Science and Technology Education

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Transforming Higher Education for Effective Technical and Vocational Skills Delivery in Zimbabwe
(African Higher Education Research online, 2007) Phuthi, Nduduzo; Maphosa, N.
The major thrust of technical and vocational education (TVE) worldwide is to address issues of youth unemployment, poverty and international competitiveness in skills development towards current and projected opportunities and challenges (McGrath, 2005). Such issues are crucial to Africa’s dignity and survival in the fast-changing global environment. African countries and their governments have been challenged to take cues from their industrialized counterparts to seriously consider the role of higher education and training in the quest for economic emancipation and social stability. In developed countries, higher education, for its part, is facilitating the elevation of human intellectual capital well above other forms of human endowment. The International Bank for Development and Reconstruction/World Bank (2000) has observed that: “Today, global wealth is concentrated less and less in factories, land, tools, and machinery. … Human capital in the United States is now estimated to be at least three times more important than physical capital. … The developed world is reacting quickly, with education a major political priority. High quality human capital is developed in high quality education systems, with tertiary education providing the advanced skills that command a premium in today’s workplace.” TVE has played an important role in charting the course for human civilization into modern times. Most of today’s increasingly more complex and specialized technical jobs require systematic strategies of handing down vital cumulative skills to younger generations. It has been noted that in developing countries, TVE is one of those sections of education given much less priority in policy formulation, funding and monitoring than other sections such as basic education. In this paper we analyze some pertinent developments and report on a survey of major policies and activities that promote and recognize the place and role of technical and vocational education in Zimbabwe in relation to the demands of this type of education for the economic development of the country. The challenge to transformation in our developing economies as always is whether to emphasize cultural and contextual differences and national idiosyncrasies instead of international similarities, competitiveness and comparative indicators. (Watson,1994). In order to play its part well as leading and advising, higher education must itself be seen to transform.
Design of a Flood Water Powered Water Pump
(National University of Science and Technology (NUST)., 2007-07-17) Dewa, Mncedisi; Mhlanga, Samson; Maphosa, N.; Phuthi, Nduduzo
The paper set to discuss the research to develop a machine that collects water from flooded rivers and pumps it to a reservoir so that it can be used to water crops during the interludes of dry spells that characterize the Zimbabwe rain season. This water is not necessary intended to irrigate the crop on full scale, but just to bridge the crop and sustain it during the critical weeks of the dry spells which usually stresses the crop beyond recovery even after the rains resume. The simple machine designed relies totally on the force of the flood water to pump water from the river and send it to the reservoir, thus making it possible for the machine to be used in the rural areas where there is no electricity. The cost of the model that was built is given as well as the pictorial view of the model.
Indigenous Design and Production Entrepreneurship: Sector Performance Audits and Proactive Support
(Bulletin of the Centre for Academic Development, 2008-03) Phuthi, Nduduzo; Letsatsi, M.T.
There is little doubt, if at all, that one of the most urgent goals for developing Africa is genuine economic emancipation, which would, in turn, expedite solutions to the persistent problems of poverty, disease, ignorance, civil strife, and many others. This emancipation requires deliberate, proactive home-grown initiatives that gradually unshackle economically deprived nations from dependence on imported expertise, ideas, tools and products, to a culture of planned local design, production and trade in globally competitive wares and products. Such a mindset has evolved over the years in industrialised countries through steady and cumulative growth from small to medium to large-scale business enterprises. In this paper we propose a systematic audit for small and medium-scale enterprises in the design and production business which would assist to identify the necessary support needed to propel the local small and medium-scale sector into national and global competitiveness.
