Download or read book The Aims and Nature of Education in Zimbabwe written by Zimbabwe. Ministry of Education and Culture and published by . This book was released on 1981 with total page 12 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Education and Development in Zimbabwe written by Edward Shizha and published by Springer Science & Business Media. This book was released on 2012-01-01 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: The book represents a contribution to policy formulation and design in an increasingly knowledge economy in Zimbabwe. It challenges scholars to think about the role of education, its funding and the egalitarian approach to widening access to education. The nexus between education, democracy and policy change is a complex one. The book provides an illuminating account of the constantly evolving notions of national identity, language and citizenship from the Zimbabwean experience. The book discusses educational successes and challenges by examining the ideological effects of social, political and economic considerations on Zimbabwe’s colonial and postcolonial education. Currently, literature on current educational challenges in Zimbabwe is lacking and there is very little published material on these ideological effects on educational development in Zimbabwe. This book is likely to be one of the first on the impact of social, political and economic meltdown on education. The book is targeted at local and international academics and scholars of history of education and comparative education, scholars of international education and development, undergraduate and graduate students, and professors who are interested in educational development in Africa, particularly Zimbabwe. Notwithstanding, the book is a valuable resource to policy makers, educational administrators and researchers and the wider community. Shizha and Kariwo’s book is an important and illuminating addition on the effects of social, political and economic trajectories on education and development in Zimbabwe. It critically analyses the crucial specifics of the Zimbabwean situation by providing an in depth discourse on education at this historical juncture. The book offers new insights that may be useful for an understanding of not only the Zimbabwean case, but also education in other African countries. Rosemary Gordon, Senior Lecturer in Educational Foundations, University of Zimbabwe Ranging in temporal scope from the colonial era and its elitist legacy through the golden era of populist, universal elementary education to the disarray of contemporary socioeconomic crisis; covering elementary through higher education and touching thematically on everything from the pernicious effects of social adjustment programmes through the local deprofessionalization of teaching, this text provides a comprehensive, wide ranging and yet carefully detailed account of education in Zimbabwe. This engagingly written portrayal will prove illuminating not only to readers interested in Zimbabwe’s education specifically but more widely to all who are interested in how the sociopolitical shapes education- how ideology, policy, international pressures, economic factors and shifts in values collectively forge the historical and contemporary character of a country’s education. Handel Kashope Wright, Professor of Education, University of British Columbia

Download or read book Education in Zimbabwe written by and published by . This book was released on 1986 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: International collaboration for building a new system based on justice and equality / M'bow Amadou-Mantar (3 p.). --Education and the new social and political order / Canaan Banana (2 p.). --Technical and ideological education : skills, values and attitudes / Robert Mugabe (3 p.). --The nature and function of education in Zimbabwe / Dzingai Mutumbuka (4 p.). --Education for a changing Zimbabwe / Fay Chung (5 p.). --Curriculum development in Mozambique / Mozambique Curriculum Development Staff (5 p.). --Creating a new mentality / Janice McLaughlin (12 p.). --Worker's education / P. Van Rensberg (13 p.). --Education and economic development / Colin Stoneman, P. Zvobgo (8 p.). --Education in Cuba --Agricultural education in Yugoslavia --Literacy for development in Zimbabwe / Taka Mudariki (10 p.). --Nicaraguan people's education / R. Saenz (20 p.). --Ethiopia's adult literacy campaign (16 p.). --Literacy in Tanzania (14 p.). --Teacher education in Zimbabwe / E.J. Chanakira (8 p.). --The Zim-Sci project.

Download or read book The Education Systems of Africa written by Kolawole Samuel Adeyemo and published by Springer. This book was released on 2021-02-24 with total page 984 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research handbook provides meaningful coverage on current trends in the dynamic education systems of Africa. It presents the main findings on current issues in the education systems from different African countries. Specifically, it examines education policies and what can be done differently by African nations to strengthen these policies. The objective is to highlight African nations’ capacity to address issues of social justice to generate ideas that can help translate the increasing strengths of the continent into achieving sustainable development.

