Perceptions of School Administrators on the Implementation of Home Economics Subjects in Zimbabwean Primary Schools

This inquiry sought to uncover the perceptions of school administrators on the implementation of home economics subjects in Zimbabwean primary schools. The study adopted the qualitative approach that involved a descriptive survey to solicit data. Twenty school administrators from the ten schools were conveniently sampled. Open-ended questionnaires were used to collect data. The findings from this study revealed that most administrators were biased towards examinable subjects and had negative attitudes towards the implementation of the subjects as they considered them very expensive to run. Lack of proper funding was considered as the predisposing factor of the negative attitudes of the school administrators. This study recommends that home economics subjects be funded so as to improve their implementation. Policy makers should conscientise the school administrators on the importance of all the subjects and give them a clear implementation policy that is financially backed up. Keywords: home economics, subjects, school administrators, perceptions, implementation

Diverse Roles and Academic Performance of Tertiary Students in Masvingo, Zimbabwe

Tertiary student roles are a critical aspect of student life during their academic career as they significantly contribute to the success of the whole learning process and the accomplishment of the entire course. This study contributes to debates on the influence of student multiple roles on academic engagement given the limited research on this phenomenon in Africa and Zimbabwe in particular. By investigating the factors influencing the nature of students’ roles, the findings may influence researchers to investigate other aspects of students’ life situations. The study sought to explore from the students’ perspectives, how they juggle their roles and from lecturers how these students perform. A qualitative approach that employed convenient sampling used twenty-one students and six lecturers from the three tertiary institutions in the city. Open-ended questionnaires and in-depth face-to-face interviews were used to generate data from the participants. Thematic analysis was used to process data, whereby common ideas and patterns that came up repeatedly were coded leading to key issues. Factors such as family background, family life cycle stage and economic status were found to be influencing the nature of students’ roles. Students indicated that they occupy many social roles which they could not ignore. They also reported negative effects of these roles on academic engagement. Lecturers also indicated that most students were not performing to their best. The study, therefore, recommends serious consideration of the various interplay underpinning factors that may impact negatively on student role behaviour. The incorporation of time-management and ingenuity into the university curriculum may benefit all students

Tour guiding at the Great Zimbabwe National Monument

The study aim was to establish the role of tour guides in tourist experiences at the Great Zimbabwe National Monument. A netnographic analysis was conducted of the written reviews of visitors to Great Zimbabwe National Monument posted on TripAdvisor.com website between January 2015 and December 2016. Of 140 reviews generated, 30 were deemed relevant for the study and analysed in detail using Cohen\u27s and Hu and Wall\u27s frameworks on the roles of tour guides. The results showed that tour guides performed the traditional guiding roles espoused by Cohen. The predominant roles of tour guides were leadership and mediation, where they directed tourists to different sections of the monument. On-site interpretation involved giving factual information on the history of the site and did not promote sustainability in the interpretation of the site. Guests did not interact with local communities nor were local communities\u27 values and association with the site included in the interpretation of the site. Tour guides did not encourage tourists to behave sustainably by practising ecologically sustainable behaviour towards the site. Recruitment of tour guides from local communities is recommended. In addition, new guide training should be introduced in Zimbabwe that equips guides with skills as ecotour guides who could promote the sustainability of heritage sites

An Exploration of Teachers’ Pedagogical Knowledge on Teaching Practical Skills in Fashion and Fabrics to High School Learners

Fashion and Fabrics is a discipline that involves practical and theoretical skills, and to achieve better results, teachers need to possess pedagogical knowledge for teaching practicals as well. This study aimed to establish the teachers' pedagogical knowledge for teaching Fashion and Fabrics practical skills in Eswatini High Schools. This qualitative study utilized a descriptive research design to get in-depth information. A sample of 16 Fashion and fabric teachers was purposively selected, with eight being interviewed, while the others were observed during their practical lessons. Data were analyzed using thematic analysis. The study results show that Fashion and Fabrics teachers need to gain pedagogical knowledge in teaching Fashion and Fabrics practical skills. They must prepare for valuable lessons, as evidenced by a need for proper student-sitting arrangements. Teachers were found not to use visual aids and supervise students' work for corrective feedback when necessary. The study concludes that Fashion and fabric teachers need to be stronger in content knowledge and pedagogical competencies, essential for effective learning; hence, students' achievements could have been higher. The study recommends that the training institutions stress peer teaching of Fashion and Fabrics practicals for more practice

