https://hdl.handle.net/10646/524 Mon, 20 Apr 2026 23:20:16 GMT 2026-04-20T23:20:16Z https://hdl.handle.net/10646/4778 Gender representation in Zimbabwe ordinary level 2010-2015 prescribed Chishona literature texts Taringa, Beatrice Textbooks play a crucial role in the moulding of pupils’ gender identities. The purpose of this study is to explore gender representation in the Zimbabwean Ordinary Level 2010-2015 ChiShona prescribed literature texts in order to determine the gender representation that the prescribed texts expose to pupils. The study also sought to determine the potential educational implications of the gender representation in light of the Afrocentric paradigm of Africana womanist theory. The study is primarily qualitative. It involves purposively sampled four Old World and three New World novels and a play. The study subjects the purposively sampled ChiShona literature texts to documentary analysis, inductive content analysis and discourse analysis. The study employed grounded theory coding scheme and thematic weblike data analysis. The results show that there is a plural gender representation in the selected prescribed ChiShona texts. The study has, therefore, generated a three-dimensional grounded theory of gender representation. First, there is a humanistic gender representation dimension that portrays gender in a relational and complementary picture. Second, there is the authoritarian gender representation dimension that portrays gender as differential, binary, oppositional and hierarchical in nature. Third, there is gender expansive representation that portrays gender as an individual choice. The tripartite gender representation has the potential of socialising pupils into gender complementarities (humanitarian), gender symmetrical (authoritarian) and gender asymmetrical (gender expansivity). These three gender representations correspond to three potential forms of gender socialisation among pupils in school. The humanitarian dimension of gender representation has the potential of socialising learners into a belief that gender is something hardwired into the biological make up of males and females. This may not measure up to the expectations of achieving gender equality in a learning environment. The authoritarian gender representation dimension may socialise learners into a belief in rigid, symmetrical gender duality in which the male is privileged over the female. The third dimension of gender expansive representation portrays gender-roles as open to any “body”. This has the potential of socialising pupils into a belief in the subversion of gender duality and buys into the theory of gender as performativity. This implies conceiving gender, as something of the future, that is, it will be what it will be. This implies that people will know gender roles when males/females perform them in specific contexts. Sat, 01 Dec 2018 00:00:00 GMT https://hdl.handle.net/10646/4778 2018-12-01T00:00:00Z https://hdl.handle.net/10646/3764 Design and implementation of degree programmes in teacher education Matete, Madiba; Moyana, Rosemary; Mushi, Honaratha Mon, 01 Jan 2018 00:00:00 GMT https://hdl.handle.net/10646/3764 2018-01-01T00:00:00Z https://hdl.handle.net/10646/1191 Report of the Presidential Commission of Inquiry into education and training Nziramasanga, C.T.; et al Zimbabwe stands at a special moment in its history. In 2001 the nation comes of age, celebrating 2l years of independence. That same moment in history will be the beginning of the Third Millennium. This heralds a new dawn for education and training in Zimbabwe. It is time for review and change. Great strides have been made in education since Independence. Educational access has increased significantly. Compared to 1980, there are now (1999) three times as many children in primary schools and twelve times as many in secondary schools. We now have 13 technical and vocational training colleges. About three thousand students graduate each year compared to three hundred who graduated in 1980. These massive improvements have been made as a result of bold policies and substantial investments by the government and the nation. They have produced a finn base for the future. That future will be challenging. We have to develop our inner strengths, our technology, economy and our social systems so that we can build our nation and can be competitive in the global village ofthe 21st century. However it has become apparent that the current education system is not capable of facilitating the achievement of these aspirations. In 1998, the State President, the Honourable R.G. Mugabe, established the Commission to review the entire education and training system at all levels. The Commission conducted a nation-wide consultation. In addition, it commissioned studies by specialists to cover certain key areas of education and training. Workshops and roundtable discussions were conducted with industry and commerce, religious groups and other stakeholders. This process gave a comprehensive picture of the strengths and weaknesses of the current system. Strong recommendations were submitted on urgent changes to the system of Education and Training. The Commission has analysed and discussed all views given and presents recommendations to the Government in this report. These recommendations are radical, perhaps contentious and in some cases, demanding • radical, because of the complete revamping of the system, with an outcomes based approach. • contentious, because of a proposed change in the education structure and the examination system. • demanding, because there will be need for more resources and funding to deliver quality education that is relevant. The central proposal is to overhaul the curriculum at all levels in order to make it relevant to the needs of the country and the individual learner. Among the major proposals are to: • guarantee 9 years of Basic Education for every child and the encouragement to extend education beyond this • provide access to education at all levels, from pre-school to tertiary and life-long education • develop good citizenship and the philosophy ofunhulubuntu • promote the development of indigenous languages • develop skills required to make the most of the information and communications technologies which is changing our lives and the way we do our work • promote practical skills in primary school; the introduction of vocational education followed by vocational training in secondary school, leading on to a range of qualifications in different occupation areas: professional, academic, practical and technical • provide guidance and counselling • give special attention to marginalised groups such as the girl child, the disabled and children in especially difficult circumstances • set up education structures which ensure good quality education and efficient management of resources Sun, 01 Aug 1999 00:00:00 GMT https://hdl.handle.net/10646/1191 1999-08-01T00:00:00Z https://hdl.handle.net/10646/1136 The role of zviera in socialisation Tatira, Liveson Sat, 01 Jan 2000 00:00:00 GMT https://hdl.handle.net/10646/1136 2000-01-01T00:00:00Z