1,720,972 research outputs found
An assessment of the effectiveness of entrepreneurship education in Botswana private higher education institutions
Full text linkThe present study assessed the effectiveness of Entrepreneurship Education (EE) in Private Higher Education institutions in Botswana. The assessment of the effectiveness of EE serves as a context of finding ways of addressing challenges and proposing a model for implementing effective EE in Botswana Private Higher Education Institutions. The study adopted a positivism paradigm. A quantitative approach was employed. A survey design was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and forty-nine students exposed to EE and fifty-two commercial college/university lecturers participated in the study. The Social Science Statistical Package (SPSS) version 22 was applied to analyse the data. Chi-square tests were calculated. Ratios were calculated to show the ratings of each item.
This study revealed that EE’s curriculum structure such as objectives, content, implementation, and assessment affected its effectiveness. The study also revealed that Botswana Private Higher Education Institutions did not have material resources to effectively EE. The current study also established that even though stakeholders had positive attitudes towards EE, entrepreneurial culture in Gaborone was weak. Findings of the study also revealed that there was no comprehensive EE policy for its effective implementation in tertiary institutions.
The present study recommended that the implementation of EE would be improved through the restructuring of the curriculum, the provision of resources and the need to formulate mandatory policies and legislation for its implementation.D. Ed. (Psychology of Education)Psychology of Educatio
The effects of teenage pregnancy on the behaviour of learners at secondary schools in the Mankweng area, Limpopo
Full text linkThe aim of this study was to investigate the educators‟ perceptions of the effects of teenage pregnancy on the behaviour of secondary school learners in Mankweng area, Limpopo province. The study sought to establish whether teenage pregnancy has an effect on school attendance, school performance and emotional behaviour of pregnant learners as perceived by educators. Fourteen educators from seven secondary schools in Mankweng area were purposively sampled for the study. Data was collected using in-depth interviews to allow the researcher a platform to ask open-response questions and to explore the educators‟ perspectives about the effects of teenage pregnancy. The data was analysed thematically by carefully identifying and expanding significant themes that emerged from the informants‟ perceptions about the effects of teenage pregnancy. The study revealed that teenage pregnancy has a negative or detrimental effect on the school attendance, academic performance, emotional behaviour and relationships between pregnant teenagers, their peers and educators. The study recommends that sex education should be taken seriously in secondary schools; educators should liaise with health professionals in the community; pregnant learners to be supported and not humiliated or stigmatized by school stakeholders; educators to encourage teenagers to use preventative and protective measures and to encourage learners to delay engaging in sexual relationships.M. Ed. (Inclusive Education)Inclusive Educatio
Student teachers’ experiences in implementing inclusive education during teaching practice in Zimbabwean primary schools
Full text linkThe study sought to investigate student teachers’ experiences in implementing inclusive education during teaching practice in Zimbabwean primary schools. The investigation serves as a springboard to establishing a teacher preparation model for preparing student teachers for teaching practice experiences. A mixed-methods concurrent design was employed in the current study and self-designed questionnaires, semi-structured interviews and non-participant observation were used to collect data. Three hundred and seventy-five student teachers, 60 college lecturers and 180 school administrators participated in the study. The Statistical Package for Social Sciences (IBM SBSS) version 25 calculated the percentages that were used in the study. The qualitative data were analysed using a thematic approach. The study revealed that student teachers were not given adequate content on inclusive education to prepare them for teaching practice experiences. The study also revealed that student teachers had limitations in applying inclusive pedagogy during teaching practice that included minimum support from mentors, school administrators, SPS/SNE personnel and parents, which resulted in student teachers’ bad experiences. The study further established that stakeholders generally held positive attitudes towards the inclusion of children with mild disabilities rather than children who are deaf, blind and those with emotional and behavioural disabilities as they preferred special schools for such children. These attitudes inhibited student teachers from gaining good teaching practice experiences with diverse children with disabilities. The study finally established that the policies and legislations available in schools exposed student teachers to good teaching practice experiences. Though not clear, policies and legislations made a positive impact on stakeholders’ attitudes towards the inclusion of children with disabilities. Such attitudes were exhibited by the improvement of disability user-friendly infrastructure. The study recommended that the Ministry of Higher and Tertiary Education, Science and Technology Development and the Ministry of Primary and Secondary Education have a binding policy on the training for student teachers for teaching practice experiences in implementing inclusive education. It was recommended that teacher trainers review curricula in tandem with the theory of inclusive pedagogy. Finally, the study recommended a teacher preparation model to prepare student teachers for teaching practice experiences.D. Ed. (Inclusive Education)Inclusive Educatio
An assessment of the factors affecting the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools
Full text linkThe present study assessed the factors that affect the implementation of inclusive education for children with learning disabilities in Zimbabwean primary schools. The assessment serves as a context for finding ways of dealing with challenges and proposing a model of implementing inclusive education for children with learning disabilities. The survey method was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and fifty primary school teachers, twenty education officers and thirty college/university lecturers participated in the study. The Statistical Package for the Social Sciences, version 16.0 was used to analyse data. Frequency tables and ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated.