The Student Factor in building an e-learning culture: Experiences at the University of Botswana
(Academic Publishing Limited, 2008-06) Phuthi, Nduduzo; Molwane, Olefile Bethuel
This paper presents findings of a small study on the prevailing characteristics and preferences of university students that can be linked to their motivation to adopt and sustain e-learning as their key learning strategy. The qualitative case study was carried out through a questionnaire survey, interviews and classroom observations of third year students enrolled in a five-year degree programme in design and technology at the University of Botswana. The university has embarked on a deliberate path of technological transformation through the University of Botswana e-learning initiative (UBel) which has been significantly supported by the institution’s management (Thurab-Nkhosi et al 2005). In this study, students were taken through a variety of learning activities incorporating internet-searches, group work and peer presentations, media-enhanced lectures, and guest lecturing. Through these activities, the students were encouraged to discover and communicate their strengths and preferred learning styles in an attempt to inform their readiness and motivation to embark on full-scale e-learning as desired by UBel. Owing to various reasons, the bottom-up approach to organizational transformation and innovation diffusion is often less explored because of, among others, problems of feasibility and expediency. The largely imported e-learning technology is often assumed transferable and appropriate for all students, regardless of background, orientation and aspirations. While e-learning is indeed suitable for the maturing and independence- seeking university learners who need more guidance than shepherding, few academics appear to understand who their students are, and which of their characteristics can be useful to bring about identified change in the learning and teaching processes. It has been suggested that university students, the most sensitive section of society, are open to ideas and have unsettled minds looking for change, while the universities they attend are centres of revolutionary ideas (Dibaj 2000). There are opportunities to derive from this. For their part, higher education students in Botswana have been, and are being, shaped in the realm and mindset of the prevailing socio-cultural environment around them. Being citizens of a fast economically developing country with a rare ‘inborn’ multi-party democracy described as ‘an oasis of tolerance and non-violence amid civil strife and political chaos’ among its neighbours (Rule 1988), Botswana university students are likely to portray situation-consistent behaviours and attitudes towards learning in general, and e-learning in particular. The findings of this study suggest that the surveyed students were largely expressive but unempowered knowledge and information recipients whose intellectual potential and multiple intelligences (Pritchard 2005) were not being fully exploited. They preferred less challenging learning tasks only because they were used to them, but would otherwise welcome active, interactive and information-rich experiences in their learning, with e-learning as a definite favourite.
Needs-based knowledge processing through university- community partnerships: higher education inroads into rural community development in Zimbabwe
(The UNESCO Forum on Higher Education Research and Knowledge, 2008-11) Phuthi, Nduduzo; Gundani, M.P.D.; Sibanda, Isaiah M.
Knowledge, the ultimate competitive advantage for any modern community or organization, gives its possessor a unique and inherently protected commodity for survival and development. Today's universities are among those organizations credited for spearheading and sustaining the on-going knowledge revolution. In developing countries, universities have come to playa key role within their own societies in a wide range of developmental issues even though they often find themselves acutely outclassed in the competitive international knowledge network (Altbach, 1998). Notably, many universities need sensitization for them to prioritize the integration of local and alien knowledge that should address broader sustainable development needs as perceived by the affected communities. Comparatively, the superior military, economic, intellectual and technological accomplishments of industrialized countries give some of their universities extensive, jealously-guarded power, prompting them to assert themselves as 'central' institutions within their countries and in the global knowledge arena. The third world universities remain 'peripheral', tending to copy developments from abroad, producing little that is original, and generally not at the frontiers of knowledge. Within developing countries, the Western-sourced education, science, technology and Western human development models appear to perpetrate a socio-economic and knowledge gap among citizens, creating a conservative traditional culture alongside a neo-Western one.
A Preliminary Study on Causes of Non Retention of Masendu Ward Girls at Secondary School
(Zimbabwe Journal of science and technology, 2010) Nkiwane, Londiwe C.; Dube, S.; Maposa, Daniel; Nxumalo, M.
