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Chuchu, Tinashe, and Vimbai Chuchu. "The Impact of Inclusive Education on Learners with Disabilities in High Schools of Harare, Zimbabwe." Journal of Social and Development Sciences 7, no. 2 (July 6, 2016): 88–96. http://dx.doi.org/10.22610/jsds.v7i2.1310.
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The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.
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Zhuwau, Charles, and Milton Shumba. "Influence of Auditing on Financial Performance of Secondary Schools: A Case Study of Goromonzi District; Zimbabwe." International Journal of Contemporary Research and Review 9, no. 06 (June 23, 2018): 20819–31. http://dx.doi.org/10.15520/ijcrr/2018/9/06/533.
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Auditing, an internal financial control with high adoption in private sector has of late received great attention of the community in Zimbabwe calling for its adoption in public institutions. This is due to poor Corporate Governance practises not only parastatals, but in public schools as misappropriation of school funds scandals rock the nation since 2008. With the wake of 2015 government schools audit exercise, the research seeks an explanation of the relationship between auditing and financial performance of Goromonzi district secondary schools. With the absence of theory to explain the relationship in Zimbabwean education sector, the research aimed to establish the frequency schools need to be audited. Quantitatively, primary data were collected using questionnaires and personal interviews directed to government appointed and parent-elected School Development Committees (SDC) members, respectively. Secondary data from existing literature complemented primary data. Chi-square tests were used to analyse data to establish relationships existing between diverse variables. Carried tests indeed validated the existence of positive positive relationship between education attained by SDC members and their comprehension of auditing. Similar results were observed between audit frequency and performance of schools measured by standards improvement. Finally the research recommended how auditing can be implemented in schools as well as various strategies which can be adopted to ensure positive financial performance of schools.
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Maharajh, Lokesh Ramnath, and Lucia Tsitsi Musikewa. "“Skill, drill, and kill”." International Journal for Innovation Education and Research 9, no. 2 (February 1, 2021): 371–86. http://dx.doi.org/10.31686/ijier.vol9.iss2.2899.
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This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documents, and records analysis were employed as data generation to allow for rich and detailed information from all available sources for this research. This paper presents and discusses the data about teachers’ summative evaluation experiences at grade seven in the Zimbabwean education system. The findings reveal a severe effect and impact of end-of-year grade seven examinations on teachers, instructional practices, the curriculum, the learners, and the education system. It also shows that teachers depend excessively on drilling and repetitious revision practices to meet the standards required and expected by stakeholders. The findings further reveal contradicting responses from teachers on enhancing learners’ performance from drilling and coaching. There emerged from the findings a consensus among teachers on merging formative, continuous, and summative assessment forms. This paper suggests a more balanced and holistic assessment structure at grade seven level that caters to learners' diverse populations and environments in Zimbabwe.
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Ndlovu, Rose J., and Ruth H. Sihlangu. "Preferred sources of information on AIDS among high school students from selected schools in Zimbabwe." Journal of Advanced Nursing 17, no. 4 (April 1992): 507–13. http://dx.doi.org/10.1111/j.1365-2648.1992.tb01936.x.
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DANIEL, GAMIRA. "THE INTEGRATION OF ICT IN GEOGRAPHY IN SELECTED KADOMA HIGH SCHOOLS, ZIMBABWE." i-manager's Journal on School Educational Technology 15, no. 1 (2019): 18. http://dx.doi.org/10.26634/jsch.15.1.16169.
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Mafa, Onias. "Experiences of School Development Associations in Zimbabwe: A case of Bulawayo Metropolitan High Density Secondary Schools." IOSR Journal of Research & Method in Education (IOSRJRME) 1, no. 5 (2013): 17–22. http://dx.doi.org/10.9790/7388-0151722.
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Musingafi, Maxwell Constantine Chando, and Rachael Mafumbate. "Students’ Perception of Girlchild Affirmative Action in High Schools in Masvingo Urban, Zimbabwe." International Journal of Education and Practice 2, no. 9 (2014): 192–212. http://dx.doi.org/10.18488/journal.61/2014.2.9/61.9.192.212.
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Sigauke, Aaron. "CHILDREN’S VIEWS ON, AND EXPERIENCES OF, PHYSICAL AND VERBAL ABUSE IN SCHOOLS: TWO CASE STUDIES OF PRIMARY SCHOOLS IN HARARE, ZIMBABWE." International Journal of Educational Development in Africa 2, no. 1 (October 28, 2015): 121–48. http://dx.doi.org/10.25159/2312-3540/24.
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 In Zimbabwe, changes to regulations on corporal punishment have led to claims by teachers, parents and others that the only effective weapon that was there to maintain discipline in schools has been removed. This study aimed at finding out views and experiences of primary school children on the use of corporal punishment and verbal assault as means of maintaining discipline in schools. It set out from the view that physical punishment and verbal assault by school authorities are forms of child abuse and a violation of children’s rights. A case study approach was used in two primary schools, one from a low-income location (high-density residential area) and another from a high-income location (low-density residential area), both in Harare. The study established that in spite of the existence of legal instruments, children are physically and verbally abused in various ways. While children are aware of their rights, they, however, find it difficult to report and in some cases do not even know where and to whom to report to. The study makes a number of recommendations directed towards authorities both in and outside the school system responsible for the discipline of children.
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John, Chakamba, Jumo Cryton, Edziwa Xavier, and Misozi Chiweshe. "The Demise of Technical Subjects: The Case of Selected High Schools in Harare, Zimbabwe." International Journal of Education 5, no. 3 (September 18, 2013): 172. http://dx.doi.org/10.5296/ije.v5i3.3918.
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Mtemeri, Jeofrey. "Family Influence on Career Trajectories among High School Students in Midlands Province, Zimbabwe." Global Journal of Guidance and Counseling in Schools: Current Perspectives 9, no. 1 (April 30, 2019): 24–35. http://dx.doi.org/10.18844/gjgc.v9i1.4229.
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The study was aimed at finding the parental influence on their children’s career trajectories. The study was informed by the quantitative research approach. A survey design was used in the current study. Data was collected through questionnaires. Data was analysed using descriptive statistics. Results of the study revealed that parents had tremendous influence to their children’s career trajectories. Parental influence was in the form of their direct and indirect involvement in their children’s education. Results also revealed that siblings and other extended family members had also an influence to a lesser extent. The study recommended that schools involve parents in their career development activities as they were found to be an important factor in the children’s careers. The study also recommended a similar study be carried out at national level to enable generalisation of the findings.
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Manwa, Lilian. "Influence of Divorce on Academic Performance of Female Scholars in Masvingo High Schools and Colleges, Zimbabwe." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 8, no. 1 (July 27, 2017): 17. http://dx.doi.org/10.21013/jems.v8.n1.p3.
