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 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 "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 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.