Curriculum issues are central to all education systems. The purpose of this study was to investigate curriculum issues which have effect on pupils' performance in Mathematics. Pupil performance in Mathematics has been alarmingly poor in public examinations. Some of the curriculum issues investigated included textbook availability, class size, use of visual aids, teaching methods and students' attitude towards Mathematics. In addition, pupil performance on identified problem areas such as percents, approximation and decimal fractions was also investigated. This book is a must read for all Mathematics and Curriculum teachers.

In HE, institutional culture is characterised by the complex set of values and beliefs of the institution's staff. An enabling culture, in terms of staff development, is one that values individuals and gives the highest priority to professional development in order to transform professional practice and enhance job satisfaction. This book is a product of such a culture in the Zimbabwe Open University in which staff is valued. Best practice were identified and sustained through quality assurance and quality enhancement practices in the university. The challenges, opportunities and issues for staff development are mainly a response to these initiatives. In this book tutorials were one such issue identified and addressed. It is based on the philosophy which values student throughput which is closely linked to learning, assessment and feedback/feedforward practices. To ensure throughput, academic staff with the ability to provide the needed learning and assessment practices which will ensure student success, were developed in workshops that produced this book on tutorials.

This is a "how-to" book, intended for community mobilisers who want to stimulate social change in a community to work towards poverty eradication, good governance, increased transparency -- in short community empowerment. This book identifies key steps in the community mobilisation process; it stresses the role and responsibility of the community leader or coordinator of an activity, community networks and other Civil Society groups, including local citizens. This book examines the theory of group dynamics, advocacy, social mobilisation and grassroots communications. The major objective of the book is to enhance knowledge and skills among students, development workers, managers and support agencies on the management of Community Based Organizations (CBO) as basic civil society units for realizing community transformation and sustainable development.

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.