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The aim of this study was to establish the influence of divorce<strong> </strong>on academic performance of female scholars in Masvingo High Schools and Colleges, Zimbabwe. This interpretive inquiry involved a descriptive survey in order to find out the influence of divorce on the academic performance of female students. In-depth interviews and open-ended questionnaires were used to collect data from forty participants from ten high schools and two colleges. A sample of forty participants was purposively selected from all the institutions. Early teen marriages were established as one of the major causes of divorce as young brides and grooms fail to understand the level of commitment they are expected of. Drug abuse, infidelity, lack of communication, poverty and migration were the factors that caused divorce. The study revealed that divorce like death causes grief and pain to the people involved especially females. It was noted that it is one of the major causes of stress and negatively impacts on academic performance of female scholars. The findings also revealed that most of the study time is spend trying to solve or adjust to the new life style. The study recommends that both the international and national communities to seriously look into the effects of divorce on scholars with the aim of trying to reduce the rate of divorce and its effects on people involved. Legislations that are pro women should be in place as they also severely punish culprits who recklessly break their marriages.
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Chikunda, Plaxcedes. "Exploring Sociocultural Structures that Generate Learner-Deviance within Murambinda Growth Point in Buhera, Zimbabwe." IRA International Journal of Education and Multidisciplinary Studies 12, no. 1 (August 1, 2018): 23. http://dx.doi.org/10.21013/jems.v12.n1.p2.
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<p>Learner deviance is reportedly high in areas transforming from a rural to semi-urban setup. In Murambinda growth deviant activities were reportedly on the rise with learners involved in prostitution, drug and alcohol abuse, truancy, teenage pregnancy, hate speech, pornography viewing, careless talk and many more appear to be on the rise. The Functionalist perspective was used to explore learner deviance and Robert K. Merton’s structural strain theory provided analytical tools to explore sociocultural structures that generate such learner deviance within Murambinda growth point. A case study approach was employed focusing on two secondary schools in the growth point. Data was gathered using interviews and observations to a sample of 20 teachers, 40 learners and ten parents. The major findings were that despite positive factors brought about by the establishment of the growth point, deviant activities that impede learning are on the rise. The imbalance, between cultural goals and structurally available means lead some learners into deviant behavior. The researcher recommended that similar studies should be carried out among schools in growth points in order to improve behavior and pass rate of secondary school learners in growth points. Policies should also look into remedying the situation.</p>
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Nyazema, Norman Z. "The Zimbabwe Crisis and the Provision of Social Services." Journal of Developing Societies 26, no. 2 (June 2010): 233–61. http://dx.doi.org/10.1177/0169796x1002600204.
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Historically, health care in Zimbabwe was provided primarily to cater to colonial administrators and the expatriate, with separate care or second-provision made for Africans. There was no need for legislation to guarantee its provision to the settler community. To address the inequities in health that had existed prior to 1980, at independence, Zimbabwe adopted the concept of Equity in Health and Primary Health Care. Initially, this resulted in the narrowing of the gap between health provision in rural areas and urban areas. Over the years, however, there have been clear indications of growing inequities in health provision and health care as a result of mainly Economic Structural Adjustment Policies (ESAP), 1991–1995, and health policy changes. Infant and child mortality have been worsened by the impact of HIV/AIDS and reduced access to affordable essential health care. For example, life expectancy at birth was 56 in the 1980s, increased to 60 in 1990 and is now about 43. Morbidity (diseases) and mortality (death rates) trends in Zimbabwe show that the population is still affected by the traditional preventable diseases and conditions that include nutritional deficiencies, communicable diseases, pregnancy and childbirth conditions and the conditions of the new born. The deterioration of the Zimbabwean health services sector has also partially been due to increasing shortages of qualified personnel. The public sector has been operating with only 19 per cent staff since 2000. Many qualified and competent health workers left the country because of the unfavourable political environment. The health system in Zimbabwe has been operating under a legal and policy framework that in essence does not recognize the right to health. Neither the pre-independence constitution nor the Lancaster House constitution, which is the current Constitution of Zimbabwe, made specific provisions for the right to health. Progress made in the 1980s characterized by adequate financing of the health system and decentralized health management and equity of health services between urban and rural areas, which saw dramatic increases in child survival rates and life expectancy, was, unfortunately, not consolidated. As of 2000 per capita health financing stood at USD 8.55 as compared to USD 23.6, which had been recommended by the Commission of Review into the Health Sector in 1997. At the beginning of 2008 it had been dramatically further eroded and stood at only USD 0.19 leading to the collapse of the health system. Similarly, education in Zimbabwe, in addition to the changes it has undergone during the different periods since attainment of independence, also went through many phases during the colonial period. From 1962 up until 1980, the Rhodesia Front government catered more for the European child. Luckily, some mission schools that had been established earlier kept on expanding taking in African children who could proceed with secondary education (high school education). Inequity in education existed when the ZANU-PF government came into power in 1980. It took aggressive and positive steps to redress the inequalities that existed in the past. Unfortunately, the government did not come up with an education policy or philosophy in spite of massive expansion and investment. The government had cut its expenditure on education because of economic and political instability. This has happened particularly in rural areas, where teachers have left the teaching profession.
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Mudonhi, Nicholas, Wilfred Njabulo Nunu, Brighton Ndlovu, Nkosana Khumalo, and Oliver Dube. "Adolescents and Parents’ Perceptions of Condom Distribution in Selected Secondary Schools in the High Density Suburbs of Bulawayo, Zimbabwe." Sexuality & Culture 24, no. 3 (August 24, 2019): 485–503. http://dx.doi.org/10.1007/s12119-019-09642-2.
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Chiwaridzo, Matthew, Gillian D. Ferguson, and Bouwien C. M. Smits-Engelsman. "Anthropometric, physiological characteristics and rugby-specific game skills discriminating Zimbabwean under-16 male adolescent rugby players by level of competition." BMJ Open Sport & Exercise Medicine 5, no. 1 (August 2019): e000576. http://dx.doi.org/10.1136/bmjsem-2019-000576.