This case study is a preliminary attempt to identify possible factors that might contribute to poor retention and progression of a girl-child in Secondary School education in Masendu Area. The study was conducted using school leavers from Masendu ward, in the Bulilima district of Zimbabwe. The results presented in this study were collected from a workshop attended by 13 female and 2 male school leavers from Masendu Ward and 10 female students from the National University of Science and Technology. Questionnaires and focus group discussions were used as instruments for collecting data. The results serve as a preliminary to the pilot study conducted at the Mangwe district in Plumtree. A paper on the study is to follow. From the data collected in the workshop, twelve major problems were identified which most participants viewed as the key contributors to the poor retention and progression of a girl child in secondary school education. The problems identified included just to mention a few: early pregnancies, lack of finance, lack of moral support and protection from unruly characters on the way , after school sporting activities which cause the children to leave school late, leaving school to seek job in neighbouring countries. Some of the suggestions of improving the retention on a girl –child at secondary school included the need to educate school girls on importance of abstinence, community to seek sponsorships, need for intervention from the community at large to safeguard the education of all children irrespective of gender, provision of cheap accommodation at school or at villages near school, sport activities could be scheduled one morning of a chosen day during the week to enable the students to leave school early and get home before it of dark. Lessons for that day could be covered by extending the other remain 4 days by a lesson or two, career guidance that emphases the need of education for a long lasting career.
A Quasi-Linear Model Of Design Cognition
(The Clute Institute, 2010-11) Phuthi, Nduduzo; Kumar, K.L.; Molwane, Olefile Bethuel
The continuum of human learning has been the subject of research by behaviourists, cognitivists, constructivists and lately by neural scientists among others. The style and order of learning have also been identified, notably by Benjamin Bloom et al (1956) and Gagne and Briggs (1992). Skills-learning has been the subject of attention in competency-based learning strategies. Yet another milestone in the continuum of learning is to be innovative and creative, which enables a learner to conceive and design new objects and concepts. Design cognition is an under-explored faculty of humankind. Human capability to design appears to be a complex phenomenon influenced by several factors, implicitly or explicitly, such as socio-educational background, learning to think innovatively, interaction with innovators and creators, exercising initiative, experimenting with new ideas, creating designs with confidence and finally moving into seeking design patents and making commercial use of design. In this paper the authors develop first a linear model of acquiring design capability and then modify it to a quasi linear model after validation by interaction with a sample of design students and design professionals through analysis and reflection on questionnaire responses with both qualitative and quantitative data. The proposed model promises to be a useful tool for design educators in several overlapping areas of design.
Partnerships in Education, Training and Management for Sustainable Natural Resources Processing in Zimbabwe’s Rural Communities
(2014) Phuthi, Nduduzo; Sibanda, A.J.P.
In the course of their everyday academic business, universities in developing countries turn over large volumes of mainly foreign-sourced knowledge, while on the other hand typical communities in rural areas are starved of vital information for their own survival and development. Partnerships between universities and their immediate communities have a potential to turn the fortunes of both parties in economic ways. In the area of natural resources harvesting for commercial purposes, the university- community partnership plays a critical role in fulfilling mutual needs and tackling environmental stability. This paper explores the perceived roles of education, training and management practices on encouraging rural communities to recognize natural resources within their environments and to develop appropriate capacity to sustainably exploit them for economic benefit. Elaborating on the views of selected players and with reference to textile materials sourcing and processing, the paper identifies the complementary functions of education, management and rural communities in developing informed appreciation for sustainable harvesting of natural resources.
