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1.
Israel Mbekezeli Dabengwa Jaya Raju Thomas Matingwina 《The Journal of Academic Librarianship》2019,45(4):343-357
This paper explores the shared experiences of practices of blended librarianship among Zimbabwean academic librarians to identify how adequately they comply with their dynamic roles and functions. The paper relies on the theoretical constructs from Bell and Shank's (2004, 2007) blended librarianship and Lave and Wenger's (1991) Legitimate Peripheral Participation (LPP) to understand how Zimbabwean academic librarians practice blended librarianship in the workplace through engagement in legitimate work tasks. The investigators used phenomenology to explore academic librarians' experiences of blended librarianship. They selected a sample of 101 academic librarians and delivered a semi-structured questionnaire to the sample, conducted document research and interviewed key informants from the sample. The researchers collected data from the Bindura University of Science Education, Chinhoyi University of Technology, Lupane State University, Midlands State University, the National University of Science and Technology, and PHSBL80 Library which chose to be undisclosed. Each institution adopted blended librarianship in its way. Four (4) different categories of blended librarianship emerged from the experiences; that is “transcending blended librarians”, “partially blended librarians”, “intermittent blended librarians” and “aspiring blended librarians”, displaying each institution's level of instructional technology and instructional design roles. The study proposes that the “Academic librarian's transition to blended librarianship” two-by-two matrix that developed was in this inquiry needs further refinement. Further enquiries may test the matrix within the same sites or other locales altogether to corroborate if the results are replicable. 相似文献
2.
Ray Fisher Headteacher 《School Leadership & Management》2013,33(3):265-272
In Zimbabwe, there have been some debates on democratisation and decentralisation, which led to the development of policies meant to increase teacher participation in decision-making in schools. However, despite these developments, teacher participation in decision-making in Zimbabwean schools is regarded as insignificant. Teachers work closely with students and have firsthand knowledge of their strengths and weaknesses – they are therefore the most valuable people to develop and implement policies. This study investigated the extent of teacher participation in decision-making in Zimbabwean schools. The study adopted a qualitative/interpretive research methodology and used the case study research design as the operational framework for data gathering. Data was collected through interviews, documentary analysis and observation of two staff meetings per school from five secondary schools in Gweru Education District in Zimbabwe. The population sample comprised five secondary school heads and 20 secondary school teachers. The study established that teachers were insignificantly involved in decision-making despite their eagerness to be involved. Some duties are given to senior teachers or committees even when teachers feel that they should be directly involved. There are times when school heads make unilateral decisions and impose them on teachers for implementation. The study recommends that heads of schools should give their teachers room to come up with ideas and look at all contributions objectively. 相似文献
3.
Andrew Novak 《国际体育史杂志》2013,30(6):850-867
The British colony of Southern Rhodesia, later governed by a white settler minority as unilaterally-independent Rhodesia, practiced racial segregation in many spheres, including education, health care access and political participation. Though racial segregation tended to exist on a less formal level than in Rhodesia's neighbour, apartheid South Africa, segregationist policies were nonetheless invasive and virtually complete in some areas. Sport was a heavily contested sphere, in which pockets of black African autonomy and advancement existed alongside near-complete white domination, largely, but not entirely, free of government intrusion. This article is an effort to develop a working hypothesis of racial discrimination in Rhodesian sport, discrimination that was never as formal or complete as in South Africa but which nonetheless provided a firm foundation for Rhodesia's exclusion from international sporting competition in the 1970s. 相似文献
4.
《Africa Education Review》2013,10(2):114-130
Abstract The study surveyed the availability, suitability and use of instructional materials for “O” Level Integrated Science in the Gweru District of Zimbabwe. Judgmental sampling was used to select a sample of 15 schools in the district, including rural boarding schools, urban boarding schools, urban day schools, rural day schools and private schools. A questionnaire and interviews were used to gather data on the availability of instructional materials. Another questionnaire obtained data to evaluate the suitability of instructional materials and an observation schedule was applied to evaluate the use of instructional materials. The results reveal that the availability and suitability of the materials varied among the different types of schools investigated and that there was much room for improvement. Most teachers have not yet reached higher levels of operation regarding the use of instructional materials. In conclusion a number of recommendations are made to improve the situation. 相似文献
5.