Role Of Gender In The Teaching And Learning Of Home Economics: A Case In Masvingo Peri-Urban

A ZJER article on gender education in Zimbabwe.This study sought to find out the role of gender in the teaching and learning of Home Economics in Primary Schools with special reference to one selected primary school in Masvingo Peri-urban - Zimbabwe. A case study was used to get insight into the influence of gender role stereotyping on the development of attitudes towards Home Economics and the effect this has on the support of the teaching and learning of Home Economics. Interviews were the tools used to collect data. Forty parents of pupils from grade six and seven were randomly selected for the study sample. The two female teachers who teach Home, Economics classes and are responsible for the laboratories were also part of the sample. The data was analyzed both quantitatively using percentages and qualitatively to establish emerging themes and reported in a narrative form. The study established that (60%) of parents had negative attitudes towards the teaching and learning of Home Economics that were influenced by gender role stereotyping while (40 %,) had positive liberal attitudes. The provision of resources by the parents was a problem especially among parents with negative attitudes. Pupils from parents who had a positive attitude were performing well since they had the support and encouragement. The study recommends that the headmasters, teachers and parents hold regular meetings that enable parents to appreciate the importance of Home Economics. Such meetings should be used by the school to create awareness among all the stakeholders on the need to adopt a non gendered approach to role socialization of children. Displays of well made artifacts should be done during open days as a way of emphasizing and highlighting the contribution of the subject to the children’s education

Inside Mentor-Mentee Meetings in Pre-Service Teacher School-based Teaching Practice in Zimbabwe.

Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this phenomenon. By investigating the kinds of knowledge student teachers gain from such meetings, the findings may influence researchers to investigate other aspects of mentor-mentee meetings. The study sought to explore from the student teachers’ perspectives, the domains of knowledge that they gain from mentoring meetings during residential TP. A qualitative approach which employed open-ended questionnaires was used to generate data from 16 student teachers: seven men and nine women in two education districts. Students indicated that they had good relationships with their mentors, and held formal meetings weekly, fortnightly or monthly. They also reported gaining general pedagogical knowledge, pedagogical content knowledge, curriculum knowledge, knowledge of learners, and knowledge of educational contexts. Three students experienced ineffective mentoring, as such had limited benefits from mentoring processes and most likely from the practicum. Knowledge of what to teach, how to teach it as well as appropriate strategies for particular topics, the kinds of students and their specific settings often merge into what student teachers are expected to learn in teacher preparation inclusive of residential practicum. Comprehensive, prolonged, on-going mentor training workshops would expose mentors to the entire essence of mentoring and the centrality of formal mentor-mentee meetings not only for student teacher TP mentoring, but also for mentor growth and rejuvenation in their practice

Perceived Impact of Attitudes and Competencies of Lecturers on Academic Performance of Female Students at a University in Zimbabwe

This study sought to discover how lecturer attitudes and competencies influence academic performance of university female students, since they are generally lagging behind in academic performance at a university in Masvingo Province, Zimbabwe. The transactional theory is the main theory that anchored this study. The population comprised all Part two to Part four female university students and all the lecturers that taught the female students who were at the institution. A sample of 25 female students and 5 lecturers in four faculties was selected using the convenience sampling strategy. The study employed a case study research design which involved use of individual interviews and focus group discussions to collect data. Data was analysed in narrative form and thematically. The study revealed that the academic performance of female university students was determined by lecturer attitudes and competencies. The study recommends the training of lecturers who are holders of non-teaching degrees in order to improve their competencies and in-service training for the old horses so as to renew, sharpen their minds and refine their skills

