https://ir.zou.ac.zw/files/original/7044ae064dab92f01b5d8d19d824493e.pdf 550e299251887a8881c299940ac9f76b Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Staff Publications Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource STRATEGIES OF DEVELOPING CONFLICT RESOLUTION SKILLS FOR ENHANCING TEACHING, LEARNING AND PEACE IN ZIMBABWEAN PRIMARY SCHOOLS IN THE MIDLANDS PROVINCE: A CASE STUDY OF GWERU AND SHURUGWI DISTRICTS. Creator An entity primarily responsible for making the resource THONDHLANA SAIDEN Description An account of the resource The main objective of the study was to establish the extent to which the development of Conflict Resolution Skills was being fostered in the Gweru and Shurugwi District Primary Schools. The study was triggered by the observed conflict among teachers and students and there appeared a need for conflict resolution skills development among primary school leadership, teachers and children in the districts under study. Indicators showed that teachers and school heads needed training in conflictresolution, there was lack of acomprehensive conflict resolution programme in primary schools. Religion and culture appeared to play a divisive role in conflict resolution. Therefore, the purpose of this study wasto find out the extent to which conflict resolution skills development was being fostered in primary schools. The study was grounded in interpretive paradigm and used a case study design to understand the phenomenon. Documentary analysis, open ended questionnaires, focus group and in-depth interviews were used to collect data. The purposive sampling and snowballing techniques were used to identify participants who included 30 school heads, 227 teachers, 180 children, 2 district education officers, 2 conflict resolution experts, 20 student teachers and 3 teachers’ college lecturers. The study was underpinned in the strategies of conflict resolution skills development theories. The theories advocated for the use of strategies such as establishing a cooperative context, negotiation, peer mediation, arbitration, use of the curriculum, academic controversy, whole school cultural change, cultural exploration, use of a religious framework and resorting to multiculturalism and inter-faithism. The objective was to come up with a comprehensive conflict resolution programme that would enhance learning, teaching and peace Findings revealed that most of the syllabuses contained aspects of conflict resolution skills development except for human rights, multiculturalism and gender education. Management practices were bureaucratic and dictatorial, the teachers’ colleges had material which was quite relevant but it left out information on mediation and academic controversy. Another finding showed that culture and religion played a divisive role and school structures showed reduced ability for supporting the development of conflict resolution skills. The study concluded that; religion and culture are playing a divisive role, there is little existence of a culture ofconflict resolution in classroom manangement and management practices, there are various types of conflicts occurring in the primary schools like inter-personal and inter-group, assessment leaves a lot to be desired and teacher’s colleges have made concerted efforts to address conflict resolution since 2010. In view of the above findings, it is recommended that workshops related to the development of conflict resolution skills should be mounted among teachers, leadership and pupils, ministry of education provide schools with guidelines on conflict resolution, non – examinable subjects to be taught, cluster to pool resourvces together and heads and education officers should guide teachers on the implementation of the curriculum with emphasis onconflict resolution. Publisher An entity responsible for making the resource available ZOU conflict resolution Primary education teaching and learning