on those transitioning from secondary school teaching to primary education. The research identifies critical gaps within current induction programmes, particularly a lack of emphasis on essential pedagogical skills, effective assessment practices and the management of adult learners. Data were gathered through semi-structured interviews with 15 lecturers and thematic analysis was employed to interpret and analyse the findings. The results reveal that although induction programmes are in place, they predominantly concentrate on operational aspects, such as familiarisation with college services and administrative processes, which ultimately leaves new lecturers inadequately prepared for the professional demands of teaching. A significant finding was the prevalent assumption that lecturers would naturally adapt to the pedagogical requirements of higher education, despite the substantial differences in teaching approaches between secondary and primary education. Furthermore, the study uncovered notable deficiencies in training related to assessment practices and the supervision of teaching practices. In response to these identified gaps, the study proposes several strategies for enhancing induction programmes, including the reintroduction of short-term attachments to primary schools, the development of comprehensive mentorship programmes and targeted training on adult learning principles. These strategies are designed to bridge the existing gaps in the preparation of new lecturers and to facilitate smoother transitions into teaching roles. The paper concludes by advocating for the implementation of structured and well-rounded induction programmes that address both operational and professional dimensions, thereby improving lecturer effectiveness and enhancing the overall quality of teacher education. Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 experiences Induction mentorship new lecturers Primary education Professional development strategies for improvement teachers' colleges https://ir.zou.ac.zw/files/original/95213bcd35cdfbfd77cf074c78e5c51e.pdf 20729c424115c113b9fae477f26dc37d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource EXAMINING THE LEVEL OF AWARENESS OF THE EDUCATION 5.0 MODEL AMONG UNIVERSITY LECTURERS IN SELECTED STATE UNIVERSITIES IN ZIMBABWE. SIBANDA MUNYIKA Creator An entity primarily responsible for making the resource MUNYIKA SIBANDA Description An account of the resource This study explores the level of awareness and understanding of the Education 5.0 model among university lecturers in four selected state universities in Zimbabwe. Introduced as part of the National Vision 2030 agenda, Education 5.0 represents a paradigm shift in Zimbabwe’s higher and tertiary education policy by expanding the traditional triad of teaching, research and community service to include innovation and industrialisation. The model positions universities as engines of economic transformation, requiring academic staff to adopt new roles as innovators and industrialists. However, successful implementation depends on lecturers’ awareness, preparedness and institutional support. Guided by Rogers’ Diffusion of Innovations Theory, this study adopted a qualitative research design by employing a multiple case study approach. A purposive sample of 20 lecturers was drawn from four state universities based on their engagement with Education 5.0 initiatives. Data were collected through semi-structured interviews and analysed thematically. The findings reveal that while most participants are familiar with the term “Education 5.0,” their understanding is often superficial and fragmented, primarily informed by informal channels such as circulars and occasional workshops. Barriers to effective implementation include limited professional training, inadequate infrastructure, rigid curriculum approval processes, high workloads and weak incentives for innovation. Some lecturers also expressed ideological resistance, citing top-down policy imposition and a lack of contextual adaptation. Despite these challenges, participants endorsed the core principles of Education 5.0 and proposed practical solutions including continuous professional development, enhanced infrastructure, streamlined institutional procedures, performance- mbased incentives and inclusive stakeholder engagement. The study concludes that increasing awareness and support for lecturers is essential for translating the ambitions of Education 5.0 into transformative educational outcomes. Strategic communication, capacity building and policy alignment are recommended to ensure that Zimbabwe’s higher education sector can effectively drive innovation-led industrialisation Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 diffusion of innovations theory. Education 5.0 higher and tertiary education Industrialisation innovation university lecturers https://ir.zou.ac.zw/files/original/45e3d91e3e71fd8c5b494a44788395da.pdf a551042db780fa94d02da3c0d44ed415 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE INFLUENCE OF INSTRUCTIONAL LEADERSHIP BEHAVIOURS OF SCHOOL HEADS ON TEACHERS' INSTRUCTIONAL PRACTICES IN PRIMARY SCHOOLS IN MUZARABANI DISTRICT Creator An entity primarily responsible for making the resource STELLAH CHIMBERA Description An account of the resource The school's effectiveness increases when the school head prioritises teaching and learning, dedicating significant time to academic programmes and inspiring teaching staff. Effective instructional leadership is known to