E-Learning Environments in Undergraduate Design and Technology Courses
(2014) Phuthi, Nduduzo; Molwane, Olefile Bethuel
When e-learning and other information and communication technologies (ICT’s) became accepted in both distance and face-to-face modes of learning in tertiary education, expectations were high that they would, within a reasonable time frame, yield visible and perhaps irrefutable gains in course delivery strategies and revolutionise both learning content knowledge and access to it. In developing countries it was hoped that there would be benefits in tapping into a knowledge revolution currently dominated by industrialised countries, who are by far the greatest contributors and beneficiaries. The University of Botswana’s (UB) efforts, initiated in 2001, at technological transformation in teaching and learning for meaningful quality processes and outcomes have been evaluated by researchers, reviewers and participants. Comments have been made such as, ‘substantial progress, but many challenges” “very useful teaching support tool for large classes, but there is need to address key background issues” , “students share learning through educational technologies, but appropriate learning environments are required” . It has been evident that although a lot has been done at institutional management level to promote adoption and implementation of e-learning as a rule at UB, the ideal situation has not materialised. Much of the problem seems to emanate from the interaction between key players, such as top management, the teaching staff and students. This paper reports on an on-going qualitative study that was carried out in order to negotiate and establish acceptable quality and effectiveness of e-learning envisaged by both the staff and students in a course that was not online at the time, in preparation of launching the course online in the next cycle. The action learning research study aimed at constructing an environment and a disposition towards e-learning mutually negotiated between students and their lecturers. Data was collected through various student-lecturer and student-student interaction processes such as classroom lecture, internet search, group presentations, tests, assignments, classroom observations, questionnaires, and video script analyses. Preliminary findings indicate that most students are enthusiastic about adopting e-learning if they have been adequately pre-oriented into the method and are consistently guided by caring and competent staff. They also will appreciate quality and effective learning if this is negotiated with someone who can articulate standards of performance.
Attitudes of Technical Teacher Education Student Teachers at University on the Use of Information Communication Technology for Learning and Teaching
(2014-09) Dlodlo, Mary
The study provides an indication about the attitudes of female and male student-teachers on the use information communication technologies in learning and teaching. Female learners’ lack of interest against the high interest shown by their male counterparts in learning and teaching has implications on their performance. The introduction of ICT in learning and teaching requires student-teachers as classroom instructors to be competent in using ICTs for a variety of activities in order to impart those skills to younger learners. The study sought to find differences between female and male students in the use of ICT and investigated students’ attitudes to assess whether access to computers, background, stereotype and experiences influenced female and male participants in using ICT in teaching and learning. The objective of the study was to discover attitudes of female and male students towards ICT. The study was also to discover differences in attitudes towards ICT between female and male student teachers and to what extent these differences could be explained by students, lecturers and student-teachers’ experience factors. Female and male students were exposed to the use of computers at university in different education programs that included student teachers from art and design, clothing, textiles and fashion design and computer study areas among others. The study did not reveal wide gender differences in computer attitudes between female and male student teachers as it showed that both female and male students developed computer knowledge and confidence in working with ICT although male students used ICT for experimentation while female students used them more for set assignments. From the results it is recommended that female student teachers use computers more freely in their student activities for the purpose of acquiring a variety of computer skills and for the male student teachers to focus on specific tasks of learning and teaching when using computers.
Re-Thinking Diversity in Engineering Education: Implications for Everyday Socio – Economic Issues.
(NUST, 2014-09) Dlodlo, Mary; Shava, George, N.
There are many ways of understanding the gap in engineering and achievement separating female and male students studying engineering. This paper offers our perspective. First, the paper discusses in broad terms the relationship between everyday engineering knowledge and ways of acquiring knowledge and ways of knowing as viewed in the field of engineering education. The paper also considers two perspectives on the question of engineering practice. One perspective examines the relationship within the early period of engineering practice and the other perspective looks at ultimate continuity. We locate our own work within the latter tradition and suggest a framework for understanding the everyday socio – economic practices of female and male practices from diverse backgrounds as a resource in engineering learning and teaching education. We conclude with a discussion of implications of this new conceptualization for research in engineering education and learning.
Challenges faced by female students and the messages conveyed to them by practices of lecturers with regards to sexual harassment. Do lecturers nurture or denature their students?