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ObjectivesDespite growing popularity of adolescent rugby in Zimbabwean schools, little is known about qualities or skills of schoolboy rugby players and how they differ by competitive level. Therefore, the aim of the current study was to identify anthropometric, physiological characteristics and rugby-specific game skills capable of discriminating under-16 (U16) RU players across three proficiency levels.MethodsFollowing development of School Clinical Rugby Measure test battery, elite rugby players (n=41), subelite rugby players (n=30) and non-rugby players (n=29) were enrolled and tested for height, sitting height, body mass, skinfolds, speed, agility, upper and lower muscular strength and power, prolonged high-intensity intermittent running ability, tackling, passing and catching in a cross-sectional study.ResultsElite rugby players displayed significantly better scores for all physiological tests and game skills compared with either subelite or non-rugby players, except for Sit-and-Reach, 20 m speed and L-run tests. However, only vertical jump (VJ) and Yo-Yo Intermittent Recovery Test Level 1 (Yo-Yo IRT L1) significantly improved with increasing competitive level. In addition, elite rugby players showed significantly better scores for tackling (p<0.001) and catching (p<0.001) compared with subelites. No statistical differences were observed across competitive levels for height (p=0.43), sum of seven skinfolds (p=0.26) and passing (p=0.27).ConclusionSince VJ and Yo-Yo IRT L1 improved with increasing playing standard, these findings possibly highlight physiological attributes important in elite schoolboy rugby in Zimbabwe. Additionally, development and training of tackling and catching skills in U16 schoolboy rugby is important since they are linked to higher playing standard.
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Mandina, Shadreck, and Eshiwet Dube. "Implementing a Target-Task Problem-Solving Model in teaching Electrochemistry to Advanced level chemistry learners." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 451–60. http://dx.doi.org/10.18844/cjes.v13i4.2710.
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The study investigated the effect of a Target-Task Approach on the performance of advanced level chemistry students in electrochemistry. The study adopted the quasi-experimental research design. Data were obtained from two advanced level chemistry classes from two high schools in Gweru, Zimbabwe. One of the two classes was assigned to be the experimental group, while the other class acted as the control group. The experimental group was taught electrochemistry using Target-Task Approach, while the conventional method was used to teach the control group. Analysis of covariance was used to analyse all the data generated from the study. The hypotheses formulated were all tested at the 5% level of significance. The results revealed that the difference in performance between the experimental and control group was statistically significant. The findings further show that the use of the Target-Task Approach greatly enhance the performance of low and medium scoring level students.
Key words: Electrochemistry, gender, problem-solving, scoring level, Target-Task Problem-Solving Model
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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (September 23, 2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.
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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender significantly influenced attitudes towards FPE. The study found that the majority of the teachers (73%) had negative attitudes towards FPE mainly because of, among other things, large teacher-pupil ratios (1:70) which increased their workload; shortage of resources and infrastructure; being viewed as lowering educational standards; and the fact that the teachers were not consulted despite being the key implementers. Cramer’s V yielded an insignificant positive relationship (0.06) between gender and attitudes; and this meant that gender did not significantly influence the teachers’ attitudes towards the introduction of FPE. KEY WORD: Assessing; Teacher Attitudes; Free Primary Education; Increased Enrolments; Gender. ABSTRAKSI: “Menilai Sikap Guru-guru Sekolah Dasar terhadap Pendidikan Dasar Gratis di Swaziland: Kasus Daerah Shiselweni”. Penelitian dirancang untuk menilai sikap guru-guru Sekolah Dasar terhadap PDG (Pendidikan Dasar Gratis) yang baru-baru ini diperkenalkan di Swaziland, dengan tujuan akhir menentukan bagaimana perasaan para guru tentang perubahan tersebut mengingat meningkatnya pendaftaran murid di sekolah. Desain penelitian survei digunakan dalam penelitian ini. Data bersumber dari 118 guru (perempuan = 50%) yang diperoleh melalui kuesioner semi-terstruktur dan wawancara lanjutan. Data sebagian besar dianalisis melalui prosedur skala Likert, sedangkan V Cramer adalah statistik yang digunakan untuk menguji apakah jenis kelamin secara signifikan mempengaruhi sikap. Studi ini menemukan sebagian besar guru (73%) memiliki sikap negatif terhadap PDG terutama karena, antara lain, besarnya rasio guru-murid (1:70) yang meningkatkan beban kerja; kurangnya sumber daya dan infrastruktur; dipandang akan menurunkan standar pendidikan; dan fakta bahwa guru tidak diajak urun-rembug meskipun sebagai pelaksana kunci. V Cramer menghasilkan hubungan positif yang tidak signifikan (0.06) antara gender dan sikap; dan ini berarti bahwa gender tidak berpengaruh secara signifikan terhadap sikap guru. KATA KUNCI: Menilai; Sikap Guru; Pendidikan Dasar Gratis; Peningkatan Pendaftaran; Gender. About the Authors: T.D. Mushoriwa, Ph.D. is a Full Professor at the University of Fort Hare in South Africa; V.T. Mlangeni is a Teacher at the Nhlangano Central High School in Swaziland; and M. Kurebwa is a Lecturer at the Zimbabwe Open University, Midlands, in Zimbabwe. Corresponding author is: tmushoriwa@ufh.ac.zaHow to cite this article? Mushoriwa, T.D., V.T. Mlangeni & M. Kurebwa. (2016). “Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region” in MIMBAR PENDIDIKAN: Jurnal Indonesia untuk Kajian Pendidikan, Vol.1(2) September, pp.143-150. Bandung, Indonesia: UPI [Indonesia University of Education] Press, ISSN 2527-3868 (print) and 2503-457X (online). Chronicle of the article: Accepted (July 16, 2016); Revised (August 17, 2016); and Published (September 30, 2016).
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Bengesai, Annah V., Lateef B. Amusa, and Felix Makonye. "The impact of girl child marriage on the completion of the first cycle of secondary education in Zimbabwe: A propensity score analysis." PLOS ONE 16, no. 6 (June 9, 2021): e0252413. http://dx.doi.org/10.1371/journal.pone.0252413.
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Background The association between girl child marriage and education is widely acknowledged; however, there is no large body of demographic studies from Zimbabwe that have addressed this aspect. This study aimed to examine the extent to which child marriage affects one academic milestone, i.e. completion of the Ordinary Level, the first cycle of high school, which is also the most critical indicator of educational achievement in Zimbabwe. Methods We used the 2015 Zimbabwe Demographic and Health Survey and extracted 2380 cases of ever-married women aged between 20–29 years. We applied a propensity score-based method, which allowed us to mimic a hypothetical experiment and estimate outcomes between treated and untreated subjects. Results Our results suggest that child age at first marriage is concentrated between the ages of 15–22, with the typical age at first marriage being 18 years. Both logistic regression and PSM models revealed that early marriage decreased the chances of completing the first cycle of high school. Regression adjustment produced an estimate of prevalence ratio (PR) of 0.446 (95% CI: 0.374–0.532), while PSM resulted in an estimate (PR = 0.381; 95% CI: 0.298–0.488). Conclusion These results have implications for Zimbabwe’s development policy and suggest that girl-child marriage is a significant barrier to educational attainment. If not addressed, the country will most likely fail to meet sustainable development Goal 4.2 and 5.3. Social change interventions that target adults and counter beliefs about adolescent sexuality and prepubescent marriage should be put in place. Moreover, interventions that keep teenage girls in school beyond the first cycle of high school should be prioritised.
