|
Showing 1 - 23 of
23 matches in All Departments
Teachers in most schools graduate from college without professional
competence of handling learners with learning disabilities in
schools. Learners with learning disabilities are therefore
receiving very little help in that scenario. The main objective of
schooling is to provide quality teaching and learning to all
students in the school system.Lack of pedagogical competence among
teachers is a hindrance to quality delivery of lessons particularly
in regular classes where varied learners are found. It is noted
with concern that when parents send their chidren to school, they
want them to receive the best education from teachers. Concerns for
learners with learning disabilities have to be met. Teachers have
to develop competence skills in order to meet the challenges of
teaching such learners wit ease.
The "lived" curriculum of HIV and AIDS in the school and classroom
is a level of inquiry that has suffered the most neglect..
Curriculum planning, designing, implementation and evaluation form
the bedrock upon which quality teaching is based. In educational
theory and practice, it is argued that the devil is in the details.
This points to the idea that there is often a significant gap
between one's plan and the actual results obtained upon
implementing the plan. Failing to plan is planning to fail.
Curriculum planners for HIV and AIDS need theoretical background in
order to prepare a clear road for teachers and students. A sound
curriculum leads to behaviour change by students and society. HIV
and AIDS curriculum attempts to communicate, hopefully intelligent,
specifications of educational ideas and practices to teachers in
order to stimulate their discussion, experimentation and critique.
It is the mandate of planners to think about curriculum views on
the nature of reality, knowledge, man, good for effective
development of HIV and AIDS curriculum. With this in mind, this
book centres on the need for a quality curriculum for HIV and AIDS
in schools.
The need for quality assurance in teaching of HIV and AIDS in
schools is of concern to all nations.Students in schools are the
window of hope and it is this crucial time when quality education
should be provided in order to mitigate and stem the tide. In
meeting the millenium goal of mitigating the spread of HIV and
AIDS, quality assuranace in the teaching of the subject is a
primary concern.Education has been declared an effective
preventative approach and the single most powerful weapon against
HIV transmission.education offers a ready made infrastructure for
delivering HIV and AIDS prevention efforts to large number of
uninfected population. Quality assurance is a process recanted to
guaranteeing that the quality of a product or a service meets some
predetermined standard.Quality assurance (QA) facilitates and
contributes to improved teaching-learning and administrative
processes and helps disseminate best practices in education system.
Systems thinking to quality assurance is a useful tool in enhancing
continuous improvent in teaching HIV and AIDS.The existence of many
players in the teaching of HIV and AIDS in schools demonstrates the
relevance of the systems thinking.
The study was designed to establish the effect of the ECD programme
on pupil performance at grade one level. It aimed at highlighting
ECD pedagogy that enhance effective teaching of early graders. The
purposeful sample used consisted of four primary schools in Chivi
South District, Masvingo Region and involved four teachers and
eight pupils from schools. For data collection the interview,
document analysis and field notes were used. The interview used
followed the guidelines of Bogdan and Biklen (1992), Maykut and
Morehouse (1994) and Krathwohl (1993) who discuss how to use the
interview in social research and education. The use of documents
and field notes was guided by Krathwohl's work of (1993) on methods
of Educational and Social Science Research. To analyse data,
emergent categories were used and the results of the study
confirmed that exposure to ECD programme enhances pupil performance
at grade one level. Teachers favour to teach pupils who have done
the ECD programme because they have the base upon which they can
build. Major recommendations were that ECD centres should be
established as satellites to existing primary schools.
Higher education has direct bearing on society for its growth and
socio-economic and political development. However, the
proliferation of HE institutions, though a proud phase in the
economic regeneration of the world, brought in its trail
innumerable traits and accountability challenges. The need for
ensuring high caliber of educational service is more imminent now
than never before since quality of HE falls short of attaining the
global-level excellence. Diminishing funding in HE from the
governments caused the mushrooming of private institutions across
the globe and society bear the brunt of the poor quality service
yet they deserve the best. Therefore, quality has become a
competitive weapon for the institutions to serve and attract their
primary customers (students). This book, a timely contribution to
the debate on quality in HE, seeks to help institutions of higher
learning provide quality service to their clients. Though quality
is contextual, this book has been written to an international
audience, making use of research information from across the globe
in order to widen the options for quality in HE.