Download or read book Towards Inclusive Education in Zimbabwe written by Tsediso Michael Makoelle and published by Palgrave Macmillan. This book was released on 2025-03-11 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book aims to provide a comprehensive review of the state of inclusive education in Zimbabwe since the adoption of the philosophy in 1994. While literature exists that accounts for the situation regarding special and inclusive education in Zimbabwe, there is a need for a more thorough and complete understanding of the state of inclusive education in the country. This book explores and reflects on the perspectives of various stakeholders within the Zimbabwean education system. It offers a conceptual understanding of the implementation of inclusive education in a postcolonial and politically troubled Zimbabwe and provides recommendations for policy development and formulation, as well as the development and strengthening of inclusive teaching and learning practices. The insights offered in this book could have a significant impact on clarifying the roles of stakeholders and ensuring that education provision leads to student support that addresses the needs of all students in Zimbabwe.

Download or read book Implementing Deeper Learning and 21st Century Education Reforms written by Fernando M. Reimers and published by Springer Nature. This book was released on 2020-11-04 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.

Download or read book Regime and Education in Zimbabwe written by Bekithemba Dube and published by Rowman & Littlefield. This book was released on 2024-06-10 with total page 207 pages. Available in PDF, EPUB and Kindle. Book excerpt: This collection focuses on the post-independence educational development in Zimbabwe. It shows how the ZANU PF regime has presided over the demise of education, and covers a wide range of topics such as violence against teachers, poor salaries, student activism, minority languages, and curriculum innovations. This volume argues that the regime has used education as a tool for repression. Curriculum innovations introduced and implemented in Zimbabwe have little to do with improving the performance of the learners, and more to do with stopping teachers from pushing the regime change agenda. Consequently, this has resulted in a nation in crisis, marked with high turnover, poor economy, and mass exodus of teachers and learners. The contributors to this volume make various suggestions which could recenter education towards addressing the experiences of the learners, as opposed to being used as a tool to push repression and thwart democracy.

Download or read book Policy Evaluation and Leadership written by Anne Welle-Strand and published by . This book was released on 1996 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Social Justice and Culturally Affirming Education in K 12 Settings written by Chitiyo, Jonathan and published by IGI Global. This book was released on 2023-01-27 with total page 414 pages. Available in PDF, EPUB and Kindle. Book excerpt: Social justice is a philosophy that has gathered momentum over the past few years to bring to light the inequities that exist within our society. In the field of education, social justice illuminates the challenges that marginalized students and minority students face compared to other students. Social Justice and Culturally-Affirming Education in K-12 Settings seeks to bring together social scientists, researchers, and other practitioners to delve into social justice issues in K-12 settings and considers the various challenges and future directions that are associated with this field. Covering key topics such as inclusive education, educational reform, and school policies, this reference work is ideal for administrators, policymakers, researchers, academicians, practitioners, scholars, instructors, and students.

Download or read book School Science Practical Work in Africa written by Umesh Ramnarain and published by Routledge. This book was released on 2020-06-01 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: School Science Practical Work in Africa presents the scope of research and practice of science practical work in African schools. It brings together prominent science educators and researchers from Africa to share their experience and findings on pedagogical innovations and research-informed practices on school science practical work. The book highlights trends and patterns in the enactment and role of practical work across African countries. Practical work is regarded as intrinsic to science teaching and learning and the form of practical work that is strongly advocated is inquiry-based learning, which signals a definite paradigm shift from the traditional teacher-dominated to a learner-centered approach. The book provides empirical research on approaches to practical work, contextual factors in the enactment of practical work, and professional development in teaching practical work. This book will be of great interest to academics, researchers and post-graduate students in the fields of science education and educational policy.