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Stanczuk, G. A., E. N. Sibanda, S. A. Tswana, and S. Bergstrom. "Polymorphism at the –308-promoter position of the tumor necrosis factor-alpha (TNF-α) gene and cervical cancer." International Journal of Gynecologic Cancer 13, no. 2 (February 2003): 148–53. http://dx.doi.org/10.1136/ijgc-00009577-200303000-00008.
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The purpose of the study was to investigate the hypothesis that the genetically programmed ability to produce low, medium, or high levels of tumor necrosis factor-alpha (TNF-α), as determined by TNF-α promoter polymorphism at position 308, influenced the development of cancer of the uterine cervix. The population was recruited from patients attending gynecological clinics at two teaching hospitals in Harare, Zimbabwe. Laboratory tests were performed in the Departments of Immunology and Medical Microbiology, Medical School, University of Zimbabwe. One hundred and three patients with invasive cancer of the uterine cervix and 101 healthy women were included in the study. All patients and healthy controls were from the Shona ethnic groups that inhabit northern Zimbabwe. DNA was purified from cervical cytobrush samples obtained from women with cervical cancer. In random cases a second DNA sample was extracted from patient blood. Control DNA was extracted from urine or peripheral blood samples from the healthy women. Detection of allele A and /or G at the 308 position in the promoter region of the TNF-α gene was carried out using the amplification refractory mutation system-polymerase chain reaction (ARMS-PCR) technique. Polymorphism in the amplified products was detected by gel electrophoresis. There was no statistically significant difference in the distribution of the low (G) or high (A) producer alleles at position 308 of the TNF-α gene between patients with cervical cancer and healthy women. The high producer haplotype AA was identified in only one patient with cervical cancer and two healthy women. These data suggest that the genetically acquired ability to produce higher levels of TNF-α is present in a minority of women with or without cervical cancer in the Zimbabwean population. Homozygosity for allele 308A is very rare. High-producer allele 308A as well as high-producer haplotypes AA is significantly less common in a Zimbabwean population than in a European population.
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Kazembe, Takawira, and Methias Sithole. "Effectiveness of Teachers at Preparing Grade 7 Candidates for Environmental Science Examinations." International Journal of Physics & Chemistry Education 2, no. 2 (August 11, 2010): 64–81. http://dx.doi.org/10.51724/ijpce.v2i2.118.
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The study was undertaken to investigate the low Grade 7 pass rate at Primary Schools in Zimbabwe which averaged 75% for local languages, 47% for General Paper (GP) and 40% for Maths. The low GP pass rate was thought to be due to teachers’ attitudes towards developing scientific skills necessary to understand Environmental Science (ES). A sample of 77 student teachers, 7 lecturers, 3 headmasters and 12 mentors was used to probe how teachers are trained to teach ES. A questionnaire, observations, documents and informal interviews were used to collect data from student teachers. Interviews were used to collect data from lecturers, mentors and headmasters. About 3.9% of student teachers found science apparatus difficult to use because they were not adequately trained to handle them. At least 50% of them believe that practical activities are necessary for theory comprehension and use practical exercises to motivate pupils so that they achieve their maximum potential. However, most student teachers lament the unavailability of teaching aids although some of them were not keen on their improvisation notwithstanding their necessity for promotion of hands-on minds-on activities. Lecturers attributed students’ problems to students’ insufficient knowledge about ES educational attitudes and blamed this on overloading of students with content at the expense of developing scientific skills. The mentors admitted having insufficient knowledge and skills to adequately supervise student teachers, and that the unavailability of textbooks caused them to engage on drilling methods because headmasters emphasized on high pass rate but were silent on meaningful learning. They believed that ES practical activities were not necessary for Grade 7 examinations.
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Sithole, Pindai Mangwanindichero, and Beatrice Maupa Bondai. "Taboos and Storytelling for Teaching and Learning in Zimbabwe." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (July 2020): 53–65. http://dx.doi.org/10.4018/ijcdlm.2020070104.
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This paper explores how taboos and storytelling could be applied in the curriculum decolonization agenda of Africa through the Zimbabwe's Curriculum Framework for Primary Education adopted in 2015. The main question that underpinned the discussion was, What role could taboos and storytelling play towards a framework design for education decolonization at primary and high school levels in Zimbabwe and elsewhere in Africa? The theories that guided the reflective analysis and arguments advanced in the paper are Postcolonial theory and Afrocentric theory because of their complementary nature for the subject matter studied. The study found that taboos have a fear-deterrence effect to teaching and learning discourse while storytelling promotes ‘peership' and social equality among the learners. The study concluded that taboos and storytelling are just a few of the many possible African indigenous knowledge resources that could be considered towards curriculum decolonization framework at primary and high school levels in the continent.
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Nkungula, Alice, and Ellen W. Harris. "FOODS FREQUENTLY EATEN BY HIGH SCHOOL STUDENTS IN A HIGH DENSITY AREA IN ZIMBABWE." Ecology of Food and Nutrition 44, no. 2 (April 20, 2005): 135–45. http://dx.doi.org/10.1080/03670240590923541.
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Mangeya, Hugh. "Graffiti as a site for cultural literacies in Zimbabwean urban high schools." International Journal of Cultural Studies 22, no. 3 (July 19, 2018): 334–48. http://dx.doi.org/10.1177/1367877918788577.
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It is widely believed that education is a socially situated cultural process. Generally, schools are regarded as the key educational institutions. However, education can be formal, non-formal and informal, based on media-driven communicative settings. These types coalesce within formal institutions of learning. This study focuses on the transmission of cultural knowledge in informal spaces such as the bathroom. It argues that graffiti is a medium that offers students a unique communicative dynamic enabling an open engagement with issues they would otherwise not do elsewhere. It facilitates the transmission of vital cultural knowledge/literacy whose length and breadth cannot be adequately exhausted by the formal school curriculum alone. Bathroom interactions, therefore, bring a different dynamic to cultural education in learning institutions. Sexuality, hygiene and decency, among others, are negotiated from a strictly student perspective. A trip to the bathroom therefore marks a crucial transition from formal to informal education, and back.
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Cort, Malcolm A., and Naomi N. Modeste. "Attitudes toward Condom Use among High School and University Students in Zimbabwe." International Quarterly of Community Health Education 26, no. 1 (April 2006): 61–72. http://dx.doi.org/10.2190/t88r-8407-x811-r6k2.
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Mukumba, Patrick, Golden Makaka, Sampson Mamphweli, and Sherpherd Misi. "A possible design and justification for a biogas plant at Nyazura Adventist High School, Rusape, Zimbabwe." Journal of Energy in Southern Africa 24, no. 4 (November 1, 2013): 12–21. http://dx.doi.org/10.17159/2413-3051/2013/v24i4a3141.