Results based management is inevitable in contemporary
organisations because unmanaged performance is
chaotic.Accountability is the biggest challenge facing contemporary
organisations especially those in the public services domain.
However the truth of the matter is that people can not be held
accountable if nothing is expected of them. This means to say
Results Based Management has the answer to service delivery woos in
the public sector where empowered people should be their own
performance managers. However implimentation challenges appear to
place a glass cliff in the way. this becomes a grey area.This
research unpacks the theoretical and practical underpinnings of
Results Based Management and is an indispensable companion to those
facing RBM implimentation challenges.It has been desined for use by
organisations in both private and public sectors with intrests in
managing performance.
The current crisis and unending talks between bickering political
parties in Zimbabwe, Africa and other third world countries
prompted us in the Zimbabwe Open University, Masvingo Campus
Academic Research and Publications Coordinating Committee (ZOU MC
ARPCC) to think of researching and writing a text on conflict
management for tertiary curricula. This is the product of the
effort. Our intention is to inculcate new thinking and progressive
ways of dealing with conflict among youth and other stakeholders.
The African political terrain has been characterized by
intolerance, violence, murders and sexual abuse among other inhuman
behaviours. Right from the imposition of colonialism through the
first chimurengas, the armed struggles (second chimurengas),
gukurahwindis, and the imposed economic structural adjustment
programmes (ESAPs) to the current political impasse, it has been
violence through and through. We strongly believe that there is a
better way to deal with our differences. We pray to God that one
day sanity will prevail.
Organisations need magnetic leadership that attracts followers. The
growing consensus among organisations is that problems encountered
in organisations are a result of lack of leadership. The view that
organisations are viewed as learning organisations depends upon the
influence and direction of leadership. Effective leadership removes
the roadblocks and clears the stumps and blocks that deter
followers from goal achievement. This book attempts to show the
critical role of leadership in organisations and is directed at
practising, aspiring and students of leadership in any
organisation.
This study sought to investigate the challenges faced by the
informal cross border traders (ICBTs) plying the Harare
-Johannesburg route from 2006 to 2010. The study shows that
informal cross border traders encounter a lot of challenges during
the conduct of their business. Some of these challenges, in terms
of severity include border formalities, lack of government support
and high transport costs. Informal traders are not organized and do
not join associations. This study recommends that informal cross
border traders' associations embark on recruitment campaigns to
educate the informal cross border traders about the benefits they
get by belonging to an association. It also encourages associations
to come up with savings clubs to mobilize funds from members for
loaning to those members in need at an interest. Finally it also
recommends that the government come up with a set of relaxed
regulations that would create a non-formal board to oversee the
informal trade activities. It would then make it mandatory for
informal traders to register with the board, making it easier to
monitor, regulate and intervene.
Countries emerging from conflict situations are almost always
plagued by social upheaval, damaged infrastructure, reduced
productive capacity, severe revenue shortfalls, seriously weakened
human resources and greatly diminished security. The challenges are
daunting as post-conflict governments strive to ensure peace and
security, foster social reconciliation and promote development. Yet
recovery is possible if the political leadership and public
administration can earn the trust of the people, effectively
provide services to all and operate in an efficient, effective,
transparent and accountable way. This book is about how countries
can rebuild the foundations and establish the conditions for
self-sustaining, inclusive socio-economic development in the
immediate aftermath of violent conflict. The book emphasizes that
because post-conflict situations are heterogeneous, there are no
'one size fits all' solutions to governance challenges. In each
country, political leadership and public administration reforms
should be tailored to local needs.
Th1s study was prompted by continuous enrolment expansion at
primary school level in Zimbabwe. The study employed the
descriptive survey design. To collect data, both open-ended and
closed questionnaires were used as the instruments. Stratified
random sampling was used to select 30 teachers from a population of
teachers in 33 primary schools that were under study. The major
findings of the research are that large classes reduce interaction
patterns and levels between the teacher and the student and among
students themselves. Teachers find it difficult to handle large
classes and this compromises quality and opportunity to learn. The
teacher goes out of gear and become disengaged when faced with a
large class. Class size has a negative effect on opportunity to
learn. The study recommends that the Ministry of Education should
stick to policy guidelines as regards pupil- teacher ratio. Parents
should be involved in resource mobilization in order to improve the
learning opportunity of every child.
|
You may like...
Gloria
Sam Smith
CD
R238
R195
Discovery Miles 1 950
|