(2014-09) Tlou, Faith Nomathemba
The aim of the study was to scrutinize what happens to students in a teacher’s college environment in terms of sexual harassment. It further sought to provide insights on (I) whether students are sexually harassed by lecturers (ii) the messages this sends to students (iii) how students cope with such experiences and the values they consequently pick because of such experiences. The research was located in the interpretive paradigm hence it adopted qualitative approach and used a case study design. Purposive sampling was used to select three college managers, ten lecturers and twenty five student participants. Seven of the students were interviewed individually using semi-structured interviews while 18 of them constituted 3 focus groups of six students each that completed the data collection by interview. The study found that there was sexual harassment of students by some lecturers in the colleges. The study also established that students got the message that some lecturers did not value students and on occasion treated them in a degrading manner. The study also established that students used some strategies to cope including avoidance, appealing to authorities and counselling. The study recommended that in cases of sexual harassment, specially trained officers in handling sexual harassment cases for reporting such cases be put in place so that in view of the culture of fear of victimization and stigmatization, students may be forth- coming in reporting such sensitive and personal matters so that these are curtailed
Professional Development, a Major Strategy for Higher Education Student Success, Experiences from a University in Zimbabwe.
(Zimbabwe Journal of Science & Technology, 2015) Shava, George, N.
In the academic circuit, Professional Development (PD) has proved a vital source for quality and success in teaching and learning in Universities. PD provides academics with job satisfaction and in the process helping to build better universities with competent lecturers. The key personnel in universities who play an important role to bring about transformation and quality products are the lecturers. The academic staff is a crucial element in any university educational program. Academic staff is mainly responsible for the implementation of all educational processes in a university set up. Effective PD in universities has become more crucial in this rapidly changing teaching and learning environments. Significant PD is required in universities to provide academics with the skills to use current methods and will enhance their pedagogical skills. The development of pedagogical skills in university academics in Zimbabwe and the entire Sub Sahara region cannot be addressed simply by running workshops at university level, more sophisticated integrated models like PD are most appropriate. PD is therefore imperative for the currency and relevance of a professional teaching force and in turn the quality of programs delivered in the university. The changing context of higher education in Zimbabwe and Africa as a whole presents new challenges for academics which should be addressed through effective PD. Consequently the goal of this study was to explore challenges faced by university academics in their participation in PD at a university in Zimbabwe which is currently offering a Post Graduate Diploma in Higher Education (PGDHE) to higher education academic staff. The program for PD at the university covered by this study seeks to enhance the professional skills set as well as the overall experiences that can position academics for greater academic success in teaching, research and community services. The qualitative study which was framed within a Realist philosophy of culture, structure and agency by Roy Bhaskar and Margaret Archer was used. In this article I argue that academics in universities are overwhelmed by the demands of PD innovations which are also associated with university quality assurance processes but they face challenges in participating in the programs.
Educational leadership and learner achievement: contemporary issues
(National University of Science and Technology, 2015) Shava, George, N.
The context of school leadership in Africa has been changing, which is reflected particularly in numerous past and ongoing educational reforms and school restructuring movements. At the macro level, the main trend of educational reforms include re-establishment of new national vision and new educational aims for schools, restructuring educational systems at different levels for new educational aims and market driving, privatizing, cost sharing, greater self management and self governance and diversifying school education throughout the world. At the meso level, there is increased parental and community involvement in school leadership. At the school site level, the major trends consist of ensuring educational quality, standards and accountability. At the operational level, the main trends include the use of Information and Technology (ICT) in learning and teaching and applying new technologies in management, and making a paradigm shift in learning, teaching and assessment. This paper examines educational leadership and learner achievement in schools. In this article I argue that, in many parts of the world, including both developed and developing countries, there is increasing recognition that schools require effective leadership schools are to provide the best possible education for learners. I conclude that the combined direct and indirect effects of school leadership on learner achievement may be small but educationally significant.
