An evaluation of the implementation of the student teacher mentoring programme in Zimbabwe
- Authors: Zikhali, Edson
- Date: 2007
- Subjects: Student teachers -- Zimbabwe , Mentoring -- Zimbabwe , Mentoring in eduction -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9492 , http://hdl.handle.net/10948/651 , Student teachers -- Zimbabwe , Mentoring -- Zimbabwe , Mentoring in eduction -- Zimbabwe
- Description: The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.
- Full Text:
- Date Issued: 2007
- Authors: Zikhali, Edson
- Date: 2007
- Subjects: Student teachers -- Zimbabwe , Mentoring -- Zimbabwe , Mentoring in eduction -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9492 , http://hdl.handle.net/10948/651 , Student teachers -- Zimbabwe , Mentoring -- Zimbabwe , Mentoring in eduction -- Zimbabwe
- Description: The student teacher mentoring programme (STMP) has been an important feature of the Zimbabwean teacher education landscape since 1995. However, this programme has not been evaluated and thus the need for this article, which seeks to evaluate the implementation of the STMP in Zimbabwe. Data were collected through responses to checklists and questionnaires by ten lecturers and sixteen mentors; fifteen student teachers responded to questionnaires, and two school heads were interviewed. The main findings are that: (1) the STMP is being implemented through the key elements (mentors, student teachers and the mentoring context); (2) while the key participants are playing their part in the STMP, the latter is not being effectively implemented because of lack of funding. This has negatively impacted on the STMP, resulting in low mentor morale. In the recommendations it is urged that the status of the mentor is recognised, in a bid to boost the STMP.
- Full Text:
- Date Issued: 2007
An examination of the validity of the concept of nuclear deterrence within the framework of post-cold war international relations : an analytical conflict resolution approach
- Authors: Lefeez, Sophie
- Date: 2007
- Subjects: Nuclear arms control , Nuclear nonproliferation , International relations , Security, International , Nuclear disarmament
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:8233 , http://hdl.handle.net/10948/827 , Nuclear arms control , Nuclear nonproliferation , International relations , Security, International , Nuclear disarmament
- Description: Nuclear deterrence is born from the two superpowers’ relations during the Cold War as they were the first countries to get nuclear weapons and they were the main and most powerful rivals in the world. Then new actors joined the game by testing their own nuclear bombs: the UK in 1952, followed by France in 1960, China in 1964, India in 1974, and Pakistan in 1998. Israel pretends it does not have any nuclear weapons but it is an open secret that they do 1. France helped Israel to get its weapons and the nuclear explosion in 1979 off the southern coast of Africa probably involved Israel and South Africa (sourced by the Federation of American Scientists, the Wisconsin Project on Arms Control, the Center for Defense Information, etc.). This was confirmed by Mordechai Vanunu, former Israeli scientist who worked on developing the bomb. The intrusion of new nuclear countries frightened the United States and the USSR because the balance was already fragile and newcomers could break it. Would the game remain "safe" with more players? Therefore in 1968 both countries drafted a treaty to prevent nuclear proliferation. The Non-Proliferation Treaty (NPT) came into force in 1970, at a time when five countries had successfully achieved a nuclear explosion. The NPT officially recognises only these five countries as nuclear-weapons states. They happen to be also the five permanent member states of the UN Security Council. India and Pakistan carried out a nuclear test after 1968 and are therefore referred to as non-official nuclearweapons states. The new nuclear states adopted and adapted the nuclear doctrine to their needs, their geopolitical interests and their place in international relations.
- Full Text:
- Date Issued: 2007
- Authors: Lefeez, Sophie
- Date: 2007
- Subjects: Nuclear arms control , Nuclear nonproliferation , International relations , Security, International , Nuclear disarmament
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:8233 , http://hdl.handle.net/10948/827 , Nuclear arms control , Nuclear nonproliferation , International relations , Security, International , Nuclear disarmament
- Description: Nuclear deterrence is born from the two superpowers’ relations during the Cold War as they were the first countries to get nuclear weapons and they were the main and most powerful rivals in the world. Then new actors joined the game by testing their own nuclear bombs: the UK in 1952, followed by France in 1960, China in 1964, India in 1974, and Pakistan in 1998. Israel pretends it does not have any nuclear weapons but it is an open secret that they do 1. France helped Israel to get its weapons and the nuclear explosion in 1979 off the southern coast of Africa probably involved Israel and South Africa (sourced by the Federation of American Scientists, the Wisconsin Project on Arms Control, the Center for Defense Information, etc.). This was confirmed by Mordechai Vanunu, former Israeli scientist who worked on developing the bomb. The intrusion of new nuclear countries frightened the United States and the USSR because the balance was already fragile and newcomers could break it. Would the game remain "safe" with more players? Therefore in 1968 both countries drafted a treaty to prevent nuclear proliferation. The Non-Proliferation Treaty (NPT) came into force in 1970, at a time when five countries had successfully achieved a nuclear explosion. The NPT officially recognises only these five countries as nuclear-weapons states. They happen to be also the five permanent member states of the UN Security Council. India and Pakistan carried out a nuclear test after 1968 and are therefore referred to as non-official nuclearweapons states. The new nuclear states adopted and adapted the nuclear doctrine to their needs, their geopolitical interests and their place in international relations.