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The research study was carried out to assess the biogas potential at Nyazura Adventist High School, Rusape, Zimbabwe, a co-educational school with a total enrolment of 700 boarders. The school is connected to the national grid electricity. The electricity is in short supply due to long hours of load shedding. Firewood to be used for heating and cooking purposes is in short supply. The main objective of the study was to make an assessment of biogas potential at the school. The energy demand for the whole school was calculated and it was found to be 2 710 kWh per day. The biogas yields for the feedstocks at the school were estimated. The total biogas yield that could be obtained from the feedstocks was 50 m3 per day. The digesters volume for the feedstocks was estimated and the material requirements for the digesters were also determined. The techno-economic analysis of the proposed project was done. The results suggested that the proposed project was feasible, and it was concluded that the school is capable of producing enough biogas from its feedstocks to support a feasible project. The daily 50 m3 biogas yield is adequate to supply enough electricity for lighting purposes during the load shedding periods.
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Eide, Arne H. "Rusmiddelbruk blant skolebarn i Zimbabwe." Nordic Studies on Alcohol and Drugs 14, no. 2 (April 1997): 74–82. http://dx.doi.org/10.1177/145507259701400208.
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A classroom survey among 3 211 secondary-school students was conducted in four provinces in Zimbabwe in 1994. The lifetime prevalence and measures of more frequent use of alcohol, tobacco, cannabis and inhalants are presented as well as an analysis of the relationship between drug use and social and cultural predictors. Respondents were selected by means of a two-stage random sample design. Data collection followed international standardised procedures. Stratification was based on the identification of four different socio-cultural groups. Cultural orientation was operationalised by means of a Likert-type 14-item scale on choice of media, language and music. Exploratory principal component analyses revealed a 2-factor solution, representing a Global and a Local cultural orientation dimension. Results showed that self-reported drug use in general varied between the social groups and that experience increased with increasing socioeconomic status. For cannabis and inhalants use, the social distribution differed from that of alcohol and tobacco in that the subgroups low and high on the socio-economic dimension scored highest. Use of all four drugs was positively associated with global cultural orientation, whereas local cultural orientation was negatively associated with use of alcohol and tobacco. For cannabis and inhalants, no relationship with local cultural orientation was demonstrated.
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Makamure, Chipo. "Learning to teach for mathematical proficiency: Behavioural changes for pre-service teachers on teaching placement." African Journal of Educational Studies in Mathematics and Sciences 16, no. 1 (September 4, 2020): 29–50. http://dx.doi.org/10.4314/ajesms.v16i1.3.
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This study reports on an investigation of how field experiences in teaching prepares pre-service teachers (PSTs) to effectively deal with the challenges and complexities of teaching mathematics in Zimbabwean secondary schools. The study was premised on the view that improvement in learning secondary school mathematics in the classroom is related to practitioner development in teaching. However, despite overwhelming research on mathematics knowledge for teachers, the problem of mathematics failure in high schools has not been addressed. A mixed methods approach, based on the perspectives of PSTs on teaching practice (TP) was employed to depict how their practices impact on their knowledge development for teaching mathematics. The study, found that a proficient mathematics PST is considered one who embraces knowledge of mathematics content and the ability to teach it. Hence, the development of mathematics knowledge for PSTs requires them to be mentored and workshopped by mathematics subject specialists who are well positioned in terms of mathematics pedagogy and mathematics content knowledge.
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Mushoriwa, Taruvinga. "Sexual Activity Among Rural High School Students in Zimbabwe: Results and Implications for HIV Prevention." Journal of Psychology in Africa 23, no. 3 (January 2013): 511–13. http://dx.doi.org/10.1080/14330237.2013.10820660.
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Chivandire, Charmaine T., and James January. "Correlates of cannabis use among high school students in Shamva District, Zimbabwe: A descriptive crosssectional study." Malawi Medical Journal 28, no. 2 (August 2, 2016): 53. http://dx.doi.org/10.4314/mmj.v28i2.5.
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Gwimbi, Eric M., and Martin Monk. "Study of classroom practice and classroom contexts amongst senior high school biology teachers in Harare, Zimbabwe." Science Education 87, no. 2 (January 24, 2003): 207–23. http://dx.doi.org/10.1002/sce.10056.
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Chiroro, Patrick, Tendayi G. Viki, Ann Frodi, Tinashe Muromo, and Alwin Tsigah. "Nature and Prevalence of Childhood Sexual Abuse Among High School Girls and College Students in Zimbabwe." Journal of Psychology in Africa 16, no. 1 (January 2006): 17–26. http://dx.doi.org/10.1080/14330237.2006.10820100.
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Mtemeri, Jeofrey. "Peer pressure as a predictor of career decision-making among high school students in Midlands Province, Zimbabwe." Global Journal of Guidance and Counseling in Schools: Current Perspectives 10, no. 3 (December 29, 2020): 120–31. http://dx.doi.org/10.18844/gjgc.v10i3.4898.
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Career decision-making, particularly among high school students, is something that all students should carefully consider since it has ripple effects in one’s life. This paper presents an overview of peer pressure as a factor that influences career decision-making among high school students in Midlands Province, Zimbabwe. A quantitative research approach was used in the current study. A survey design that made use of questionnaires in collecting data was used. Descriptive statistics were used to analyse data. A total of 1,010student participants and 20 career guidance teachers who were randomly selected participated in this study. Results from the study indicated that students are influenced by their peers in making career decisions in a number of ways. Chief among the predictors were peer advice, encouragement and peer education. However, students denied that they seek validation of their career decisions from their peers. The study recommended that a similar national study be carried out to enable generalisation of the results to a wider community. Keywords: Peer influence, career choices, decision-making, Midlands Province.
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Masinire, Alfred. "Teachers’ perceptions and students’ lived experiences in Vocational–Technical subjects in a rural high school in Zimbabwe." Gender and Education 27, no. 6 (September 11, 2015): 618–34. http://dx.doi.org/10.1080/09540253.2015.1079357.
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Vhurumuku, Elaosi, Lorna Holtman, Oyvind Mikalsen, and Stein D. Kolsto. "An investigation of Zimbabwe high school chemistry students' laboratory work–based images of the nature of science." Journal of Research in Science Teaching 43, no. 2 (2006): 127–49. http://dx.doi.org/10.1002/tea.20098.
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Wilson, David, Josephine Sibanda, Pauline Sibanda, and Christopher Wilson. "Second-Order Factor Structure of Cattell's High School Personality Questionnaire among Zimbabwean Schoolboys." Journal of Social Psychology 129, no. 3 (June 1, 1989): 419–20. http://dx.doi.org/10.1080/00224545.1989.9712059.
