Browsing by Author "Tlou, F.N."

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    Alignments and Mismatches of Policies on Children with Learning Difficulties/Disabilities to Professional Practice Expectations in Zimbabwe: A Reality Check
    (American Journal of Educational Research, 2021-08-04) Tlou, F.N.; Nyoni, T.
    The problem of gross discrepancies between educational inclusive policy rhetoric for learners with disability and applicability of such intentions in implementation has raised concerns of stakeholders in Zimbabwe. This paper examines whether or not policy prescriptions by the Zimbabwe Ministry of Primary & Secondary Education (MoPSE) for the primary level learners with difficulties are aligned or mis-aligned to actual implementation actions that are a reality on the ground. The paper interrogates these issues with regards to provision of specialised support services, checking if these are fulfilled for learners with disabilities, and argues that if they do not occur, then learning is impeded. The study was located in the interpretive paradigm which used a qualitative approach and a case study design. Participants were drawn from the Metropolitan Provincial Psychological Services team, Parents of children from one selected school and a head of school in the same Province. Results showed that while to a limited extent the specialists identified a few children in the province as falling in the learning difficulties category, the greater number was not identified. Of those identified, specialists hardly serviced them because of lack of resources and this constituted a mismatch of the pronounced claims with what is happening. The paper advances calls for advocacy for policies to be suitably aligned to the expectations purported in ministry claims.
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    Barriers to the Implementation of Agenda 2030 United Nations Global Goals in the Zimbabwean Higher Education Context
    (International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022-07-07) Mhlanga, E.; Tlou, F.N.; Phuthi, G.S.N.; Manokore, K.; Sibanda, Z.; Chasokela, D.; Mpofu, M.; Sibanda, L.
    The struggle towards development is not acquiring anticipated progress in Zimbabwe. This study unearthed barriers to a fruitful implementation of Agenda2030 United Nations goals in the Zimbabwean context. An interpretive paradigm was used for the study and a qualitative approach that embraced a case study was employed. Data was collected through face-to-face interviews with the professional stakeholders. Among the highly ranked barriers towards the implementation of Agenda 2030 are deprived sustainability education in academic organizations, lack of resources to implement the goals, unawareness of development and its cost benefits, low prioritization and resistance to cultural change in academic institutions. The research recommends adequate sustainability education in academic institutions to positively impact the required cultural change in the industry. There is demand for suitable government policies that support implementation of Agenda 2030. The study also advices for the need of the implementation of Agenda 2030in education through continuing professional development and to improve the thinking and practicability of sustainable practice in Zimbabwe.
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    Grounded theory in Educational Research: A literature review of features and processes
    (2022) Shava, G.N.; Tlou, F.N.; Shonhiwa, S.
    Grounded theory which is a systematic methodology of discovering theory from data in social science and educational research is considered a general methodology and a way of thinking about conceptualizing data. Using Grounded theory, meaning is negotiated and understood through interactions with others in a social process. This desk top research provides an overview of the features of grounded theory, and in the process, activities involved in using grounded theory are highlighted. Further weaknesses and strengths of grounded theory are discussed. In this article we argue that using an appropriate research method for an inquiry is critical to successful educational research.
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    Is there a solution to high pricing of primary and secondary school textbooks in Bulawayo?
    (2022) Mhone, N.; Ndlovu, M.J.; Zulu, E.; Masukume, C.; Tlou, F.N.
    The objective of the study was to investigate the causes of the high cost of primary and secondary school textbooks in Bulawayo and establish if there is a possible solution to the pricing of books. The study was a descriptive qualitative and quantitative survey. Data were collected through 90 questionnaires (having distributed 105) and seven in-depth interviews from parents, primary and secondary school teachers, ministry officials, printing companies, retailers/bookshops, street vendors and photocopying business people. The study found that high textbook pricing was a result of parents’ low income and reduced disposable income, the import duty, the economic hardships, the scarcity of textbooks and the use of middlemen in the supply chain. As a result, parents opted for cheaper alternatives such as photocopying, buying from street vendors or flea markets, while some totally forgo purchasing new textbooks and rely on schools to provide. Some parents wait for donors to chip in, or use the Internet, or sell each other photocopied books, while private schools provided all study materials hence they were not directly affected by the high cost of textbooks. The study recommended Government to consider strongly supporting local publishing and printing of secondary textbooks. It further urged local publishers to go electronic and charge lower prices since they will not incur printing costs. It was also recommended that schools should consider e-books for ‘O’ and ‘A’ Levels in an effort to reduce the costs of textbooks at these two levels.