- Full Text:
- Date Issued: 2007
Consolidation of democracy and political culture: an analysis of young elites and the media, the case of Kenya
- Authors: Nzioki, Samuel Mutinda
- Date: 2007
- Subjects: Democracy -- Kenya , Political culture -- Kenya , Kenya -- Politics and government
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:8248 , http://hdl.handle.net/10948/586 , http://hdl.handle.net/10948/d1011680 , Democracy -- Kenya , Political culture -- Kenya , Kenya -- Politics and government
- Description: Democratisation and commitments to transitions to democratic systems has gained momentum as a currency, a necessity, with regard to socio-political and economic development for Africa. In the period following the end of the Cold War in the late 1980’s, there was heightened concern over the pseudo-democratic political establishments in Africa whose negative impact on their economies was blameable for a marked lack of public goods. Political scholars and agencies of Industrialised countries attributed this to stagnation on democratisation process, where consolidation stage of African democracies remains elusive. Kenya is a case and point. This study seeks to contribute to the ensuing debate of crafting versus preconditions to democratic consolidation in Africa. It takes the position that it is the political elite who are the principal agents in designing institution based democracies upon which other socio-economic developments can stand. By focusing on Kenya the study seeks to show that, up to the present moment, the cycle of Kenya’s unconsolidated democracy has been prevailed over by elites’ weakness to commit to deepening democratic values. A sign of hope is therefore in the potential and promise in the emerging young elite in crafting a consolidated democracy in Africa. By focussing on a generational change in leadership, one sees the possibility for Africa to embark on a clearly mapped out and self designed path towards democratic consolidation, led by a younger generation of professional elites. These are not weighed down by postcolonial nationalistic ideals. Their potential and level of commitment to democratic consolidation however needs to be examined. Increased pressures of Westernisation as an after effect of globalisation may have altered/impacted the young elites’ political consciousness and dedication to the African locales. This study thus posits that in order to gauge their inclination to crafting a consolidated democratic landscape of the continent, their political culture must be put under scrutiny. By examining the political culture of the Kenyan young elite this study concluded that more needs to be done to inspire political participation and involvement in this generation. There is general feeling of contentment with the status quo with all its flaws and unchanging poor democratic practises. More has to be done to sever the old undemocratic mentalities and replace them with fresh ideals through wide spread civic education, by using effective instruments like the media and avenues like a reformed school curriculum.
- Full Text:
- Date Issued: 2007
- Authors: Nzioki, Samuel Mutinda
- Date: 2007
- Subjects: Democracy -- Kenya , Political culture -- Kenya , Kenya -- Politics and government
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:8248 , http://hdl.handle.net/10948/586 , http://hdl.handle.net/10948/d1011680 , Democracy -- Kenya , Political culture -- Kenya , Kenya -- Politics and government
- Description: Democratisation and commitments to transitions to democratic systems has gained momentum as a currency, a necessity, with regard to socio-political and economic development for Africa. In the period following the end of the Cold War in the late 1980’s, there was heightened concern over the pseudo-democratic political establishments in Africa whose negative impact on their economies was blameable for a marked lack of public goods. Political scholars and agencies of Industrialised countries attributed this to stagnation on democratisation process, where consolidation stage of African democracies remains elusive. Kenya is a case and point. This study seeks to contribute to the ensuing debate of crafting versus preconditions to democratic consolidation in Africa. It takes the position that it is the political elite who are the principal agents in designing institution based democracies upon which other socio-economic developments can stand. By focusing on Kenya the study seeks to show that, up to the present moment, the cycle of Kenya’s unconsolidated democracy has been prevailed over by elites’ weakness to commit to deepening democratic values. A sign of hope is therefore in the potential and promise in the emerging young elite in crafting a consolidated democracy in Africa. By focussing on a generational change in leadership, one sees the possibility for Africa to embark on a clearly mapped out and self designed path towards democratic consolidation, led by a younger generation of professional elites. These are not weighed down by postcolonial nationalistic ideals. Their potential and level of commitment to democratic consolidation however needs to be examined. Increased pressures of Westernisation as an after effect of globalisation may have altered/impacted the young elites’ political consciousness and dedication to the African locales. This study thus posits that in order to gauge their inclination to crafting a consolidated democratic landscape of the continent, their political culture must be put under scrutiny. By examining the political culture of the Kenyan young elite this study concluded that more needs to be done to inspire political participation and involvement in this generation. There is general feeling of contentment with the status quo with all its flaws and unchanging poor democratic practises. More has to be done to sever the old undemocratic mentalities and replace them with fresh ideals through wide spread civic education, by using effective instruments like the media and avenues like a reformed school curriculum.