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Matiure, Rungamirai, and Erick Nyoni. "Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?" Journal of African Languages and Literary Studies 1, no. 3 (December 1, 2020): 103–32. http://dx.doi.org/10.31920/2633-2116/2020/v1n3a6.
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This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.
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Mutodi, Paul, and Hlanganipai Ngirande. "Perceptions and Interests of Urban High Density Secondary School Students on Applications of Mathematics to Work-related Situations in Zimbabwe." Journal of Social Sciences 39, no. 2 (May 2014): 191–201. http://dx.doi.org/10.1080/09718923.2014.11893282.
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Koris, Andrea L., Kearsley A. Stewart, Tiarney D. Ritchwood, Daniel Mususa, Getrude Ncube, Rashida A. Ferrand, and Grace McHugh. "Youth-friendly HIV self-testing: Acceptability of campus-based oral HIV self-testing among young adult students in Zimbabwe." PLOS ONE 16, no. 6 (June 29, 2021): e0253745. http://dx.doi.org/10.1371/journal.pone.0253745.
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Background Targeted HIV testing strategies are needed to reach remaining undiagnosed people living with HIV and achieve the UNAIDS’ 95-95-95 goals for 2030. HIV self-testing (HIVST) can increase uptake of HIV testing among young people, but user perspectives on novel distribution methods are uncertain. We assess the acceptability, perceived challenges, and recommendations of young adult lay counselor-led campus-based HIVST delivery among tertiary school students aged 18–24 years in Zimbabwe. Methods We purposively sampled participants from an intervention involving campus-based HIVST using lay workers for distribution. We conducted in-depth interviews (IDIs) and focus group discussions (FGDs) among young adults from 10 universities and colleges in Zimbabwe who: (1) self-tested on campus; (2) self-tested off campus; and (3) opted not to self-test. We audio recorded and transcribed all interviews. Using applied thematic analysis, two investigators identified emergent themes and independently coded transcripts, achieving high inter-coder agreement. Results Of the 52 young adults (53.8% male, 46.1% female) interviewed through 26 IDIs and four FGDs, most IDI participants (19/26, 73%) favored campus-based HIVST, describing it as a more autonomous, convenient, and socially acceptable experience than other facility or community-based HIV testing services. Despite general acceptability, participants identified challenges with this delivery model, including: perceived social coercion, insufficient privacy and access to post-test counseling. These challenges influenced some participants to opt against self-testing (6/52, 11.5%). Recommendations for improved implementation included integrating secondary distribution of test kits and increased HIV counseling options into campus-based programs. Conclusions Barriers to HIV testing among young people are numerous and complex. As the number of new HIV infections among youth continue to grow worldwide, targeted strategies and youth friendly approaches that increase access to testing are needed to close the diagnostic coverage gap. This is the first study to describe young adult acceptance of campus-based delivery of HIVST by lay counselors in Zimbabwe.
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Zweig, Sophia Alison, Alexander John Zapf, Hanmeng Xu, Qingfeng Li, Smisha Agarwal, Alain Bernard Labrique, and David H. Peters. "Impact of Public Health and Social Measures on the COVID-19 Pandemic in the United States and Other Countries: Descriptive Analysis." JMIR Public Health and Surveillance 7, no. 6 (June 2, 2021): e27917. http://dx.doi.org/10.2196/27917.
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Background The United States of America has the highest global number of COVID-19 cases and deaths, which may be due in part to delays and inconsistencies in implementing public health and social measures (PHSMs). Objective In this descriptive analysis, we analyzed the epidemiological evidence for the impact of PHSMs on COVID-19 transmission in the United States and compared these data to those for 10 other countries of varying income levels, population sizes, and geographies. Methods We compared PHSM implementation timing and stringency against COVID-19 daily case counts in the United States and against those in Canada, China, Ethiopia, Japan, Kazakhstan, New Zealand, Singapore, South Korea, Vietnam, and Zimbabwe from January 1 to November 25, 2020. We descriptively analyzed the impact of border closures, contact tracing, household confinement, mandated face masks, quarantine and isolation, school closures, limited gatherings, and states of emergency on COVID-19 case counts. We also compared the relationship between global socioeconomic indicators and national pandemic trajectories across the 11 countries. PHSMs and case count data were derived from various surveillance systems, including the Health Intervention Tracking for COVID-19 database, the World Health Organization PHSM database, and the European Centre for Disease Prevention and Control. Results Implementing a specific package of 4 PHSMs (quarantine and isolation, school closures, household confinement, and the limiting of social gatherings) early and stringently was observed to coincide with lower case counts and transmission durations in Vietnam, Zimbabwe, New Zealand, South Korea, Ethiopia, and Kazakhstan. In contrast, the United States implemented few PHSMs stringently or early and did not use this successful package. Across the 11 countries, national income positively correlated (r=0.624) with cumulative COVID-19 incidence. Conclusions Our findings suggest that early implementation, consistent execution, adequate duration, and high adherence to PHSMs represent key factors of reducing the spread of COVID-19. Although national income may be related to COVID-19 progression, a country’s wealth appears to be less important in controlling the pandemic and more important in taking rapid, centralized, and consistent public health action.
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Beltman, J. J., M. Segaar, and F. G. Ory. "Knowledge of High-School Students and Adult OPD Attenders of Family Planning Methods and Sexually Transmitted Diseases (Including HIV) in Rural Zimbabwe." Tropical Doctor 30, no. 4 (October 2000): 247–49. http://dx.doi.org/10.1177/004947550003000428.
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Muchemwa, Stella. "Use of Nonverbal Communication in the Classroom as a Way of Enhancing Classroom Teaching: A Case Study of Solusi High School, Zimbabwe." Procedia - Social and Behavioral Sciences 103 (November 2013): 1279–87. http://dx.doi.org/10.1016/j.sbspro.2013.10.457.
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Chikusvura, Namatirai, Lwazi Sibanda, and Joyce Mathwasa. "The Competence-Based Advanced Level Mathematics Curriculum: Implications for Students’ Enrolment in one University in Zimbabwe." Randwick International of Education and Linguistics Science Journal 2, no. 1 (March 30, 2021): 8–19. http://dx.doi.org/10.47175/rielsj.v2i1.194.
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The study set out to examine the relevance of the competence-based Advanced Level mathematics curriculum for entry into university mathematics-related degree programmes. The study adopted a qualitative approach ingrained in the interpretive paradigm which employed a case study design. Four A-Level mathematics teachers, eighteen Lower Sixth and six Upper Sixth mathematics major students were purposively sampled to respond to semi-structured face-to-face interviews and focus group interviews. The study found that the implementation of the competence-based Advanced Level mathematics curriculum was negatively affected by incompetent teachers and supervisors, lack of resources and lack of support from other stakeholders. The study concluded that these impediments impacted negatively on students who aspired to pursue mathematics-related degree programmes at university and that there is a mismatch on the mathematics units in the competence-based Advanced Level mathematics curriculum and university requirements for mathematics-related degree programmes. The study recommends ministerial corroboration fostering university degree programmes requirements to be taught in high school, stakeholder involvement and continuous professional development for mathematics teachers and supervisors.
