Department of Science, Mathematics and Technology Education

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A Case of Selected Hwange District Schools in Matabeleland North Province, Zimbabwe.
(Cherkas Global University Press, 2024) Mangena, A.; Sibanda, L.
Apart from the fundamental function of teaching and learning, schools also ensure the realisation of the institutions' aims and vision. This is possible through use of Information and Communication Technology (ICT) which has been identified as an essential global phenomenon for efficient and effective schools. Hence, the purpose of this study was to examine usage of ICT in school management in Hwange District. A qualitative approach driven by the interpretivism paradigm was adopted. A case study design focusing on selected schools was employed. Thematically analysed data were collected through semi-structured interviews and document analysis. Findings indicated that the selected school heads mainly used ICT platforms such as WhatsApp, emails and printed documents for communication. Parents, through School Development Committee, provided internet connectivity for easy communication while the school heads used their personal smart phones. The study found that school heads faced various hurdles in using ICT in their management duties. These challenges included lack of resources, inadequate knowledge and skills to use ICT tools, work overload, inadequate funds to acquire ICT hardware and software equipment, lack of appropriate ICT infrastructure, limited internet access and sporadic power supplies. Despite the difficulties encountered, the study concluded that there were visible pockets of good practices in the use of ICT by selected school heads. The study recommended that the Ministry of Primary and Secondary Education should capacitate school heads through ICT training. This will result in efficiency and effectiveness of school heads in execution of their management functions
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.
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.
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.
Enhancing Development Potential of Diaspora Communities, Experiences of Zimbabweans Living in Botswana
(International Journal of Research and Innovation in Social Science (IJRISS), 2022-03) Sibanda, K.; Ndlovu, M. J.; Shava, G.; Zulu, E.; Shonhiwa, S.
The study examined the development potential of the Zimbabwean diaspora communities living in Botswana. The current study sought to fill a gap in the interrogation of the willingness and capacity of Zimbabweans living in Botswana to participate in development projects in Zimbabwe. The research was carried out in Botswana using mail and electronic questionnaires, in depth interviews and ethnographic data. Fifty mail survey respondents, 7 electronic survey respondents and 12 in depth study respondents were used in the current study. The mixed method approach used yielded data that could not have been obtained with one method only. Using the transnational capability framework, the research established the existence of both skilled and unskilled Diaspora in Botswana. The study observed that the Zimbabwean community in Botswana is actively involved in transnational activities. The study established that there is willingness to participate in the advancement of their families and communities in Zimbabwe. There are some challenges that hinder the full participation of the Diaspora community that were noted in the study. The shorter periods covered by permits affect the migrants’ capacity to access loans from banks or engage in long term planning as they risk non-renewal of permits. On the Zimbabwean side the economic and political uncertainty affect the commitment by some Zimbabweans in the diaspora to invest in Zimbabwe. The possibility of engagement between Zimbabweans in the diaspora is affected by lack of trust between the current government and the citizens in the Diaspora. The study recommended that the government of Zimbabwe should create a database of Zimbabweans living in Botswana to determine and tap the available skills base for capacity building. The Governments of Botswana and Zimbabwe are recommended to discuss extension of permits and granting of dual citizens to Zimbabwean applicants for the benefit of both countries. There is also need for the Zimbabwean Government to reduce duty on capital goods to allow the Diaspora community to bring productive capital for investment.
Fuzzy PI Based Motor Speed Control using DSP TMS320F2812
(International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022) Chasokela, D.
