Modelling Positive Behaviour: A Vital Strategy in Instilling Positive Discipline Among Secondary School Learners

This qualitative study, guided by interpretive paradigm, explored how secondary schools use modelling positive behaviour strategy to instil positive discipline among learners in Bulawayo Metropolitan Province, Zimbabwe. The study was enthused by the abolition of corporal punishment, exclusion due to delinquent behaviour and adoption of positive, inclusive discipline strategies to maintain order in schools. A case study design purposively sampled four schools in which four school heads, twenty members of the disciplinary committee, four school counsellors, two education officers, four School Development Committee chairpersons and forty prefects participated. Data collected through focus group interviews, semi-structured interviews and document analysis were thematically analysed. The results indicated that secondary schools adopted the modelling positive behaviour strategy to instil positive discipline among learners. New staff members’ orientation focused on conduct, modelling of positive behaviour whenever teachers, learners and parents interact as they perform various activities in the school environment. The study also established that prefects as role models were afforded opportunity to lead assembly sessions. The study concluded that in spite of a few cases of misconduct, it is evident that modelling positive behaviour strategy produced affirmative outcomes in schools understudy. The study recommends further research that explores other strategies that could be adopted by schools to maintain positive discipline particularly in rural schools

PERCEPTIONS OF TEACHERS AND LEARNERS ON THE IMPACT OF COVID-19 PANDEMIC LOCKDOWN ON RURAL SECONDARY SCHOOL FEMALE LEARNERS IN MATOBO DISTRICT, ZIMBABWE

The purpose of the study was to examine the perceptions of teachers and learners on the impact of COVID-19 pandemic lockdown on rural secondary school female learners in Matobo District. The study was qualitative in nature, entrenched on interpretivist paradigm and adopted a case study design. Data was collected using open-ended questionnaire and online focus group discussions from six teachers and eighteen learners who formed three focus group discussions. The participants were purposively sampled from three schools. The study found that a few teachers were able to conduct online lessons using WhatsApp platform during COVID-19 pandemic lockdown in the selected schools though there was no consistence as teaching was not programmed and participation of female learners was low. The findings revealed that most of the parents could not afford to provide online learning resources for their children because of economic hardships. The study further established that rural female learners were at risk during COVID-19 pandemic lockdown as some of them were exposed to sexual abuse when they try to have access to smartphones and data bundles from some male adults. It was found that female learners have lost much of their learning time whilst on lockdown and many cases of pregnancy have emerged leading to dropping out of school. The study concluded that most of the rural secondary school female learners were excluded from education during lockdown due to poverty, unavailability of network or poor network coverage, lack of broadcast transmission services to enable them to access online lessons through the radio, lack of electricity, poor attendance due to lack of smartphones and data bundles, performance of all household chores including herding of cattle and lack of cooperation from some parents. The study recommended that the Ministry of Primary and Secondary Education should collaborate with stakeholders to provide necessary resources to enable all learners to access online learning despite geographical location. Article visualizations

Factors influencing primary health care services utilisation by children living in child-headed households in a rural community of Swaziland

Text in EnglishBackground: Children living in child-headed households have health needs that require treatment and care. Matsanjeni is one of the poorest socio-economic areas of Swaziland with the high number of children orphaned by HIV and AIDS who are often living without adequate family and social supports. These conditions are known for increasing people vulnerability to diseases and hindering access and utilization of health services. However, children living in child-headed households in Matsajeni community do attend the primary health care (PHC) services on regular basis. What influence the utilization of the above services by children living in child-headed households in the Matsanjeni community is not clear and well documented. Aim of the study: To explore and describe the views of children living in child-headed households in a rural community of Swaziland regarding factors influencing their utilization of PHC services. Design: A qualitative descriptive design was used to guide the study. Purposive sampling was used to select the most senior child from child-headed households in a rural community. Semi-structured individual face-to-face interviews were used to generate data. Data saturation was reached after twenty interviews. Thematic content analysis was used to analyse data. The researcher used Andersen behavioural model was to identify and organised the emerged themes. Ethical clearance was obtained from the Ethics Committees of the University of South Africa and the Ministry of Health of Swaziland. Results: Fear to develop a deadly disease, perceived seriousness of the condition, desire for compliance to medical treatment, and community support emerged as enablers of primary health care services utilisation among children living in child-headed households. While lack of money, ignorance, shortage of healthcare personnel, negative behaviour and attitude of health professionals, long waiting hours, unreliable transportation system, and long distance emerged as inhibitors of primary health care services utilisation among children living in child-headed households. Conclusion and recommendation: The results of this study add to our understanding factors that positively and negatively influence the utilisation of primary health care services among children living in child-headed households in rural communities. The findings suggest that the utilisation of primary health care services among children living in child-headed households is influenced by need for care-enabling resources-experience of care triad. Behavioural and social welfare interventions are needed to enhance the utilisation of primary health care services among this vulnerable section of the community in Swaziland. Recommendation for further research is also articulated.Health StudiesM.A. (Public Health

How funding affects service delivery among non-profit organizations in Johannesburg