CONFLICTS IN THE MANAGEMENT OF RELIGIOUS SPONSORED PUBLIC SECONDARY SCHOOLS. EXPERIENCE FROM KENYA

Religious sponsors have in the past contributed immensely to the growth of education in Kenya. The purpose of this study was to find out the factors that lead to the management conflicts between religious sponsors and other stakeholders in public secondary schools in Nandi South Sub-County. The purpose of this study was to find out the factors that lead to the emerging conflicts between religious sponsors and head teachers, education officials, parents and schools’ Boards of Governors in the management of public secondary schools in Nandi South Sub-County. The survey research design was adopted for this study. The study population comprised of all the 38 religious sponsored Public Secondary Schools in Nandi South Sub-County, 38 Board of Governors’ Chairmen, 38 Parents and Teachers’ Association Chairmen, 38 head teachers and 342 teachers from the same schools, 6 education secretaries of the schools’ religious sponsors and 5 Assistant Education Officers. The saturated sampling technique was used by this study. Questionnaires and in-depth interviews were used to collect data. These instruments were first tested for reliability through a pilot study and the use of the coefficient of internal consistency of the split-half reliability method. Validity was established through the application of face validity procedures. Quantitative data were analyzed critically in themes as guided by study objectives to establish relationships among responses. The findings of the study indicated that most of the conflicts involved religious sponsors on one hand and other stakeholders. The study recommends that the Ministry of Education sensitizes the public secondary schools’ church sponsors, head teachers, Board of Governors and its field officers with regards to the correct interpretation of the Education Act as a tool in secondary schools’ management. The findings of this study would therefore provide a useful reference for educational administrators and managers.  Article visualizations

Authenticity of the Basotho Hat: Perceptions of Weavers and Vendors

The authenticity of crafts/artifacts has been at the center of tourism debates for some time. There is disagreement among researchers on the conceptualization of the term. This paper contributes to clarifying the understanding of the concept by examining the authenticity of the Basotho hat (Mokorotlo) from the perspectives of weavers, corporative members, traditional leaders and street vendors at the Maseru and Maputsoe border posts, the main entry and exit points of Lesotho. The Basotho hat is an authentic product, and a popular artifact and memorabilia that is directly identified with Lesotho. It serves as both a cultural icon of Lesotho and part of the everyday attire of the Basotho people. The Basotho hat has gone through minor changes in response to local and tourist demands for new enhanced products. Lesotho is rich in cultural attractions that can be capitalized on to develop cultural tourism. The Lesotho Tourism Development Corporation, a destination management and marketing organization, can capitalize on products that are already popular with tourists to market it as part of cultural tourism. This has an added advantage to improve the livelihoods of impoverished Basotho. However, the government should implement mechanisms to certify the authenticity of hats for added appeal to tourists. DOI: 10.5901/mjss.2014.v5n20p98

Inclusion of Home Economics Industrial Subjects in the Curriculum of Masvingo High Schools, Zimbabwe

The aim of this study was to find out the inclusion levels of Home Economics industrial subjects in the curriculum of Masvingo high schools, Zimbabwe. This inquiry employed a descriptive survey design so as to establish the inclusion levels of the industrial subjects. A sample of forty-two participants was conveniently sampled from six high schools which were also conveniently selected from fifteen high schools in Masvingo. In-depth interviews and open-ended questionnaires were used as instruments to collect data from the school heads, Home Economics teachers and school pupils studying Home Economics subjects, respectively. Data were presented in narrative form and analysed around the research questions. The findings from this present study revealed that only six schools out of the fifteen high schools in the district are offering industrial subjects. The study established that three government schools and one mission school offered the subjects because they were chosen as pilot schools. This may imply that there is very little which is happening as far as the inclusion levels of the very important industrial subjects. The study also revealed that the major factors inhibiting the implementation of the policy to include industrial subjects in high schools were lack of resources, knowledge and information about the importance of the vocational subjects. The study therefore recommends that there is need for all stakeholders to put concerted efforts and finance the Home Economics subjects in order to improve on the implementation levels. School heads and or school administrators should be conscientised by the curriculum implementation section of the Ministry of Education on the importance of industrial subjects