- Full Text:
- Date Issued: 2007
Land reform policies and human rights : a South African case study
- Fabbriciani, Antonio Antonino
- Authors: Fabbriciani, Antonio Antonino
- Date: 2007
- Subjects: Land reform -- South Africa -- Case studies , Human rights -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9042 , http://hdl.handle.net/10948/502 , Land reform -- South Africa -- Case studies , Human rights -- South Africa -- Case studies
- Description: This treatise begins with a discussion of different clauses of the Bill of Rights in the South African Constitution and the land reform policies of the South African government. The inequality and injustice caused by decades of apartheid land law forms the background of the land reform programme. The treatise addresses the consequences of this legacy on the implementation of the South African Constitution including the right to property. The discussion includes the three key elements of the land reform programme namely restitution, redistribution and tenure reform. The content of this treatise ranges over these three elements of land reform, applying constitutional issues to the relevant case law, The balancing and the reconciliation of rights and interest between the individual and the public in a just manner will be the barometer. The conclusion shows that the Constitution both protects existing rights and authorises the promotion of land reform within the framework of Section 25 of the Constitution, and that every aspect of the property clause has to be regarded as part of a constitional effort in balancing individual interest and public interest in terms of a constitutional order. It is my sincere hope that this treatise will contribute toward the achievement of equity, stability and by the values of an open and democratic society based on human dignity, freedom and human rights.
- Full Text:
- Date Issued: 2007
- Authors: Fabbriciani, Antonio Antonino
- Date: 2007
- Subjects: Land reform -- South Africa -- Case studies , Human rights -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9042 , http://hdl.handle.net/10948/502 , Land reform -- South Africa -- Case studies , Human rights -- South Africa -- Case studies
- Description: This treatise begins with a discussion of different clauses of the Bill of Rights in the South African Constitution and the land reform policies of the South African government. The inequality and injustice caused by decades of apartheid land law forms the background of the land reform programme. The treatise addresses the consequences of this legacy on the implementation of the South African Constitution including the right to property. The discussion includes the three key elements of the land reform programme namely restitution, redistribution and tenure reform. The content of this treatise ranges over these three elements of land reform, applying constitutional issues to the relevant case law, The balancing and the reconciliation of rights and interest between the individual and the public in a just manner will be the barometer. The conclusion shows that the Constitution both protects existing rights and authorises the promotion of land reform within the framework of Section 25 of the Constitution, and that every aspect of the property clause has to be regarded as part of a constitional effort in balancing individual interest and public interest in terms of a constitutional order. It is my sincere hope that this treatise will contribute toward the achievement of equity, stability and by the values of an open and democratic society based on human dignity, freedom and human rights.
- Full Text:
- Date Issued: 2007
Teachers' perceptions of the implementation of the arts and culture learning area in the senior phase
- Authors: Van Blerk, Susan
- Date: 2007
- Subjects: Competency-based education , Arts -- Study and teaching (Secondary) , Culture -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9546 , http://hdl.handle.net/10948/627 , Competency-based education , Arts -- Study and teaching (Secondary) , Culture -- Study and teaching (Secondary)
- Description: Teachers are the primary implementers of a curriculum as they need to bring the curriculum to life in the classroom. In order to optimize the success of the implementation of a specific curriculum, it is necessary to monitor the experiences of the educator in the classroom and in drawing conclusions from the data gained, make recommendations for the continued improvement of implementation. As mentioned earlier, Fullan’s reference (1991:117) to the significant effect of teachers thoughts on the implementation gave rise to the central research question, namely to determine teachers’ perceptions about the implementation of the Arts and Culture learning area at a particular school ‘Perceptions’ however, is a subjective concept and thus any form of quantitative research would appear to be inappropriate. Based on the above it was decided to approach this investigation qualitatively and so this project was done within the qualitative paradigm.
