1,720,968 research outputs found
Implementation of the Basic Education Assistance Module (Beam) Programme: The case of Zaka North District in Masvingo Province
No full textPoor and vulnerable learners are on the increase in developing countries. This has been a result of, among other factors, low gross domestic product, economic down turn and the emergence and spread of the HIV/AIDS pandemic. The latter has resulted in child headed families which can barely fend for their needs. This study investigates how an intervention programme called Basic Education Assistance programme has been implemented in the Zaka North district of Masvingo province in Zimbabwe. The programme was meant to ensure that poor and vulnerable primary school learners benefit with respect to tuition fees, school levies and examination fees. A descriptive survey was used in the study. Findings indicate that not all students identified as needy end up getting assistance. This is due to insufficient resources as well as factors related to the composition of the selection committee. The study proposes interventions which could be used to enhance transparency and an equitable distribution of available resources
Creative arts and the development of early childhood learners’ full potential- a review of literature
No full textCreative Arts and the Development of Early Childhood Learners’ Full Potential- A Review of Literatur
Music, learning and early childhood education: a review of literature
No full textOftentimes teachers consider learning in the formal classroom as the best approach to teaching early childhood learners. Activities such as music and dance are usually regarded as opportunities for relaxation and therefore not useful as tools for effective teaching and learning. This review of literature demonstrates that singing or music as it is currently known provides invaluable avenues for concept acquisition across the early childhood school curriculum. The review thus proposes various ways which early childhood education teachers can adopt in using music as an avenue for effective teaching and learnin
Rural secondary school teachers' capacity to respond to HIV and AIDS: the case of Shurugwi district in Zimbabwe.
No full textYoung people often turn to their teachers for information on sexuality and HIV and Aids. Consequently, need to be not only knowledgeable about these issues but also able to integrate them into their teaching of an umbrella study to investigate and promote HIV and AIDS education and support in schools, this reports on a qualitative study conducted among a purposively selected sample of teachers in Shurugwi ascertain their response to the challenges resulting from the pandemic. The findings suggest that the participating teachers held complex and
contradictory views about HIV and Aids education; that they were constrained by to, prevailing social and cultural background; and that their responses were inhibited by the lack of adequate social welfare support systems. These factors combined to make it difficult for them to interpret and implement policy that calls for a coherent and collaborative response. This study will hopefully inform professional development, interventions to ensure that future HIV and AIDS teaching and learning s relevant and effective, given the social and
educational context
Impact of O' Level examination localization on assessment standards and credibility: a study of five high schools in the Kwekwe district of Zimbabwe.
No full textLocalising examinations has been one of the key preoccupations of countries that did not have examination boards of their own. Zimbabwe, a country that has been using Cambridge overseas examinations for many years decided to localize examinations by creating a local examination hard well as setting and marking examination papers locally. This has had far reaching effects on assessment standards and examination credibility. This paper explores, through descriptive research, the impact of localizing O' level examinations on stakeholders' perceptions on assessment and credibility
Transitioning from early childhood to primary education: what the practitioners say
No full textEach time a learner moves from one level to another transition occurs. For instance moving from early childhood to primary school is a major step which every learner has to experience in education. If not handled appropriately transition from early childhood education to the primary school can be problematic. This study explores school heads, teachers-in-charge and early childhood education teachers’ views on
factors which promote successful transition. Adopting a multiple case study design this qualitative study makes use of interviews, observation and document analysis. The study proposes factors which should be taken into account for successful transition. If these factors are not carefully considered transition from early childhood to the primary school can be traumatic
Challenges faced by learners and teachers in special classes in secondary schools: the case of Dzivaresekwa District in Harare.
No full textEducation systems, the world over have tended to treat disabled learners differently from the able bodied. This has been done with the express intention of providing learners with disabilities with conditions which take into account their special conditions. Since the Salamanca report education ministries have tended to gravitate towards inclusion and or the establishment of special classes in regular schools. In Zimbabwe the focus was on the establishment of special classes in regular schools. This study explores challenges which teachers and learners have experienced in such a set up with a view to suggesting interventions that can be adopted by the Ministry of education and more specifically by teachers who operate in special education classes
Availability of print curriculum materials and its consequences for the quality of education in schools located on newly resettled farm areas in Zimbabwe
No full textIn recent times the entire public education sector in Zimbabwe underwent a significant deterioration in quality. In 2009 the state appointed National Education Advisory Board similarly noted with concern the increasingly worsening state of education in the primary and secondary schools in rural and urban areas. However, worryingly, official and scholarly attention focused on the mainstream conventional schools, ignoring a sub-category of uniquely circumstanced rural schools, located on newly resettled farming areas. To inquire about the state of education in these schools, the researchers employed a mixed methods design, sending out open-ended questionnaires to twenty school teachers and headmasters at four primary schools in the newly resettled farming areas in the Midlands Province of Zimbabwe. The questionnaire focused on the availability of print curriculum materials and the coping strategies used by teachers working in schools on newly resettled farms. The study established that schools on newly resettled farms face acute shortages of textbooks in all subjects for both pupils and teachers. Where the print curriculum materials are available, they are in most cases of very limited quantity and variety. The study also established that this shortage of print curriculum materials negatively impacts on the quality of curriculum delivery as teachers resort to teacher-centred and transmissive approaches as a way of coping with the shortage of learning resources. Following these findings, the study recommended that the educational authorities in Zimbabwe should adopt a positive discrimination model of resource distribution whereby schools in the newly resettled farming areas are given preferential consideration when it comes to resource allocation
Implementing early childhood education rural primary school in the Gweru district of Zimbabwe. a view from the school head
No full textThis qualitative study focuses on early childhood education implementation in a rural primary school in the Gweru district of Zimbabwe. Adopting the case study research design, the article
explores, through a semi-structured interview, a school head's perceptions of a rural primary school's state of readiness for the implementation of early childhood education. The study established that the school head was not prepared (inducted) for the introduction and implementation of early childhood education, early childhood education was taught by paraprofessionals and early childhood education was implemented with little or no resources. Consequently, the teaching of early childhood education left a lot to be desired. The study recommends interventions that curriculum policy planners can utilize in order to create conditions that enable rural primary schools to be ready for installing, implementing and institutionalising early childhood education
Knowledge, skills and abilities for early childhood preservice student teaches: a focus group approach
No full textThe purpose of this study was to establish the competences (knowledge, skills and abilities)
required of effective cue)! childhood education teachers as perceived by student teachers and to
suggest how competences can be acquired by student teachers before joining the teaching
profession. Focus groups were conducted with student teachers who had done teaching practice
and those who had not in two teachers' colleges in Masvingo province of Zimbabwe. Results
indicated that specific competences were required across the domains of learning (cognitive,
psychomotor and affective). Academic preparation in teachers' colleges, field experiences and
exposure to role models were suggested as useful ways of acquiring competences
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