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Muwaniki, Chenjerai, and Patricia Muvirimi. "Realigning Vocational Skills for Employment and Self Employment of Hearing- Impaired Youths: The Case of Masvingo-Peri Urban." Journal of Education and Vocational Research 8, no. 3 (January 7, 2018): 29–36. http://dx.doi.org/10.22610/jevr.v8i3.1990.
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The study sought to investigate the prospects of equipping hearing impaired youths in peri-urban Masvingo District with skills for employment and self-employment in view of the economic crisis in Zimbabwe. The study used the Human Capital Theory as the theoretical framework. A case study research design was used. Data was collected through semi-structured interviews of eight purposefully selected hearing impaired vocational graduates as well as four key informant interviews with lecturers at the special school. Observations were also done to augment data from the interviews. Thematic analysis was used in analyzing the data. The study revealed that the hearing-impaired graduates acquired technical and vocational and skills at the special school. However, despite the high skill levels, they were not being utilized for their livelihoods. Instead of utilizing their technical and vocational skills, most of the graduates were engaged in self-initiated micro-entrepreneurial activities such as street vending. The major challenges to employment and self-employment included lack of capital, communication barriers and lack of representation and clear policy. The study recommends the realignment of vocational skills with the reality in which hearing-impaired graduates experience daily to focus more on entrepreneurship and community development in view of a weak economy which makes employment and self-employment difficult to achieve.
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Jaacks, Lindsay M., Justine Kavle, Abigail Perry, and Albertha Nyaku. "Programming maternal and child overweight and obesity in the context of undernutrition: current evidence and key considerations for low- and middle-income countries." Public Health Nutrition 20, no. 7 (January 9, 2017): 1286–96. http://dx.doi.org/10.1017/s1368980016003323.
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AbstractThe goals of the present targeted review on maternal and child overweight and obesity were to: (i) understand the current situation in low- and middle-income countries (LMIC) with regard to recent trends and context-specific risk factors; and (ii) building off this, identify entry points for leveraging existing undernutrition programmes to address overweight and obesity in LMIC. Trends reveal that overweight and obesity are a growing problem among women and children in LMIC; as in Ghana, Kenya, Niger, Sierra Leone, Tanzania and Zimbabwe, where the prevalence among urban women is approaching 50 %. Four promising entry points were identified: (i) the integration of overweight and obesity into national nutrition plans; (ii) food systems (integration of food and beverage marketing regulations into existing polices on the marketing of breast-milk substitutes and adoption of policies to promote healthy diets); (iii) education systems (integration of nutrition into school curricula with provision of high-quality foods through school feeding programmes); and (iv) health systems (counselling and social and behaviour change communication to improve maternal diet, appropriate gestational weight gain, and optimal infant and young child feeding practices). We conclude by presenting a step-by-step guide for programme officers and policy makers in LMIC with actionable objectives to address overweight and obesity.
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Mduluza-Jokonya, Tariro L., Arthur Vengesai, Herald Midzi, Maritha Kasambala, Luxwell Jokonya, Thajasvarie Naicker, and Takafira Mduluza. "Algorithm for diagnosis of early Schistosoma haematobium using prodromal signs and symptoms in pre-school age children in an endemic district in Zimbabwe." PLOS Neglected Tropical Diseases 15, no. 8 (August 2, 2021): e0009599. http://dx.doi.org/10.1371/journal.pntd.0009599.
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Introduction Prompt diagnosis of acute schistosomiasis benefits the individual and provides opportunities for early public health intervention. In endemic areas schistosomiasis is usually contracted during the first 5 years of life, thus it is critical to look at how the infection manifests in this age group. The aim of this study was to describe the prodromal signs and symptoms of early schistosomiasis infection, correlate these with early disease progression and risk score to develop an easy to use clinical algorithm to identify early Schistosoma haematobium infection cases in resource limited settings. Methodology Two hundred and four, preschool age children who were lifelong residence of a schistosomiasis endemic district and at high risk of acquiring schistosomiasis were followed up from July 2019 to December 2019, during high transmission season. The children received interval and standard full clinical evaluations and laboratory investigations for schistosomiasis by clinicians blinded from their schistosomiasis infection status. Diagnosis of S. haematobium was by urine filtration collected over three consecutive days. Signs and symptoms of schistosomiasis at first examination visit were compared to follow-up visits. Signs and symptoms common on the last schistosomiasis negative visit (before a subsequent positive) were assigned as early schistosomiasis infection (ESI), after possible alternative causes were ruled out. Logistic regression identified clinical predictors. A model based score was assigned to each predictor to create a risk for every child. An algorithm was created based on the predictor risk scores and validated on a separate cohort of 537 preschool age children. Results Twenty-one percent (42) of the participants were negative for S. haematobium infection at baseline but turned positive at follow-up. The ESI participants at the preceding S. haematobium negative visit had the following prodromal signs and symptoms in comparison to non-ESI participants; pruritic rash adjusted odds ratio (AOR) = 21.52 (95% CI 6.38–72.66), fever AOR = 82 (95% CI 10.98–612), abdominal pain AOR = 2.6 (95% CI 1.25–5.43), pallor AOR = 4 (95% CI 1.44–11.12) and a history of facial/body swelling within the previous month AOR = 7.31 (95% CI 3.49–15.33). Furthermore 16% of the ESI group had mild normocytic anaemia, whilst 2% had moderate normocytic anaemia. A risk score model was created using a rounded integer from the relative risks ratios. The diagnostic algorithm created had a sensitivity of 81% and a specificity of 96.9%, Positive predictive value = 87.2% and NPV was 95.2%. The area under the curve for the algorithm was 0.93 (0.90–0.97) in comparison with the urine dipstick AUC = 0.58 (0.48–0.69). There was a similar appearance in the validation cohort as in the derivative cohort. Conclusion This study demonstrates for the first time prodromal signs and symptoms associated with early S. haematobium infection in pre-school age children. These prodromal signs and symptoms pave way for early intervention and management, thus decreasing the harm of late diagnosis. Our algorithm has the potential to assist in risk-stratifying pre-school age children for early S. haematobium infection. Independent validation of the algorithm on another cohort is needed to assess the utility further.