Alternating Current (AC) induction machine plays an important role in the entire industry and daily life. This is due to their robustness, inexpensive and easy to maintain in a period of time. Vector control is used in large numbers in the speed control of AC induction machine. High dynamic performance high speed precision and wide constant torque range capabilities are the key benefits of vector control. Stability of the system during transient process and a wide range of operation are assured through the application of vector control. The purpose of this thesis is to study the vector control of AC induction machine based on the principles of the AC speed control system, vector control and fuzzy Proportional integral (PI) control, and implementing the digital vector control systems based on the digital signal processor (Digital Signal Processor-DSP TMS320F2812) from Texas Instruments. The mathematical modeling of the AC induction motor and the principles of vector control and fuzzy systems are overviewed first. Fuzzy PI regulator is then proposed to carry out the regulation of the motor speed. The fuzzy PI is an intelligent technique that has evolved in the last decades and it emulates the human way of thinking. Therefore the fuzzy PI does not need the exact mathematical model. In-depth study of fuzzy PI and the normal PI was carried out. Matlab/Simulink software is used to simulate the vector control of the AC induction motor with both fuzzy PI regulator and normal PI regulator for comparative purposes. Simulation results showed that fuzzy PI has a better performance in terms of stability, faster response and robustness, and the fluctuation ripples are also smaller. Experiments had been done on the laboratory platform of AC drive system with the help of AC speed control monitor program designed in Laboratory Virtual Instrument Engineering Workbench (LabVIEW) under variable operating conditions. The experimental waveforms were captured using the LabVIEW monitoring software. In order to carry out real time implementation, Code Composer Studio and SEEDXDS510plus Emulator are adopted to programming and testing with the DSP TMS320F2812. Experiments results show that the fuzzy PI regulator performs better than normal PI regulator, as fuzzy PI regulator indicates better waveforms of torque and speed responses during acceleration and deceleration, especially when the motor is operating on lower speeds.
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.
Grounded theory in Educational Research: A literature review of features and processes
(International Journal of Advanced Multidisciplinary Research and Studies, 2022-02-13) 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.
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.
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.
Promoting Inclusivity Through Quality Assessment in Rural Secondary Schools
(Springer Nature, 2020) Sibanda, L.; Mathwasa, J.
The current trend in the education systems globally is the focus on education for sustainable development, which emphasises on lifelong learning for all learners with or without disabilities. The education systems are expected to create environments that promote inclusivity in all levels of education. The aspect of assessment in inclusive education plays a pivotal role in the teaching and learning process. It is critical that the assessment practices adopted by schools should be of high quality to promote inclusivity. Depending on the purposes of assessment, schools mainly employ formative and summative assessments, which are referred to as assessment for learning and assessment of learning, respectively. The assessment practices in inclusive education system should ensure collaboration of all stakeholders to meet the diverse needs of every learner. However, myriad obstacles that hinder quality assessment in inclusive education have been identified in rural schools. These include lack of teacher competencies to deal with diverse needs of learners in regular classes, inadequate resources and facilities, passive pedagogical methods, and inflexible curriculum that offers no accommodation, modification, or personalization. Capacitating teachers through continuous professional development and transforming the teacher education curriculum are some of the suggested intervention strategies that could enhance inclusive education in rural schools. This chapter, therefore, presents how inclusive education can be enhanced through quality assessment in rural secondary schools. The issues of inclusive education concept, principles of quality assessment, types of assessment, assessment practices in inclusive learning, constraining factors to quality assessment, and intervention strategies are dealt with in this chapter.
PSYCHOSOCIAL SUPPORT SERVICES FOR ADOLESCENT MALE LEARNERS WITH BEHAVIOURAL PROBLEMS: A CASE OF THREE INSIZA DISTRICT SECONDARY SCHOOLS IN MATABELELAND SOUTH PROVINCE, ZIMBABWE
(International Journal of Education Humanities and Social Science, 2024) Dhlula, C.; Sibanda, L.