enhance educational outcomes and yet its application in resource-constrained primary schools in rural districts in Zimbabwe remains underexplored. There is a notable gap in literature that scrutinises the influence of instructional leadership behaviours of school heads on the instructional practices of primary school teachers in rural districts of Zimbabwe. Addressing this gap is crucial for providing significant insights into the influence of instructional leadership behaviours of school heads on teachers' instructional practices in primary schools in rural districts. This study therefore explores the influence of instructional leadership behaviours of school heads on teachers' instructional practices in primary schools within Muzarabani District. The study employs a qualitative research approach through a case study to collect data using semi structured interviews. The participants were primary school heads and teachers selected by means of purposive sampling from five primary schools in Muzarabani district. The findings reveal that school heads' instructional leadership behaviours, such as setting clear instructional goals, providing support and fostering a collaborative culture, significantly influence teachers’ adoption of innovative teaching strategies and practices. Despite these positive influences, barriers including limited resources, time constraints and inadequate professional development opportunities hinder the effectiveness of instructional leadership. The study concludes that school heads who prioritise the development and demonstration of instructional leadership behaviours in their schools can enhance the instructional practices of their teachers in the primary schools. This research contributes to the field of educational leadership by offering insights into the specific challenges and opportunities of instructional leadership in a rural context, providing actionable recommendations for enhancing leadership practices in similar settings Publisher An entity responsible for making the resource available International Journal of Education Date A point or period of time associated with an event in the lifecycle of the resource 2026 Influence instructional leadership instructional leadership behaviours primary school school head teachers' instructional practices https://ir.zou.ac.zw/files/original/c872a4307c1eb5ab353484ae2bf9d472.pdf 6269713d3d562de04bf4102ff8f2cda2 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE IMPACT OF SCHOOL ENVIRONMENT ON LEARNERS' ACADEMIC PERFORMANCE: A COMPREHENSIVE REVIEW Creator An entity primarily responsible for making the resource MTIZWA PRISCA CHIVARAIZE Description An account of the resource This study investigates the influence of school infrastructure on the academic performance of primary school learners in Zimbabwe’s Marondera District. Employing the Context, Input, Process, and Product (CIPP) evaluation model, the research adopts a decision-oriented approach to identify infrastructural factors, classroom conditions, availability of learning resources, sanitation, teacher housing, and access to digital tools—that significantly affect learner outcomes. Using a mixed-methods design, data were gathered from teachers, headmasters, and school development committees through questionnaires, interviews, observation, and document review. The findings reveal a systemic relationship between physical infrastructure and learner performance: schools with adequate infrastructure consistently reported better academic outcomes, lower dropout rates, and improved learner motivation. Conversely, under-resourced schools exhibited chronic absenteeism, low pass rates, and teacher burnout. The study recommends that policymakers integrate infrastructural audits into education planning and prioritize funding for basic amenities, especially in marginalized communities. The CIPP model provided a robust framework for diagnosing challenges and suggesting actionable improvements in school infrastructure management https://ir.zou.ac.zw/files/original/f701c33197817ea775d63ab0963d679b.pdf 550355f420e15605c26c484b575ad363 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource REFRAMING SOCIAL POLICY IN AFRICA: LAND REFORM, YOUTH AND SOCIO-ECONOMIC WELFARE IN ZIMBABWE Creator An entity primarily responsible for making the resource TOM TOM Description An account of the resource At a time when scholars and practitioners in Africa and the broader Global South are rethinking social policy in search of inclusive development and exploring pathways for averting extraversion, focus on youth and land is essential. Both land (with its appended natural resources) and the youth are the facilitators and guarantors of current and future development. The article is based on data gathered through a sequential mixed methods approach in two rural districts of Zimbabwe (Mangwe and Zvimba in Matabeleland South and Mashonaland West provinces respectively) within the “Social Policy Dimensions of the Land and Agrarian Reform in International Perspective” research project. Setting the article apart from the dominant discourse in social policy framed by the Welfare Regime Paradigm or the Social Protection Paradigm, is adoption of the concept of Transformative Social Policy whose thrust are the social policy instruments of countries outside the Organisation for Economic Co-operation and Development (OECD) context and their capability to resolve the structural causes of inequality, marginalisation and poverty. In this context, the