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    IS THERE A SOLUTION TO HIGH PRICING OF PRIMARY AND SECONDARY SCHOOL TEXTBOOKS IN BULAWAYO?
    (The Journal of LiberaL Arts Education, 2022-04-14) Mhone, N.; Ndlovu, M.J.; Zulu, E.; Masukume, C.; Tlou, F.N.
    The objective of the study was to investigate the causes of the high cost of primary and secondary school textbooks in Bulawayo and establish if there is a possible solution to the pricing of books. The study was a descriptive qualitative and quantitative survey. Data were collected through 90 questionnaires (having distributed 105) and seven in-depth interviews from parents, primary and secondary school teachers, ministry officials, printing companies, retailers/bookshops, street vendors and photocopying business people. The study found that high textbook pricing was a result of parents’ low income and reduced disposable income, the import duty, the economic hardships, the scarcity of textbooks and the use of middlemen in the supply chain. As a result, parents opted for cheaper alternatives such as photocopying, buying from street vendors or flea markets, while some totally forgo purchasing new textbooks and rely on schools to provide. Some parents wait for donors to chip in, or use the Internet, or sell each other photocopied books, while private schools provided all study materials hence they were not directly affected by the high cost of textbooks. The study recommended Government to consider strongly supporting local publishing and printing of secondary textbooks. It further urged local publishers to go electronic and charge lower prices since they will not incur printing costs. It was also recommended that schools should consider e-books for ‘O’ and ‘A’ Levels in an effort to reduce the costs of textbooks at these two levels.
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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.
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    Quality and Education for Sustainable Development Challenges towards a Transition in Zimbabwean Higher Education.
    (Indiana Journal of Humanities and Social Sciences, 2021-11-30) Shava, G.N.; Tlou, F.N.; Shonhiwa, S.; Hleza, S.
    Purpose The purpose of this article is to examine the challenges of providing quality and Education for sustainable development in the Zimbabwean higher education context. The United Nations (UN) Sustainable Development Goal (SDG) 4.7 proposes that Education for Sustainable Development (ESD) should be included at all levels of education. However there is little guidance towards the achievement of this goal. It shall therefore the focus of this study to understand the challenges towards the transition to achieve quality and ESD in Zimbabwean higher education institutions. Design/Methodology In this study exploratory qualitative and interpretive study was used. The qualitative study was embedded in an interpretive paradigm to explore the challenges of achieving quality and (ESD) in the Zimbabwean context of higher education. The researchers employed interviews because they yield in-depth data with the element of voice in the text. Findings Findings from the study indicated that the transition to achieve quality and sustainability is constrained by multiple challenges emanating from institutional and agential conditions surrounding teaching and learning. Practical implications The study has practical implications for higher education. This is a study conducted in Zimbabwe higher education such that the practical implication is the relevance of findings that are applicable to the higher education landscape. Little literature in Zimbabwe is available on ESD and that being the case this study provides in-depth literature on higher education quality and sustainability. Originality This study is among the first studies conducted in Zimbabwe to understand the complexities associated with the transition towards achieving ESD. Opportunities for enhancing quality teaching and learning are provided for in this study. The study demonstrates that there is strong evidence that exists showing that investing in quality higher education is pivotal to reaching the SDG4 including the aspiration of Zimbabwe's Agenda 2030. This study demonstrates that quality higher education makes for good economic and is a development imperative and must be treated as a fundamental macroeconomic variable and given much priority as inflation, unemployment and budget deficit.