This study sought to examine how educators provided psychosocial support services to adolescent male learners with behavioural problems in three Insiza District Secondary Schools, Matabeleland South Province. The study was guided by interpretivist paradigm, adopted qualitative approach and employed case study design. Data were collected from a population sample comprising twelve male learners, three educators and three counsellors through focus group discussions for learners, and in-depth semi-structured interviews for educators and counsellors. The results of the study revealed that educators established the needs of the individual learners first before applying the intervention. The study found that the strategies used by educators to provide psychosocial support services to adolescent male learners involved promoting mindfulness, promoting social, emotional and behavioural learning, enhancing connectedness among learners, staff, and families, providing psychosocial skills training and cognitive behavioural interventions and guidance and counselling. The findings further indicated that adolescent male learners with behavioural problems were taught life skills such as team work, responsibility, good decision making, critical thinking, stress management, health and life skills, honesty and integrity. They are also taught tolerance, selfsufficiency, relationships, self-esteem, self-control, communication skills, conflict resolution, and, leadership skills and community involvement. The study established that educators encountered a number of challenges in provision of psychosocial support services to adolescent male learners with behaviour problems. The challenges comprised inadequate training, stress and emotional strain, lack of support, time constraints, difficulty in establishing rapport, and vicarious traumatisation. The study concluded that despite the challenges faced in providing psychosocial support services to adolescent male learners with behaviour problems, educators in selected Insiza District Secondary Schools used varied strategies to assist learners. The study recommended that the Ministry of Primary and Secondary Education should intensify training of educators to equip them with requisite knowledge and skills on provision of psychosocial support in schools.
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.
Quality Higher Education for Sustainable Development: The Transition towards Achieving Agenda 2030 Global Goals
(International Journal of Latest Research in Humanities and Social Science (IJLRHSS), 2022-02) Manokore, K.; Tlou, F.; Mkwelie, N.; Phuthi, N.; Shava, G.N.; Mhlanga, E.; Mangena, A.; Sibanda, Z.; Chasokela, D.
Quality Higher Education and Education for Sustainable Development (ESD) have become part of the discourse and issue in higher education contexts. Every phase or debate of higher education is now being urged to declare its support for ESD. Recently the United Nations (UN) 2030 Agenda proposed that quality education and ESD should play a vital role for the transformation of the world‟ s economy as expressed in the Agenda‟ s goals and sub goals. The UN Incheon Declaration 2015 highlighted the vital role of education that it plays in the universal journey towards sustainable development across the globe and saving our planet. Higher education should play a pivotal role in the transition towards achieving quality in the entire education system. The UN formally adopted the 17 sustainable development goals (SDGs) as an outcome of a major global consultative process. Agenda 2030 advocates for providing the opportunity to progress towards the transition to implement quality education and ESD that fosters the knowledge, skills, values, perspectives and actions that lead towards a more sustainable future. The study examines the implementation of Agenda 2030 Global Goal on quality and sustainability in Zimbabwean higher education. The aim of the study is to increase knowledge of potential strategies to meet the fourth UN Sustainable Development Goal (SDG4), which strives for quality education. Institutions in the study were at different levels of interpretation, understanding and implementation of Agenda 2030 for Sustainable Development Goals. The majority of the participants did not have an all-inclusive knowledge and comprehension of ESD mainstreaming as a holistic approach. That is, an allembracing ESD integration as a curriculum systemic concept that holds both curriculum and institutional change, to contribute to the overall re-orientation of education towards sustainability. The qualitative study provides a detailed description on the challenges of implementing quality and sustainability in higher education.
Teacher Concerns on the Uptake of Auto-CAD in the Teaching of Building Drawing in Zimbabwe Secondary Schools: A Case of Masvingo District
(Indiana Journal of Arts & Literature, 2022-10-18) Sithole, S.; Hahlani, O.S.
A qualitative case study was conducted to explore teacher concerns on the uptake of Computer Aided Drafting (Auto-CAD) in the teaching of Building Drawing (BD) in secondary schools of Masvingo District in Zimbabwe. The study was motivated by the failure by all the fourteen secondary schools offering Building Technology and Design in the district to integrate Auto-CAD five years after the introduction of an updated curriculum. The Ministry of Primary and Secondary Education (MoPSE) introduced an updated curriculum in 2017 which ushered in the use of ICTs in school curriculum in the country, but as of May 2022 secondary schools in the district offering the subject had not embraced Auto-CAD in their teaching as per new syllabus requirement. The study was guided by the transition theory by Shlossberg (1981). The study population included 15 subject teachers, as well as 14 HODs in the district. The study revealed that although subject teachers supported the use of Auto-CAD, they however sounded concern on the challenges they faced in trying to embrace it in their teaching. Challenges ranged from lack of expertise on the part of teachers on how to use Auto-CAD to shortages of key resource in the district. The study recommends that subject teachers be staff developed on how to use AutoCAD for them to remain relevant in the classroom. Resources such as laptops, Auto-CAD software as well as stable electrical power should be availed in schools for the ease adoption of this software package in secondary schools in the district.