article addresses four questions: a) What were the antecedents and objectives of the fast track land reform? b) What are the “youth gaps” in Zimbabwe’s land reform? c) How has access to land by the youth influenced socio-economic wellbeing at individual and household levels? d) How can the transformative outcomes of land reform – redistributive, productive, protective, reproductive and social compact – be improved through and for youth, and all? Overall, the article shows that land reform is a social policy tool, and the youth are central to improving its development outcome Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 https://ir.zou.ac.zw/files/original/e1def4736597c723bb21a7ee2b9d6e6e.pdf 25bd86461ae5b3b6c18f75e34158d223 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 EQUITY ON INFORMATION ACCESS OF LIBRARY SERVICES TO STUDENTS WITH SENSORY DISABILITIES AT SELECTED UNIVERSITY LIBRARIES IN HARARE, ZIMBABWE Creator An entity primarily responsible for making the resource KUDZAYI CHIWANZA ARIEL MUVHUNZWI Description An account of the resource This study examines equity of information access for students with sensory disabilities relating to visual and hearing impairments at university libraries in Harare, Zimbabwe, identifying barriers and opportunities for inclusive library services. A mixed-methods approach was employed, incorporating surveys, interviews and observational assessments across three major university libraries: University of Zimbabwe, Zimbabwe Open University, and Midlands State University (Harare Campus). The study involved 35 students with sensory disabilities, 15 library staff members and accessibility audits of physical and digital library environments. Findings reveal significant inequities in information access, with physical inaccessibility of libraries, lack of infrastructure to support assistive technologies, and inadequately trained staff being primary barriers. Digital accessibility gaps were particularly pronounced, with navigation difficulties, incompatibility with access tools and inadequate labelling of links preventing effective use of online resources. Correlation analysis revealed strong positive relationships between assistive technology availability and staff knowledge (r = .65, p < .01), and strong negative correlations between accessibility improvements and academic challenges (r = –.60, p < .01). The study provides actionable recommendations for university administrators and librarians to improve accessibility and ensure equitable information access. This is the first comprehensive study examining sensory disability accessibility across multiple university libraries in Zimbabwe, contributing to limited African literature on this topic. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 accessibility inclusive education Information equity sensory disabilities university libraries Zimbabwe https://ir.zou.ac.zw/files/original/8ba475350178bb601c0f930fedb011f4.pdf 030d6cd484368a560ff90c0284852926 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource THE IMPACT OF AI ON PRIVACY AND SECURITY OF DATA IN UNIVERSITIES IN ZIMBABWE: A LITERATURE REVIEW Creator An entity primarily responsible for making the resource REASON GOBVU NEVER KATSAMUDANGA GODFREY TSVUURA Description An account of the resource In this empirical paper we discussed the impact of AI on data privacy and security in universities in Zimbabwe. The integration of how artificial intelligence (AI) in universities has transformed various aspects of educational systems offering enhanced efficiencies and personalised learning experiences were discussed. This technological advancement raises significant concerns regarding data privacy and security. As universities increasingly rely on AI systems that process vast amounts of sensitive information, the risk of data breaches and unauthorised access escalates. With a focus on Zimbabwe, this research offers a systematicliterature analysis of the effects of AI on data security and privacy in higher education. The study explores topics such as application of AI in universities, data privacy and security concerns, ethical and legal gaps in the application of AI and prospects for AI adoption in a responsible manner, drawing on both worldwide and regional studies. The paper is couched in Information Security Theory which evolved in the 1970s–1980s within the field of computer security as government, military and corporate institutions began formulating formal information assurance standards (Bishop, 2003). Information Security Theory model became widely recognised through the U.S Department of Defense publication and the early academic security literature. The findings suggest that AI increases efficiency and personalisation in universities, it also puts universities at risk for algorithmic bias, data breaches and poor information governance. In Zimbabwean universities, these risks are worse due to inadequate infrastructure, poor implementation of data privacy laws and regulations and insufficient knowledge. The study ends by suggesting that strong legislative policies, cybersecurity frameworks and effective digital literacy programmes should be implemented to ensure responsible AI use. Publisher An entity responsible for making the resource available The Zimbabwe Open University Journal of Applied Social Sciences Date A point or period of time associated with an event in the lifecycle of the resource 2026 Artificial Intelligence cybersecurit data security privacy universities Zimbabwe