- Full Text:
- Date Issued: 2007
- Authors: Van Blerk, Susan
- Date: 2007
- Subjects: Competency-based education , Arts -- Study and teaching (Secondary) , Culture -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9546 , http://hdl.handle.net/10948/627 , Competency-based education , Arts -- Study and teaching (Secondary) , Culture -- Study and teaching (Secondary)
- Description: Teachers are the primary implementers of a curriculum as they need to bring the curriculum to life in the classroom. In order to optimize the success of the implementation of a specific curriculum, it is necessary to monitor the experiences of the educator in the classroom and in drawing conclusions from the data gained, make recommendations for the continued improvement of implementation. As mentioned earlier, Fullan’s reference (1991:117) to the significant effect of teachers thoughts on the implementation gave rise to the central research question, namely to determine teachers’ perceptions about the implementation of the Arts and Culture learning area at a particular school ‘Perceptions’ however, is a subjective concept and thus any form of quantitative research would appear to be inappropriate. Based on the above it was decided to approach this investigation qualitatively and so this project was done within the qualitative paradigm.
- Full Text:
- Date Issued: 2007
The roles of district education officers in the implementation of the guidance and counselling curriculum in Zimbabwe
- Authors: Chipenyu, Wilbert
- Date: 2007
- Subjects: Education -- Zimbabwe , Education -- Guidance -- Zimbabwe , Education -- Curricula -- Zimbabwe , School management and organization -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9557 , http://hdl.handle.net/10948/488 , Education -- Zimbabwe , Education -- Guidance -- Zimbabwe , Education -- Curricula -- Zimbabwe , School management and organization -- Zimbabwe
- Description: This study presents a description of the roles District Education Officers in the implementation of the Guidance and Counselling curriculum in Zimbabwe. The roles of the District Education Officers were researched through the literature study and empirical research. It was found that although their professional contribution is vital in successful implementation, there are other obstacles namely, financial constraints, very high workload, lack of government support and inferior appointment procedures for District Education Officers which tend to hamper them to fulfil their duties.
- Full Text:
- Date Issued: 2007
- Authors: Chipenyu, Wilbert
- Date: 2007
- Subjects: Education -- Zimbabwe , Education -- Guidance -- Zimbabwe , Education -- Curricula -- Zimbabwe , School management and organization -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9557 , http://hdl.handle.net/10948/488 , Education -- Zimbabwe , Education -- Guidance -- Zimbabwe , Education -- Curricula -- Zimbabwe , School management and organization -- Zimbabwe
- Description: This study presents a description of the roles District Education Officers in the implementation of the Guidance and Counselling curriculum in Zimbabwe. The roles of the District Education Officers were researched through the literature study and empirical research. It was found that although their professional contribution is vital in successful implementation, there are other obstacles namely, financial constraints, very high workload, lack of government support and inferior appointment procedures for District Education Officers which tend to hamper them to fulfil their duties.
- Full Text:
- Date Issued: 2007
The training of the non-specialist music teacher in Zimbabwe : a case study
- Authors: Mufute, Josphat
- Date: 2007
- Subjects: Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9552 , http://hdl.handle.net/10948/565 , Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Description: The focus of this study thus was to establish if the training of teachers at a particular teachers’ training college in Zimbabwe is equipping students as future teachers with the required competences to realise the aims and objectives of the Zimbabwe Primary Music Syllabus. This study follows on the above-mentioned initial small-scale investigation conducted in 2002, which revealed that teachers lacked the required competences to implement this particular syllabus effectively (Mufute, 2002:16).
- Full Text:
- Date Issued: 2007
- Authors: Mufute, Josphat
- Date: 2007
- Subjects: Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Language: English
- Type: Thesis , Masters , MPhil
- Identifier: vital:9552 , http://hdl.handle.net/10948/565 , Music teachers -- tTraining of -- Zimbabwe , Music -- Instruction and study -- Zimbabwe , School music -- Instruction and study -- Zimbabwe , Music in education
- Description: The focus of this study thus was to establish if the training of teachers at a particular teachers’ training college in Zimbabwe is equipping students as future teachers with the required competences to realise the aims and objectives of the Zimbabwe Primary Music Syllabus. This study follows on the above-mentioned initial small-scale investigation conducted in 2002, which revealed that teachers lacked the required competences to implement this particular syllabus effectively (Mufute, 2002:16).
- Full Text:
- Date Issued: 2007
- «
- ‹
- 1
- ›
- »