https://hdl.handle.net/10646/1475 2026-04-09T18:04:33Z 2026-04-09T18:04:33Z https://hdl.handle.net/10646/2546 2015-12-08T10:56:15Z 1987-04-01T00:00:00Z

Economic liberalisation versus the liberation process in Southern Africa: the IMF agreement with particular reference to Zambia and Tanzania

1987-04-01T00:00:00Z https://hdl.handle.net/10646/2545 2015-12-08T10:56:15Z 2011-11-01T00:00:00Z

Teaching Science through the Science Technology and Society (STS) lens in Zimbabwean High Schools: Opportunities and Constraints This paper is an extract from a bigger study that investigated use of Science Technology and Society (STS) approaches in teaching General Science in eight secondary schools in Harare, Zimbabwe. Data were collected from 28 science teachers and 88 lower secondary school level students through interviews, questionnaires, observations and documents. The findings indicate that no deliberate effort has been made to infuse STS in the teaching methods course of teacher training programmes; schools are largely under-resourced and the harsh economic environment prevailing in the country has made it difficult for schools to acquire equipment and contain the exodus of trained personnel. The General Science syllabus has also not been reviewed in a very long time so that it can be responsive to current needs. Opportunities for implementation of STS include the existence of professional associations, a well established teacher education system, school clubs, partnerships between business and the education sector and information and communication technologies (ICTs). The study recommends that STS be infused in the teaching methods course of all teacher training Programmes and that the science syllabus be reviewed regularly so that it responds to current needs. Relevant authorities need [to] inject more resources towards in-service programmes and come up with legislation on in-service programmes, e.g. promotion or salary hikes for those who develop themselves through workshops.

2011-11-01T00:00:00Z https://hdl.handle.net/10646/2544 2015-12-08T10:56:15Z 1989-07-01T00:00:00Z

Pupil Assessment Techniques in Zimbabwe's secondary schools (1984-1987) Interview and questionnaire data from 334 teachers and 100 school and department heads in 48 Zimbabwean secondary schools were used to determine current assessment practices, attitudes toward assessment alternatives and the impact of staff training in pupil assessment. The research was organized in three phases: 1. interviews and questionnaires to determine existing assessment practice in schools; 2. a training and evaluation programme for teachers and heads in schools identified as showing poor practice; and 3. another survey in both ‘good practice’ and 'bad practice’ schools to establish present thinking and attitudes towards psychometric testing with a view to disseminating useful information to other schools.

1989-07-01T00:00:00Z https://hdl.handle.net/10646/2543 2015-12-08T10:56:15Z 1957-10-01T00:00:00Z

A Survey of Leprosy amongst the Lovale Tribe in the Upper Zambesi Basin, Northern Rhodesia Leprosy is a chronic disease due to the invasion of the skin, mucous membranes, peripheral nerves, the cells of the reticulo-endothelial system and, less commonly, certain other parts of the body (e.g., testis) with the Mycobacterium leprae. We do not know how the bacilli gain entry and become established in the tissues of the host, but all I have observed is in keeping with the view that most infections probably take place through skin abrasions and, just possibly, some, particularly in children, via intact skin.

1957-10-01T00:00:00Z