ABSTRACT The primary purpose of the study was to explore how funding affected service delivery among Nonprofit Organizations (NPOs) in Johannesburg, given the important role these organizations play in contributing to social development in South Africa. The study was undertaken among 15 NPO organizations based in Johannesburg and located in various service fields. A semi-structured interview schedule comprising open-ended and close-ended questions was utilized to collect information. Descriptive statistics were employed to analyze closed-ended questions whilst thematic content analysis was used to analyze open-ended items. The main finding that emerged from the study was that NPOs that were surveyed suffered from a diversity of challenges emanating from insufficient and at times delayed funding, particularly by state departments such as the Department of Social Development. The problems faced by these NPOs were found to be predominantly human resources related. These organizations were unable to attract skilled professional staff because their funds did not permit them to offer market-related packages. In addition, these NPOs suffered from high labour turnover because employees tended to leave these organizations in pursuit of greener pastures in government departments and the private sector. The sector also experienced inadequately funded programmes and an inability to expand their services to the wider populations due to inadequate funding. The NPOs that were surveyed had not engaged in entrepreneurial activities on a scale sufficiently extensive to wean them off donor funding or over-reliance on such funding. Self-sustainability was found to be still in the embryonic stage. Moreover, the relationship between the sector and the state was found to be characterized by a lack of faith and confidence on the part of the NPOs surveyed, suggesting a ‘troubled’ partnership between the two. The findings of the study suggest the need for the research project to be replicated on a wider sample in different provinces. Since the study focused on formally registered NPOs in terms of the Nonprofit Organizations Act of 1997, future research needs to investigate the funding challenges faced by smaller mainly informal/ unregistered community-based organizations that form an integral part of the nonprofit sector in South Africa and offer an array of services to their communities. Furthermore, the findings of this study could potentially be used as a basis for policy formulation and analysis by policy makers as they appear to have implications for re-assessing funding policies in respect of NPOs

PROVISION OF QUALITY EDUCATION IN PRIVATE SCHOOLS: REFLECTIVE PRACTICES IN LOW-COST PRIVATE SECONDARY SCHOOLS IN BULAWAYO METROPOLITAN PROVINCE, ZIMBABWE

Quality in education has become a cause for concern to every stakeholder in education. The study sought to assess the provision of quality education in low-cost private secondary schools in Bulawayo Metropolitan Province. The study adopted the interpretivist paradigm in qualitative approach, using a case study design. Semi-structured interviews and document analysis were used for collecting thematically analysed data from purposively sampled four school heads and six teachers from low-cost private secondary schools. The study established that in pursuit for quality education, selected schools employed qualified teachers who engage in continuous professional development programmes to sharpen their teaching skills. The findings revealed that the schools understudy are making efforts to offer practical science and computer lessons using the limited resources to ensure the provision of quality education. It emerged that selected schools use e-learning and multimedia resources which arouse learners’ interests and increase the retention rates. It came out that the schools understudy have environmental clubs which work together with school health departments in attending to sanitary issues. Whilst selected schools practiced heterogeneous grouping, the findings revealed that learners with physical disabilities are not enrolled in those schools due to lack of appropriate physical facilities and there are no teachers with relevant expertise to teach learners with special needs. The study revealed that the Ministry of Primary and Secondary Education provided guidelines in the form of policy documents and circulars to monitor the provision of quality education in the selected schools. Despite the efforts made by low-cost secondary schools in providing quality education, the study found that high staff turnover is negatively affecting the quality of education due to lack of continuity in learning. The findings indicated that inadequate learning resources and infrastructure such as libraries, computer and science laboratories, internet services, and lack of teachers with special needs expertise adversely affected the provision of quality education. The study concludes that lack of financial resources is a hindrance in the provision of quality education in low-cost secondary schools. The study recommends that a comparative study on provision of quality education should be conducted in private trust secondary schools. Article visualizations

CHALLENGES OF INCLUSIVE SCHOOLING ON ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT AT MUNALI BOY’S SECONDARY SCHOOL, ZAMBIA

This manuscript is about challenges of inclusive education on academic performance of students with visual impairment at Munali Boy’s Secondary School. The objectives of the study were to find out the attitude of teachers and sighted students towards the inclusion of students with visual impairment into regular classes. It also sought to examine the academic performance of performance of students with visual impairment in inclusive settings. It further wanted to establish subjects in which students with visual impairment face difficulties. A descriptive survey design was adopted in which 42 participants were purposively selected. The study revealed that, although teachers and sighted students have a fair understanding of inclusive schooling, they give positive attention to students with visual impairment. It also revealed that students with visual impairment face academic challenges at Munali Boys’ which include teachers’ inability to use embossed teaching and learning aids during lesson, lack of individualised attention, mobility challenges, and their pace of teaching does not support the learning of students with visual impairment. The study established that although, inclusive education is fully accepted at Munali Boy’s Secondary School, students with visual impairment are not included in mathematics and sciences related subjects. Article visualizations

The effect of gender on accessing antiretroviral therapy and its link to neurocognitive functioning