Download or read book Handbook of Research on Social Inequality and Education written by Wisdom, Sherrie and published by IGI Global. This book was released on 2019-06-28 with total page 556 pages. Available in PDF, EPUB and Kindle. Book excerpt: In comparing one public school to another, discussions frequently include talk concerning the socioeconomics of a school or district, which then leads to talk about the advantages that one socioeconomic setting has over another. Educators tend to agree that low academic achievement frequently associated with a low socioeconomic status is a characteristic difficult to resolve for a population of school children. The Handbook of Research on Social Inequality and Education is a critical reference source that provides insights into social influences on school and educational settings. Featuring an array of topics including online learning, social mobility, and teacher preparation, this book is excellent for educational leaders, educational researchers, teachers, academicians, administrators, instructional designers, and teacher preparation programs.

Download or read book Determining the Appropriateness of Agricultural Education Goals and Curriculum Content Topics in Rural Zimbabwe High Schools written by Tabitha Madzura and published by . This book was released on 1998 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose. The purpose of this study was to determine the appropriateness of agricultural education goals and curriculum content topics for rural Zimbabwe high schools. The ultimate objective was to develop a curriculum model which could be used to guide future agricultural education program development efforts in rural Zimbabwe high schools. Procedure. This study was descriptive in nature. The population consisted of all agriculture teachers and school headmasters in rural Zimbabwe high schools. Four research questions guided the study. Six null hypotheses were tested at an $\propto$ = 0.05; Ho$\sb1$: There were no statistically significant differences regarding the appropriateness of agricultural education program goals for rural Zimbabwe secondary schools when examined by position; Ho$\sb2$: There were no statistically significant differences regarding the appropriateness of agricultural education program goals for rural Zimbabwe high schools when examined by province; Ho$\sb3$: There was no interaction between respondent position and province regarding the appropriateness of goals of agricultural education programs in rural Zimbabwe high schools; Ho$\sb4$: There were no statistically significant differences regarding the appropriateness of curriculum content topics for agricultural education programs in rural Zimbabwe high schools when examined by position; Ho$\sb5$: There were no statistically significant differences regarding the appropriateness of curriculum content topics for agricultural education programs in rural Zimbabwe high schools when examined by province; and Ho$\sb6$: There was no interaction between position and province regarding the appropriateness of curriculum content topics in rural Zimbabwe high schools. The minimum threshold level for inclusion of goals and curriculum content topics in the proposed curriculum model was set at 3.00. Findings. Twenty-two of twenty-nine goal statements had mean scores above 3.00 on a scale of 1-5. Forty of forty-two curriculum content topic statements received mean scores above 3.00. A MANOVA procedure indicated significant differences regarding goal statements when they were examined by position and province. Therefore Ho$\sb1$ and Ho$\sb2$ were rejected. There were no interaction effects for program goals. The MANOVA also indicated significant differences when curriculum content topics were examined by position and province. Therefore Ho$\sb4$ and Ho$\sb5$ were rejected. There were no interaction effects for curriculum content topics. Conclusion. Overall, there was general consensus among agriculture teachers and headmasters regarding program goals and curriculum content topics that were appropriate for rural Zimbabwe high schools. Furthermore, there doesn't appear to be sufficient differences among rural provinces in Zimbabwe to justify developing agricultural education program models on a provincial basis. Therefore, a single, national model is appropriate.