Implementation of strategies used to maintain positive discipline in secondary schools in Bulawayo Metropolitan Province , Zimbabwe : Towards a holistic positive discipline management model
(2015) Mlalazi., Lwazi
The use of positive discipline management strategies in Zimbabwean schools has sparked debate among education practitioners, members of the civil society and other stakeholders. The arguments for and against the use of positive discipline management strategies has been triggered by the concerns over the use of negative discipline strategies in most schools in Zimbabwe. In the recent past, many stories have appeared on media showing the abuse of power by some education practitioners leading to this outcry. In response to this on-going debate, this study explored strategies used by educationists to maintain discipline in Bulawayo Metropolitan Province secondary schools in Zimbabwe, paying particular attention to the implementation of positive discipline management strategies. The study was located in the interpretive paradigm and it used the qualitative approach, and case study design to examine the issues under review. Purposive sampling technique was used to select participants who were rich informants and these included Education Officers, school heads, school counsellors, members of the disciplinary committees, prefects and School Development Committee chairpersons. Data was solicited through face to face interviews, focus groups and document analysis. The study established that positive discipline management strategies which comprised the code of conduct, guidance and counselling, teaching social skills, school-wide positive behaviour support, communication, positive reinforcement, modelling positive behaviour and training were implemented in the selected secondary schools but in varied ways. In contrast, the study revealed that selected schools faced challenges as some teachers still used traditional methods of disciplining learners which were unlawfully administered, there was also lack of qualified counsellors, insufficient financial resources which hindered the training of members of staff and parents, and limited transport services which impeded the monitoring of implementation of positive discipline management strategies in secondary schools by the Education Officers. Despite the hindrances experienced, this study found that there were pockets of good practices in implementing positive discipline management strategies. For example, during the implementation of the code of conduct strategy, the learners’ input was included in crafting the codes of conduct, discipline issues were also included in the parents’ meeting agenda, and learners who breached the code of conduct were counselled. In implementing the guidance and counselling strategy learners actively participated in clubs, peer counselling, accessed counselling services anytime regardless of the counsellors’ tight schedules, counselling facilities were improvised, and the school counsellors used multiple counselling methods to respond to the needs of individual learners. It was further revealed that in the implementation of the teaching social skills strategy learners were involved in community service. As for monitoring and support, the study found that the Education Officers organised workshops and facilitated in training of school heads and teachers regardless of the transport challenges they were facing. The study concluded that selected secondary schools used several strategies to maintain positive discipline and these included rewarding learners who have shown good conduct throughout the year, inviting parents to school if their children have shown unbecoming behaviour and use of prefects and members of staff as role models. Additionally, the members of school community were involved inthe implementation process in different capacities and roles. For effective implementation of positive discipline strategies, the study recommended that, there should be interactive participation of all members of the school community and integration of all positive discipline management strategies during the implementation process. Furthermore, based on the findings of the study and extensive literature search, the researcher proposed an alternative model for implementing positive discipline management strategies that may result in good practices in secondary schools.
Teaching Biology Practical Lessons in Secondary Schools:A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe
(De Gruter, 2017) Mwangu, Edson C.; Sibanda, Lwazi
The study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons and various factors constrained the teaching of practical lessons. The study concluded that some Biology teachers in selected schools did not conduct practical lessons in line with the Ministry of Primary and Secondary Education expectations. The study recommends that the Ministry of Primary and Secondary Education should continue equipping teachers with knowledge and skills of teaching Biology practical lessons through workshops and other staff development programmes.
Positive Discipline Practices in Schools: A Case of Mzilikazi District Secondary Schools in Zimbabwe
(2017) Sibanda, L.; Mpofu, M.
The study assessed factors constraining use of positive discipline practices in Mzilikazi District Secondary Schools. Qualitative approach and case study design were employed. Purposively selected participants from four secondary schools comprised four school heads; twenty members of the disciplinary committee, four school counsellors, forty prefects and four School Development Committee chairpersons. Data analysed thematically were collected using face to face semi-structured interviews and focus group interviews. Results revealed that lack of role models, ineffective communication, not rewarding positive behaviour, ineffective monitoring and inadequate financial resources constrained use of positive discipline practices in selected schools. The study concluded that factors that constrained use of positive discipline practices in schools mainly emanated from teachers, learners, parents and the members of the community. It is recommended that schools should initiate training programmes for teachers and parents to positively influence their discipline practices in enhancing use of positive discipline practices.
Teaching Social Skills as a Proactive Discipline Management Strategy: Experiences of Selected Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe
(2018) Sibanda, L.
