- Title
- Implementing values education as a vehicle to enhance moral regeneration among youths in secondary schools in Gokwe South District, Zimbabwe: towards a holistic framework
- Creator
- Ndondo, Shepherd
- Subject
- Values -- Study and teaching -- Zimbabwe Moral education
- Date Issued
- 2018
- Date
- 2018
- Type
- Thesis
- Type
- Doctoral
- Type
- PhD
- Identifier
- http://hdl.handle.net/10353/9423
- Identifier
- vital:34350
- Description
- This study focused on the implementation of values education strategies in secondary schools in Gokwe South District in Zimbabwe. The study employed the interpretive paradigm and it used the qualitative approach and case study research design. Purposive sampling was used to select 34 participants who were rich informants and these included 1 District Schools Inspector, 3 School heads, 3 School counsellors, 3 Religious Studies teachers, 3 History teachers, 3 Arts and Culture teachers and 18 learners (6 from each school). Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that most learners in these schools embodied ubuntu that shaped their behaviour. ln order to deal with elements of indiscipline, the schools adopted values education strategies which included Positive discipline, Guidance and Counselling, teaching of Religious Studies, Citizenship Education, teaching of Arts and Culture, and Parental Involvement which were implemented in the selected schools in different ways. Imparting values based knowledge to students is a commendable step, however, there were gaps that were noted in the implementation process. Some subjects like Citizenship Education existed on paper but not in practice in some schools, as students claimed ignorance of their existence. Although these subjects were supervised and supported by the District Schools Inspector (DSI) and the School heads, lack of funds and limited resources negatively affected their implementation. With regard to discipline procedures, it was noted that some teachers utilized corporal punishment, despite it being outlawed in the country, as stated in the Ministry of Education Sports and Culture Circular P.35 of 1999. It emerged that there was lack of qualified School counsellors, Arts and Culture teachers and inadequate Parental Involvement in values disciplines. It was also established that lack of financial resources constrained the implementation of values education strategies in that teachers could not go for staff development workshops. Notwithstanding the hindrances encountered, the study found that there were pockets of good practices in implementing values education. The study concluded that selected secondary schools used several strategies in values education which involved counselling misbehaving learners and involving parents when their children have behaviour problems. It was also revealed that members of the school community were playing different roles in the implementation process. The study recommended that there should be active participation of all members in positive disciplinary procedures so that values education strategies become effective.The study also recommended that teachers be trained in teaching values disciplines for effective implementation. Lastly, based on the findings of the study and literature, the researcher proposed an alternative model for implementing values education strategies that will hopefully contribute to the eradication of moral decadence among the youths.
- Format
- 377 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Education
- Language
- English
- Rights
- University of Fort Hare
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