Download or read book Re thinking Postcolonial Education in Sub Saharan Africa in the 21st Century written by Edward Shizha and published by Springer. This book was released on 2017-04-17 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: What have postcolonial Sub-Saharan African countries achieved in their education policies and programmes? How far have they contributed to successful attainment of the targeted 2015 Millennium Development Goals (MDGs) on education? What were the constraints and barriers for developing an education system that appeals to the needs of the sub-region? Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals is an attempt to demonstrate that Sub-Saharan Africa has the potential and capability to provide solutions to challenges facing its desire and ability to provide sustainable education to its people. To that end, the contributors are academics with an African vision attempting to come up with African home-grown perspectives to fill the gap created by the lapse of the MDGs as the guiding vision and framework for educational provision in Africa and beyond. The book seeks to articulate and address African issues from an informed as well as objective African perspective. The book is also intended to provide insights to scholars who are interested in studying and understanding the nature of postcolonial education in the Sub-Saharan African region. Given the objectives and themes of this book, it is intended for academic scholars, undergraduate and graduate students, human rights scholars, curriculum developers, college and university academics, teachers, education policy makers, international organisations, and local and international non-governmental organisations that are interested in African education policies and programmes. “Rethinking Postcolonial Education in Sub-Saharan Africa in the 21st Century provides contemporary reflections from multiple perspectives and re-positions the issue of education at the forefront of the debates on African development.” – Lamine Diallo, Associate Professor, Wilfrid Laurier University, Canada “The book is a welcome addition to discourses and analyses on education in sub-Saharan Africa with reference to a postcolonial critique and the Millennium Development Goals framework on education in Africa.” – Michael Tonderai Kariwo, PhD, Instructor and Research Fellow, University of Alberta, Canada

Download or read book Multidisciplinary Humane Perspectives on Education written by Lawrence Ogbo Ugwuanyi and published by Cambridge Scholars Publishing. This book was released on 2024-01-16 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: While the majority of mankind access education and while different ideologies and philosophies may motivate education, educational delivery and attainment, it is important to discuss how, through these, humanity may become more human by realising its full potential. This book addresses issues such as equality, inclusiveness, cosmopolitan worldviews and conflicting pressures in education in a manner that makes every member of the human community accountable to the others through education.

Download or read book Politics in African Education written by Clive Harber and published by . This book was released on 1989 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Bloomsbury Handbook of Context and Transformative Leadership in Higher Education written by Mary Drinkwater and published by Bloomsbury Publishing. This book was released on 2024-08-22 with total page 497 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Bloomsbury Handbook of Context and Transformative Leadership in Higher Education explores the importance of cultural, political, socioeconomic and historical context in change leadership in higher education. With contributions from four continents, the handbook brings together multi-contextual perspectives to explore the importance of context to the development of the field. A broad range of topics are covered, including skills, strategies and dispositions; local, regional and cross-national partnership development; opportunities and considerations for technology; and, future visions. Countries covered include Argentina, Brazil, Canada, Columbia, Dubai, Ghana, Japan, Malaysia, South Africa, Turkey, the UK and the USA. The book forms part of the Bloomsbury Handbooks of Crises and Transformative Leadership in Higher Education collection, brought together by Mary Drinkwater.

Download or read book Monitoring State Compliance with the UN Convention on the Rights of the Child written by Ziba Vaghri and published by Springer Nature. This book was released on 2022-01-03 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book presents a discussion on human rights-based attributes for each article pertinent to the substantive rights of children, as defined in the United Nations Convention on the Rights of the Child (UNCRC). It provides the reader with a unique and clear overview of the scope and core content of the articles, together with an analysis of the latest jurisprudence of the UN Committee on the Rights of the Child. For each article of the UNCRC, the authors explore the nature and scope of corresponding State obligations, and identify the main features that need to be taken into consideration when assessing a State’s progressive implementation of the UNCRC. This analysis considers which aspects of a given right are most important to track, in order to monitor States' implementation of any given right, and whether there is any resultant change in the lives of children. This approach transforms the narrative of legal international standards concerning a given right into a set of characteristics that ensure no aspect of said right is overlooked. The book develops a clear and comprehensive understanding of the UNCRC that can be used as an introduction to the rights and principles it contains, and to identify directions for future policy and strategy development in compliance with the UNCRC. As such, it offers an invaluable reference guide for researchers and students in the field of childhood and children’s rights studies, as well as a wide range of professionals and organisations concerned with the subject.