The study examined how secondary schools use proactive teaching social skills strategy to maintain discipline among learners in Bulawayo Metropolitan Province. The study was ingrained in interpretive paradigm, adopted qualitative approach and employed a case study design. Purposive sampling technique was used to select four secondary schools and participants who comprised two education officers, four school heads; four school counsellors, twenty members of the disciplinary committee, forty prefects and four school development committee chairpersons. Data were collected using semi-structured interviews and focus group interviews, and were analysed thematically. The study established that learners were taught social skills during guidance and counselling lessons and club sessions which were part of the co-curricular programmes offered in schools. It was found that the topics taught during the teaching of social skills included conduct, relationships, community involvement; decision-making skills, communication skills, drug and substance abuse, career guidance, stress management, honesty and integrity, conflict resolution, assertiveness, self-awareness and health issues, among others. The study also revealed that some learners were engaged in community activities to reach out to underprivileged members of the society. The results further indicated that the teaching social skills strategy was effective because it taught learners to be responsible for their behaviour and contributed to the reduction of unbecoming behaviour cases in schools. Nevertheless, the teaching social skills strategy faced constraints mainly from some teachers’ and parents’ negative attitudes towards social skills activities. The study concluded that the use of proactive teaching social skills strategy yielded positive results as schools exposed learners to multiple activities that contributed to the modification of learner behaviour which created a safe teaching and learning environment. The study recommended that schools should intensify the training programmes for teachers and parents to positively influence their attitudes towards the teaching of social skills in order to reinforce positive behaviour among learners.
An Assessment of Strategies that Enhance the Teaching and Learning of Business Studies at Advanced Level in Imbizo District of Bulawayo Metropolitan Province
(2018) Moyo, C.; Sibanda, L.
The study focused on assessing strategies that enhance the teaching and learning of Business Studies at Advanced Level. Interpretivist paradigm, qualitative approach and case study design were adopted in this study. Purposively selected participants comprised four teachers and twenty-nine students. Data collected through semistructured face to face interviews and focus group interviews were thematically analysed. The study established that schools used case studies, collaborative learning, computer-aided learning and brainstorming to enhance teaching and learning. Nonetheless, the results revealed that the main challenges encountered in using the strategies included lack of finance and locally published textbooks. The study concluded that though schools faced numerous challenges, there were some elements of good practices that had positive impact on instructional delivery of Business Studies. The study recommends that the Ministry of Primary and Secondary Education should encourage the Business Studies teachers to author local textbooks which are relevant to the students.
Implementing Science, Technology, Engineering and Mathematics Education: A Case of Four Single Sex Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe
(2018) Ncube, P.; Sibanda, L.
The purpose of the study was to examine the implementation of STEM education in Bulawayo Metropolitan Province single sex Secondary Schools. This study was qualitative in nature, guided by interpretivist paradigm, and used case study design. The population encompassed seven single sex secondary schools. Participants who included one district schools inspector, four school heads, four heads of departments, sixteen science teachers and forty learners were purposively sampled from four schools. Data were collected through face-to-face semistructured interviews and focus group discussions, coded and analysed thematically. The results of the study indicated that standard laboratories were available to facilitate the implementation of STEM education in single sex secondary schools. The study further revealed that most of the teachers who taught STEM subjects had relevant qualifications and used various methods to encourage learner participation in STEM education. Additionally, the study established that learners were actively involved in science exhibitions and olympiads which gave learners hands-on experience in STEM subjects. It also emerged from the findings that some female learners are highly confident in taking up STEM subjects and are not afraid to compete against their male counterparts. However, the findings of the study revealed that the implementation of STEM education in single sex schools was constrained by lack of well-equipped science laboratories, lack of financial resources to purchase learning materials, especially chemicals, large class sizes, negative attitude towards STEM subjects by some learners, and limited parental involvement in their children’s learning. The study concluded that single sex schools created an enabling environment for learner engagement and afforded both male and female learners equal access to STEM education despite the challenges encountered. The study recommends that the Ministry of Primary and Secondary Education should expedite the construction of well-equipped laboratories and provision of material and financial resources.

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