Objective: To determine the effect of gender on accessing antiretroviral therapy and its link to neurocognitive impairment. Methods: The study was in two parts. Part 1 used the qualitative approach and 38 participants comprising 34 HIV infected adults, equal numbers of men and women and 4 health providers were recruited. The 34 HIV infected adults were a subset of the full sample tested in part 2. Part 2 used the quantitative approach and 263 participants from the bigger study were recruited. All participants were recruited from 6 clinics run by the Lusaka Urban District Health Management Team (LUDHMT).These were Chilenje, Chipata, Matero main,Matero referral, Kabwata and Kalingalinga. For the qualitative approach all the participants (N= 38) went through interviews using semi structured interview guides-one for the HIV infected adults and the other for the health providers. The interviews were audio-recorded and transcribed, and the scripts were analysed qualitatively. In the quantitative approach the participants(N =263) were evaluated with the neuropsychological test battery to assess executive function, verbal fluency, working memory, learning memory, recall, motor skills and speed of information processing. The test scores were subjected to analysis of variance as a function of gender, age and level of education. Results: In the first part of the study, the qualitative part two sets of themes emerged from the interviews. The first set was that of barriers to ART access that affected both males and females. In this set of themes 7 barriers were identified and these were: i) beliefs and misconceptions; ii) stigma; iii) medical environment; iv) side effects; v) disclosure; vi) feeling better; and vii) socio-economic status. In the second set of themes the following 3 gender barriers were identified: a) Male dominance; b) men less proactive in health matters; and c) unequal distribution of HIV and AIDS programmes across gender groups. Based on the significant barriers faced by women it was hypothesised that the performance of the female participants on the neuropsychological test would be lower than that of the male participants of the same age and educational level. However, the results revealed that there were no significant differences except in one test the stroop word where the performance of the female participants was higher than that of the male participants. Conclusions: The results from this study revealed that despite the gender barriers that exist in the access to ART there were no gender differences in performance in the neuropsychological testing. Failure to find any significant differences in the test scores was due to biased sampling of women who were accessing and adhering to ART

Enhancing Students’ Self-Efficacy: Implication for High School Guidance and Counselling Educators

As students enter high school, they face a myriad risk of adverse outcomes such as pressure to perform or drop out; peer influence to conform or be an outcast; drug and substance abuse; delinquency, poverty and possibly abuse and neglect. It is also at this stage where most teenage students experience identity crisis. As a result, students’ self-efficacy is then impaired, and their resilience diminished with every stress and trauma they experience. Thus far, there has been scanty research in utilising classroom guidance in understanding what factors impact or not, and how school counsellors choose to engage in classroom guidance. While much guidance and counselling in schools has focused on career choices, sexual and physical harassment, and perhaps, bereavement, abuse and neglect, very little is known on how detrimental lack of self-efficacy and resilience is to the high school student. Even though educators aim to cover the academic syllabus, it is also essential that operative guidance and counselling should also pay equal attention to the social syllabus. This chapter aims to explore the factors that are detrimental to students’ self-efficacy, resilience and coping mechanism; how classroom guidance and counselling can reduce the risk of the adverse outcomes in the society

Male Educator Recruitment in Early Childhood Centres: Implications for Teacher Education

The absent male educators in the Early Childhood Development (ECD) programmes have created a gap in the momentum of success gained through fathers’ involvement in the early life of children. Worldwide, the gender imbalance trends in early childhood education and lower primary classes have been immemorial female skewed with men becoming extinct in the arena. Hitherto, copious studies testify of men’s involvement as fathers in young children’s early life as crucial for their social, emotional, and cognitive development. This chapter focuses on the importance of having male educators in the foundation phase of children’s care and learning, barriers to male involvement as educators in early care and learning centres, and how learning institutions can recruit and train male educators specific for the ECD. Male educators in the ECD have been confronted by stigmatisation, ridiculed, hit glass ceilings, and are viewed with hostility and suspicion. A preliminary exploration of literature from renowned published work that focuses extensively on various countries across continents will be covered in this review. This chapter envisaged strategies that could be employed in the recruitment, retention, and active participation of male educators in the ECD settings that will inform policy and teacher education

Inclusion in Early Childhood Development Settings: A Reality or an Oasis

Inclusive education within the Early Childhood Development settings has been identified as the most equitable practice for children with disabilities and is based on acknowledging it as a fundamental human right and a foundation for life-long learning for all children. Based on the concept of human rights, inclusion has been viewed as an ambiguous and imaginable consequence of excessive promise, which does not refer to early childhood; hence, practitioners have challenges in its applicability. This chapter aims to unravel the mysteries behind inclusion in early childhood, exploring the realities of what works and what does not work to inform policy making mechanism. Literature from renowned published work that focuses extensively on various countries across continents is reviewed. Local recently published and unpublished studies that scrutinise the association between practitioner qualification and quality of the ECD centres; those that have explored the success and challenges of inclusion in ECD will be examined. It is envisaged that this chapter would come up with best practices in the implementation and assessment of inclusive education in the ECD settings that will benefit children with disabilities, their parents or caregivers, and stakeholders