《Africa Education Review》2013,10(3):539-553
AbstractThis article examines studies done on the use of the CA locally, in addition to insights from studies done abroad, as well as critically examining the nature of the CA and the language situation in Zimbabwe, to identify and discuss the main challenges associated with the use of this approach to the teaching of ESL in Zimbabwe and its implications for ESL teacher education. It explores the status of the CA as ‘imported technology ’, that has been grafted to address the teaching of English as a second language in the local context, necessitating its adaptation and the development of local versions of the approach. It argues that, to address these challenges, various stake holders such as teacher educators, material developers, examination bodies, and other relevant authorities such as the ministry of education should each play their part to ensure the success of the implementation of the CA. 相似文献
6.
为筛选出适宜云南文山烟区种植的津巴布韦烤烟品种,选择该国培育并引入我国的KRK26,KRK22,KRK23和T29,以当地主栽品种K326和云烟87为对照进行同田对比试验.结果表明：1）津巴布韦品种总体表现为植株较高、节距较稀、叶片较宽、叶色浅绿、现蕾较晚、大田生育期较长、抗倒伏和抗黑胫病的能力较弱、原烟叶片偏薄等特点.2）KRK26的产量为3 187.5 kg/hm^2,产值为50 426元/hm^2,均价为15.82元/kg,级指为74.62,产指为2 378.6,上等烟比例61.51%,极显著高于K326,与云烟87相当;而其余3个津巴布韦品种的经济性状,与K326相当,但极显著低于云烟87.3）KRK26烟叶的氧化钾含量（质量分数）2.58%最高,两糖差5.08最小,总糖、烟碱及其比值均在适宜范围内,且其余3个津巴布韦品种也表现出糖含量较低,钾含量较高等特点. 相似文献
7.
We present multi-method case studies of two Zimbabwean primary schools – one rural and one small-town. The rural school scored higher than the small-town school on measures of child well-being and school attendance by HIV-affected children. The small-town school had superior facilities, more teachers with higher morale, more specialist HIV/AIDS activities, and an explicit religious ethos. The relatively impoverished rural school was located in a more cohesive community with a more critically conscious, dynamic and networking headmaster. The current emphasis on HIV/AIDS-related teacher training and specialist school-based activities should be supplemented with greater attention to impacts of school leadership and the nature of the school-community interface on the HIV-competence of schools. 相似文献
8.
高云峰 《佳木斯教育学院学报》2015,(1):85-86
本文研究了津巴布韦的教育制度,实施"一体化"(ZINTEC)教师教育改革,提高教师教育质量实践的理论基础、改革措施、取得的成绩和经验,指出其存在的问题,提出今后改革方向和对策,得出其改革实践对发展中国家的教师教育改革具有普遍借鉴意义的结论。 相似文献
9.
Morgan Chitiyo Elizabeth M. Hughes Darlington M. Changara George Chitiyo Kristen M. Montgomery 《International Journal of Inclusive Education》2017,21(1):48-62
Since 1980 when Zimbabwe obtained political independence, special education has not received the same priority as the entire education system. One of the manifestations of this discrepancy is the shortage of qualified special education teachers in the country. In order to address this trend and promote the development of special education, researchers have suggested the need for professional development in the area of special education. The purpose of this study was to identify the special education professional development needs of both special and general education in-service teachers in Zimbabwe. A semi-structured survey instrument, developed by the first and second authors, which included open- and closed-end questions was used in this study. The sample consisted of 204 schoolteachers drawn from two school districts of Zvishavane and Gwanda. The participating schoolteachers overwhelmingly expressed the need for more professional development in the area of special education. The schoolteachers also identified several topics that they considered to be important for professional development. 相似文献
10.
AbstractResearch has shown the value of reading for school children. In South Africa most pupils study through the medium of a second language and their language competence would benefit from wide reading. Teachers should serve as role models to encourage pupils to read, but many are unqualified or underqualified and lack a knowledge of children's books. Often their initial teacher education does not provide them with the necessary knowledge or media to make their classroom presentations more stimulating. Shell Education Service developed the Holdall Lectern and Prompt Posters which provide teachers with compact, flexible media which they can adapt to suit their own needs. The media can be used immediately and teachers' confidence is increased. Pupils learn better and are introduced to a wider variety of popular books. The Holdall Lectern and Prompt Posters have been used successfully for both formal and non-formal education. 相似文献