Department of Science, Mathematics and Technology Education

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Browsing Department of Science, Mathematics and Technology Education by Author "Mathonsi, E."

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    Adopting Quality Assurance Standard to Enhance High Operational standards in State Universities, the Zimbabwean Context
    (International Journal of Research and Innovation in Social Science (IJRISS), 2022-03) Pawandiwa, P.; Ndlovu, M.J.; Shava, G.; Charumbira, J.; Mathonsi, E.
    The study sought to determine the Implications of Quality Assurance Standards of the Zimbabwe Council of Higher Education (ZIMCHE) on Zimbabwean State Universities. For decades Zimbabwe had prided itself of having one of the highest literacy rates and churning out high quality human capital regionally and internationally. Lately sentiments have been expressed suggesting that the quality of education in Zimbabwean State Universities has been declining due to the economic meltdown of the past decade which incapacitated the supervisory body (ZIMCHE). In executing this study nine (9) State university Vice Chancellors, nine (9) senior officials from the Ministry of Higher and Tertiary Education, twenty-one (21) Faculty Deans, fifteen (15) ZIMCHE board members and six (6) Student Representative Bodies [Zimbabwe National Students Union](ZINASU) and the Student Solidarity Trust] were sampled. The major findings from this research were that ZIMCHE was very relevant and its standards are generally effective despite the fact that the body has had to grapple with funding and human capital constraints among others. The study therefore notes that ZIMCHE and its quality assurance standards play a pivotal role in the enhancement of quality in university education. The researchers recommended the restructuring of the ZIMCHE board to accommodate other members from industrial and professional bodies in a bid to enhance independence, the undertaking of income generating projects by universities to supplement their budgetary requirements, increased budget allocations to the Ministry of Higher and Tertiary Education and the development of better problem solving methods to ensure that students were not prejudiced by ZIMCHEs action on universities. While the current study and others studies have focused on the quality of teaching and learning, it is strongly recommended that future research explores the quality of research.
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    Leadership and Gender, women management: the social realist analytical theoretical view point.
    (International Journal of Research and Innovation in Social Science (IJRISS), 2021-05) Shava, G.N.; Chasara, T.; Tlou, F.N.; Mathonsi, E.
    The study leadership from a gender perspective in a rural context in Zimbabwe. The study investigated the challenges faced by female school heads because of their gender in one rural district. Grounded in the qualitative paradigm and using the social realist theoretical analytical framework, a thematic approach was used in analysing qualitative data gathered through semi-structured interviews with ten female school heads. Findings from the study showed that female school heads were not perceived as incompetent and unable by male colleagues only, but also by female staff colleagues as a result of an entrenched culture of male dominance. Among the challenges faced by female principals included: negative attitude from some parents and teachers undermined because of their gender and lack of confidence. The study recommends the mounting of gender awareness workshops with both parents and teachers to sensitive them on gender equity issues. In addition the study calls for mentoring and networking workshops, in service training opportunities and role modelling to be given to female teachers who aspire to, and have potential in leadership so that these female teachers can feel empowered and see that they have the potential executing leadership roles.