Almon Shumba

Teaching as a Profession in Zimbabwe: Are Teachers Facing a Motivation Crisis?

Abstract This study sought to investigate why Zimbabwean teachers seem demotivated in teaching as a profession and how the possible challenges could be addressed. A sample of 62 (32 male, 30 female) primary school teachers on the Bachelor of Education–in–Service programme in the Faculty of Education at a University in Zimbabwe was used in this study. A self–administered questionnaire was used to collect the data. Data were analysed using descriptive statistics. The study found that both male and female teachers raised the following factors/issues and challenges: poor salaries, poor working conditions, poor accommodation, lack of respect, political harassment/victimisation, overworking, the HIV/AIDS pandemic, absence of refresher courses, teachers not trained to cater for special needs children, and incompetency in terms of technological advancement. Among other issues, these challenges have resulted in low morale, poor delivery and brain drain in the education sector. There is a need for the Zimbabwean government to restore the dignity of the teacher through respect, better salaries and improved services.

Factors Influencing Students' Career Choice and Aspirations in South Africa

Abstract The purpose of this study was to determine factors influencing career choice and aspirations among South African students. A quantitative paradigm guided this study. A survey method in the form of a structured questionnaire was used in this study in order to identify the factors that influence career choice and aspirations among South African students. A purposive sample of 133 first and second year university students (77 females, 56 males; age range 15 to 30 years) participated in the study. The Career Aspirations Questionnaire was used in this study. Career Aspirations Questionnaire which explored the factors that influence medical students’ career choice and aspirations. Data were analysed using percentages and tables. The study found that the family; the ability of the learner self to identify his/her preferred career choice; and teachers were significant factors that influence the career choice and aspirations of students. The implications of the findings and practical considerations are discussed in the study.

Challenges Faced by Students with Special Educational Needs in Early Childhood Development Centers in Zimbabwe as Perceived by ECD Trainers and Parents

Abstract The study sought to determine perceived challenges faced by: (a) students with special needs in Early Childhood Development (ECD) centres in Zimbabwe; (b) teachers of students with special needs in ECD centers in Zimbabwe; and (c) to assess how these perceived challenges could be addressed. A survey design was used to assess these perceived challenges. Data were collected using questionnaires, interviews and observations check list. A random sample of 50 ECD teachers (40 female, 10 male) and 20 parents (10 male, 10 female) of children with special needs were used in this study. Data were analysed using descriptive statistics and themes derived from research questions used in this study. The study found that children with special needs in ECD centers were being taught by untrained teachers; these children were used as surrogate mothers at the centers; and the school curriculum was inappropriate; and the physical environment was poor. Students with special needs are learning under very challenging conditions in these centers.

Children's Rights: How Much Do Zimbabwe Urban Secondary School Pupils Know?

Research shows that the violation of the rights of the child manifests in various forms in our society. is study sought to investigate childrens awareness about their rights and organisations which deal with their rights in Zimbabwean schools. The study is informed by the Empowerment Theory. Data were collected from a randomly selected sample of 376 secondary school children (200 male, 176 female; age range 12 to 16 years) from 3 schools in Gweru Urban District of Zimbabwe. Children were asked to list their rights and organisations which deal with child rights on given worksheets. The study found that most of the children were not aware about their rights and organisations which deal with their rights. The introduction of Childrens Rights as a subject in schools can help increase childrens safety, protection and well-being. There is also need to put more thrust on workshops and seminars on Childrens Rights in Zimbabwean schools.

Per ceived Challenges of Implementing the Guidance Subject in Botswana Primary Schools

Abstract The study examined the perceived implementation challenges of Guidance as a subject in Botswana primary schools. Thirty–two primary school teachers and four school heads participated. The sample of teachers was randomly selected whilst the school heads were purposively selected from four primary schools in Tlokweng village. The survey design used combined both qualitative and quantitative methods. Data were collected using questionnaires and interviews in this study. The study found that teachers were not adequately prepared to teach Guidance and that school heads did not supervise Guidance because they lacked knowledge and skills in the subject; that teachers experienced problems in the implementation of Guidance because of lack of support materials which could assist them in teaching Guidance; and that time allocated for teaching Guidance was inadequate. Implementation is likely to be more successful with training support for school personnel.