Towards Achieving Quality in Distance Higher Education Teaching and Learning: Experiences from Zimbabwe
(International Journal of Research and Innovation in Social Science (IJRISS), 2022-01) Shava, G.N.; Hleza, S.; Ndlovu, M.J.; Makokoro, P.P.; Tlou, F.
Zimbabwe has managed to respond to the movement in support of UNESCO’s lifelong learning concept and strategy that seeks to widen and deepen access to higher education through distance education initiatives. Despite the significant increase in students enrolling in distance education institutions, the gold standard of excellence that is sought by many nations has gradually been compromised. There are symptoms of a downward trend in terms of quality in open distance learning institutions. The qualitative study analysed major factors affecting the provision of quality distance higher education with specific reference to the Zimbabwe Open University, the sole provider of university distance education in Zimbabwe. The study focused on three Zimbabwe Open University regional centres in Zimbabwe. The paper seeks to identify major factors contributing to the declining quality of distance education and discusses measures that distance education providers in Zimbabwe can undertake in order to promote excellence for effective learning in the 21st century. The study established that several factors are affecting the quality of distance education in Zimbabwe. The lack of Information Communication Technologies (ICTs) facilities at regional and district centres was a major hindrance to effective teaching and learning.
Transition to Virtual Graduation: Experiences of 2021 University Graduates in Zimbabwe
(Randwick International of Education and Linguistics Science (RIELS) Journal, 2022-09-03) Chikusvura, N.; Nkomo, S.; Sibanda, L.
The research sought to investigate graduates' experiences with the shift to virtual graduation. The interpretive paradigm used in this study aided the current researchers in maintaining the integrity of the phenomenon being investigated, which comprehends the experiences of graduates on various platforms used at graduation. Qualitative method was utilized. The research included thirty randomly chosen graduates from three different institutions. Data was gathered using a semi-structured questionnaire. According to the report, institutions focused more on physical ceremony arrangements, despite the fact that the majority of students participated digitally. The study also found that other graduates enjoyed the graduation because they attended physical virtual graduation events planned by student representatives and held at various locations. Graduates, on the other hand, were financially burdened since they had to invest additional graduation expenditures in order to attend these physical virtual graduation festivities. The study concluded that the effectiveness of various virtual graduation formats as measured by participant satisfaction, ease of access, ability to optimize social presence, and engagement was not achieved. In this aspect, the survey indicated that colleges prioritized actual graduation ceremonies over virtual ceremonies. The research suggests that colleges collaborate with various event planners to supply and host their grads, allowing all graduates to experience a feeling of connection and success.
Women in Higher Education Leadership and Parenthood: Experiences from a University in Zimbabwe
(Springer Nature, 2021-02) Shava, G.N.; Chasokela, D.
In Zimbabwe and most probably the rest of Africa, the occupational and leadership status of women in higher education leadership is still suffering a wide gap as there is unequal representation in leadership positions between men and women. Although women have made substantial gains in higher education learning institutions, they have not achieved parity with men. Women in Zimbabwe higher education are particularly underrepresented at higher levels of leadership and the percentage of female executives decline with increasing organizational rank. Despite the fact that women constitute the majority of workforce in universities in Zimbabwe, they remain poorly represented in high-level leadership positions. Where women have attained high-level leadership positions, they remain disadvantaged, their progress remain impeded due to parenthood responsibilities. Despite the fact that in Zimbabwe today women earn the majority of college and university degrees, they are less likely than men to experience benefits associated with leadership and promotion and they continue to represent a smaller proportion of leadership positions. This study derived from a qualitative case study undertaken at a university in Zimbabwe was conducted to establish challenges faced by women in higher education leadership. The research findings indicated that cultural and social barriers continue to grow and pose a formidable barrier to women in leadership positions. The researchers argue that organizational structures, parenthood and culture make it difficult for women to rise into higher levels in leadership positions.

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