This study revealed that primary school teachers lacked training to assist children with learning disabilities in their classes. The study also revealed that the primary schools did not have material resources to implement inclusive education for children with learning disabilities. The current study also established that the stakeholders had negative attitudes towards the implementation of inclusive education for children with learning disabilities. Findings of the study also revealed that there was no inclusive education policy for the implementation of inclusive education for children with learning disabilities in primary schools.
The present study recommended that the implementation of inclusive education for children with learning disabilities in primary schools would be improved through the professional preparation and training of Zimbabwean school teachers, the availability of trained teachers, the provision of resources and the need to formulate mandatory policies and legislation for the implementation of inclusive education.D. Ed. (Inclusive Education)Inclusive Educatio
School Counsellors’ Perceptions Of Headmasters’ Attitudes Towards Guidance And Counselling In Zimbabwe Secondary Schools
No full textThe study sought to find out school counsellors’ perceptions of headmasters’ attitudes towards the guidance and counselling programme in Zimbabwe Secondary schools. Two hundred and six (N=206) school counsellors participated in the study. A questionnaire was developed to collect the data. The SPSS 7.5 version was used to analyze the data. A t-test for independent samples was used. The results revealed that headmasters were perceived as having negative attitudes towards the guidance and counselling programme. There was no significant difference between male and female counsellors’ perceptions of headmasters’ attitudes towards the guidance and counselling programme. Recommendations for improving headmasters’attitudes were made
A Preliminary Survey Of Marital Adjustment Among Zimbabwe Open University Students
No full textThis study sought to establish the level of marital adjustment among 198 students (135 male and 63 female) of the Zimbabwe Open University (ZOU) at the Manicaland and the Masvingo regional campuses. These students were on the B.Sc. Counselling, B.Sc. Psychology and B.Sc. Special Education programmes. The adapted Locke’s Marital Adjustment Test (LMAT) was administered to collect data. The results showed that the bulk of the ZOU students were perfectly happy and only a small percentage was outright unhappy in their marriages. The former would remarry the same partner if thy were given a second-chance, while a high percentage of the latter would marry a different partner. The respondents in unhappy marriages predicted divorce, but those in happy marriages did not. Even those unhappy in their present marriages wished to remarry again if given a second chance, although, understandably, they would wish to marry different partners from those thy presently live with. Recommendations on overcoming marital maladjustment were given, and these are given as suggestions for comprehensive research studies in the area
An assessement of the effectiveness of school guidance and counselling services in Zimbabwean secondary schools
Full text linkThe present study attempted to assess the effectiveness of the Zimbabwean secondary school guidance and counselling services from school counsellors' and students' perspective. Available literature shows that students worldwide, including Zimbabwe, experience problems which schools should solve through the provision of guidance and counselling. It was therefore, important to the researcher to assess the effectiveness of the school guidance and counselling services in meeting students' concerns.
The research design consisted of a literature and an empirical study. The survey method was used in the empirical study. A self constructed questionnaire was used. Three hundred and fourteen school counsellors and 636 students participated in this study.
The SAS/STAT version 9.1 was used to analyse the data. One way and combined two way frequency tables were calculated. Ratios were calculated to establish the relative rating of each item. Chi-square tests were also calculated.
The study revealed that there were differences between the level of the school guidance and counselling services in Zimbabwean secondary schools and the international arena. For example, school guidance and counselling services policy in Zimbabwe was not mandatory as compared to the international policies. The Zimbabwean school guidance and counselling services were not always planned for at the beginning of each year, Students and parents were not frequently involved in needs assessment while the services were not frequently evaluated in comparison with those in the international arena.
The study also revealed that some biographical variables significantly influenced the way the respondents responded to given items while others did not. The study revealed that the majority of both school counsellors and students viewed the school guidance and counselling services as beneficial and school counsellors as effectively playing their role. The study further revealed that the effectiveness of the Zimbabwean secondary school guidance and counselling services was negatively affected by lack of resources and training in guidance and counselling and non-counselling duties performed by school counsellors.
Recommendations for future approaches and strategies in secondary school guidance and counselling services in Zimbabwe are made. Areas for further research are proposed.D.Ed. (Psychology of Education)Educational Studie
Book Review Culture and Disability: Providing Culturally Competent ServicesBy John H Stone (ed.) (2005)
No full text2005, Sage Publications, Thousand Oaks243 pagesISBN 0-7619-3084-1Journal of Psychology in Africa 2005, 15(1): 111–11
Sources And Levels Of Stress Among Teachers In Zimbabwe
No full textThe study sought to establish levels of stress among teachers, what stresses Zimbabwean teachers and how these teachers cope with the stress. Subjects (N-165) were teachers drawn from Masvingo and Manicaland Educational Provinces. A questionnaire was used to collect data. A t-test for independent samples was used to analyse the data. The results showed that teachers have moderate stress levels. The results showed that there is no significant difference in stress levels between male and female teachers and between graduate and non-graduate teachers in Zimbabwe. It also emerged that teachers are stressed by heavy teaching loads, low salaries, student indiscipline and poor working environments. The teachers also indicated that they use more than one strategy to reduce stress. Recommendations on coping with stress were made
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