Reasonable Children, Reasonable Citizens: The Contributions of Philosophy for Children to Post-apartheid South Africa

Abstract The following questions are addressed in this concept paper: (a) What kind of citizenship education, if any, should schools in liberal societies promote? and (b) What ends is such education supposed to serve? A transformation agenda of an emerging democratic society such as South Africa should be informed by an education system that fosters democratic ideals. Schools are primarily instituted with the central goal of producing educated persons in general and persons who are as knowledgeable as they are reasonable in particular. But can we educate for reasonableness without educating for thinking? We present in this paper a theoretical-philosophical exposé of Philosophy for Children by attempting to advance a convincing interpretation of reasonableness in the context of South Africa. We argue a case for doing philosophy with children as this promotes the virtues of striving for objectivity, accepting fallibility, judiciousness and maintaining a pragmatic attitude which are critical for a reasonable person.

Assessing the Writing Efficacy of Post-graduate Students at a University of Technology in South Africa

Abstract The study assessed the writing efficacy of students enrolled for the post-graduate studies at a University of Technology. It sought to answer the following questions: (a) What is the level of writing efficacy of post-graduate students enrolled in the three programmes, namely, B.Ed.(Hons), PGCE and ACE programmes?; (b) Are there differences in the writing efficacy of these students?; (c) To what contextual variables can the differences in the writing efficacy (if any) of these students be attributed?; and (d) What intervention strategies can be employed to help students in these programmes? This is an exploratory and descriptive survey. Eighty- four students participated in the study. The study found that students lack understanding of concepts and terminology related to the discipline such as spelling, grammar, referencing, punctuation, and writing coherently and logically. It can be concluded that students enrolled for the post-graduate studies have a low level of writing efficacy.

The Prevalence of Concurrent Sexual Partnerships among Students in Institutions of Higher Education in Zimbabwe

Abstract This study set out to establish the level of sexual activity and prevalence of concurrent sexual partnerships among students in two Faculties at a University in Zimbabwe. The study also investigated the extent and motivation for age-discrepant sexual partnerships and the possible link between multiple concurrent sexual partnerships and the spread of HIV/AIDS. Four research questions were posed to establish the level of sexual activity among university students, prevalence of concurrent relationships, motivation for and involvement in intergenerational sexual partnerships, and students’ knowledge of the possible link between concurrent sexual behaviour and the spread of HIV/AIDS. A convenience sample of 145 student respondents (85 females and 60 males) was used in this study. A ten-item self-administered questionnaire and focus group discussion were used to collect the necessary data. The study found high levels of sexual activity (more for male than for female students) and high prevalence of concurrent sexual behaviour. The study also found that female students participated in concurrent sexual partnerships to benefit from the resources of their male partners while males were largely motivated around the sex motive. In spite of the high levels of knowledge about HIV/AIDS, high levels of concurrent sexual relationships were prevalent among students who participated in this study. This study confirmed results reported in the literature and has implications for the spread of HIV/AIDS.

The Nature, Extent and Causes of Abuse of Children with Disabilities in Schools in Botswana.

Studies show that the exact number of children with disabilities in Botswana is unknown. A study on child abuse sought to determine: the forms of child abuse perpetrated on children with disabilities; the extent of child abuse; and the causes of child abuse of children with disabilities. A questionnaire on child abuse was adapted and used to collect data in this study. Participants comprised a sample of 31 pupils with disabilities (15 children with vision impairment and 16 children with hearing impairment) selected from special schools in Botswana. The study found that the majority of participants were involved in doing domestic chores. They were also sexually, physically and emotionally abused by their teachers. This study showed that children with disabilities were vulnerable to child abuse in their schools.

Student Teachers' Perceptions of the Nature, Extent and Causes of Child Abuse by Teachers in Zimbabwean Secondary Schools

Abstract This study sought to determine: (a) student teachers’ perceptions of child abuse within the school context; (b) forms of child abuse perpetrated by teachers on pupils in secondary schools; and (c) causes of child abuse by teachers in schools. A retrospective study was conducted using a purposive sample of 28 participants (15 male, 13 female; aged 21 to 45 years) who were attached to experienced teachers as their mentors for a whole year during their teaching practice. Participants were asked to reflect on how teachers interacted with their pupils in schools. The study assumes that since the perpetrator was no longer present, participants were free to verbalize without fear how their mentors treated their pupils during teaching practice. Participants were asked to write an essay explaining: (i) what they understood by child abuse from the school context; (ii) to indicate forms of child abuse that they observed being perpetrated on pupils by teachers in schools; (iii) to suggest causes of child abuse by teachers in schools; and (iv) to recommend the action that could be taken against child abuse perpetrators in schools. Data were analysed using content analysis. The study found that participants conceptualised child abuse as the maltreatment of pupils by teachers sexually, physically, emotionally and making pupils do domestic activities for teachers at their houses. It is clear from the study that pupils are vulnerable to child abuse and hence there is need to protect them against abuse in schools.