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Ponatshego, Ponego Lloyd, David Stephen Lawrence, Nabila Youssouf, Sile F. Molloy, Melanie Alufandika, Funeka Bango, David R. Boulware, et al. "AMBIsome Therapy Induction OptimisatioN (AMBITION): High dose AmBisome for cryptococcal meningitis induction therapy in sub-Saharan Africa: economic evaluation protocol for a randomised controlled trial-based equivalence study." BMJ Open 9, no. 4 (April 2019): e026288. http://dx.doi.org/10.1136/bmjopen-2018-026288.
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IntroductionCryptococcal meningitis is responsible for around 15% of all HIV-related deaths globally. Conventional treatment courses with amphotericin B require prolonged hospitalisation and are associated with multiple toxicities and poor outcomes. A phase II study has shown that a single high dose of liposomal amphotericin may be comparable to standard treatment. We propose a phase III clinical endpoint trial comparing single, high-dose liposomal amphotericin with the WHO recommended first-line treatment at six sites across five counties. An economic analysis is essential to support wide-scale implementation.Methods and analysisCountry-specific economic evaluation tools will be developed across the five country settings. Details of patient and household out-of-pocket expenses and any catastrophic healthcare expenditure incurred will be collected via interviews from trial patients. Health service patient costs and related household expenditure in both arms will be compared over the trial period in a probabilistic approach, using Monte Carlo bootstrapping methods. Costing information and number of life-years survived will be used as the input to a decision-analytic model to assess the cost-effectiveness of a single, high-dose liposomal amphotericin to the standard treatment. In addition, these results will be compared with a historical cohort from another clinical trial.Ethics and disseminationThe AMBIsome Therapy Induction OptimisatioN (AMBITION) trial has been evaluated and approved by the London School of Hygiene and Tropical Medicine, University of Botswana, Malawi National Health Sciences, University of Cape Town, Mulago Hospital and Zimbabwe Medical Research Council research ethics committees. All participants will provide written informed consent or if lacking capacity will have consent provided by a proxy. The findings of this economic analysis, part of the AMBITION trial, will be disseminated through peer-reviewed publications and at international and country-level policy meetings.Trial registrationISRCTN72509687; Pre-results.
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Mukoko, Mercy, and Precious Mdlongwa. "A Study To Investigate The Effectiveness Of The Performance Lag Address Programme In Improving Students’ Performance In Mathematics: A Case Study Of Students At Mutare Girls’ High School In Zimbabwe." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 4 (2014): 42–55. http://dx.doi.org/10.9790/7388-04454255.
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Duran, Kevin. "Reviewer Acknowledgements for International Business Research, Vol. 12, No. 1." International Business Research 12, no. 1 (December 28, 2018): 156. http://dx.doi.org/10.5539/ibr.v12n1p156.
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International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.
International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://www.ccsenet.org/journal/index.php/ibr/editor/recruitment and e-mail the completed application form to ibr@ccsenet.org.
Reviewers for Volume 12, Number 1
Abedalqader Rababah, Arab Open University, Oman
Ajit Kumar Kar, Indian Metal & Ferro Alloys Ltd, Bhubaneswar, Odisha, India
Alireza Athari, Eastern Mediterranean University, Iran
Andrei Buiga, “ARTIFEX University of Bucharest, Romania
Anna Paola Micheli, Univrtsity of Cassino and Southern Lazio, Italy
Ashford C Chea, Benedict College, USA
Aurelija Burinskiene, Vilnius Gediminas Technical University, Lithuania
Bazeet Olayemi Badru, Universiti Utara Malaysia, Nigeria
Benjamin James Inyang, University of Calabar, Nigeria
Celina Maria Olszak, University of Economics in Katowice, Poland
Claudia Isac, University of Petrosani, Romania
Dionito F. Mangao, Cavite State University – Naic Campus, Philippines
Duminda Kuruppuarachchi, University of Otago, New Zealand
Federica Caboni, University of Cagliari, Italy
Federica De Santis, University of Pisa, Italy
Georges Samara, ESADE Business School, Lebanon
Gianluca Ginesti, University of Naples “FEDERICO II”, Italy
Gilberto MarquezIllescas, University of Rhode Island, USA
Guo ZiYi, Wells Fargo Bank, N.A., USA
Hejun Zhuang, Brandon University, Canada
Henrique Fátima Boyol Ngan, Institute for Tourism Studies, Macao, Macao
Herald Monis, Milagres College, India
HungChe Wu, Nanfang College of Sun Yatsen University, China
Joanna Katarzyna Blach, University of Economics in Katowice, Poland
Manuel A. R. da Fonseca, Federal University of Rio de Janeiro (UFRJ), Brazil
Marcelino José Jorge, Evandro Chagas Clinical Research Institute of Oswaldo Cruz Foundation, Brazil
Maria do Céu Gaspar Alves, University of Beira Interior, Portugal
Maria Teresa Bianchi, University of Rome “LA SAPIENZA”, Italy
MariaMadela Abrudan, University of ORADEA, Romania
Marta Joanna Ziólkowska, Warsaw School of Economics (Szkoła Główna Handlowa), Poland
Maryam Ebrahimi, Azad University, Iran
Michaela Maria SchaffhauserLinzatti, University of Vienna, Austria
Michele Rubino, Università LUM Jean Monnet, Italy
Mithat Turhan, Mersin University, Turkey
Mohsen Malekalketab Khiabani, University Technology Malaysia, Malaysia
Mongi Arfaoui, University of Monastir, Tunisia
Murat Akin, Omer Halisdemir University FEAS – NIGDE, Turkey
Ozgur Demirtas, Turkish Air Force Academy, Turkey
Pascal Stiefenhofer, University of Brighton, UK
Roxanne Helm Stevens, Azusa Pacific University, USA
Sara Saggese, University of Naples Federico II, Italy
Serhii Kozlovskiy, Donetsk National University, Ukraine
Shame Mukoka, Zimbabwe Open University, Zimbabwe
Shun Mun Helen Wong, The Hong Kong Polytechnic University, Hong Kong
Silvia Ferramosca, University of Pisa, Italy
Sumathisri Bhoopalan, SASTRA Deemed to be University, India
Tatiana Marceda Bach, Centro Universitário Univel (UNIVEL), Brazil
Vassili JOANNIDES de LAUTOUR, Grenoble École de Management (France) and Queensland University of Technology School of Accountancy (Australia), France
Wanmo Koo, Western Illinois University, USA
Wasilu Suleiman, Bauchi State University, Nigeria
Wejdene Yangui, Institute of High Business Studies of Sfax _ Tunisia (IHEC), Tunisia
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Solfiah, Yeni Solfiah, Devi Risma, Hukmi, and Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 141–55. http://dx.doi.org/10.21009/141.10.
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Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. Dissemination of five story books are proper for children and improve their understanding of disaster management.
Keywords: Early Childhood Education, Management Disaster, Storybooks
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