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ID: bdb53700-e9c3-4f49-9fd0-7976011bd5ea - Standing at the crossroads: An overview of reflections on paradigms of African women’s inclusion and exclusion in the religion and gender relations discourse in Zimbabwe
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190
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ID: c4c436d3-5531-4aa7-8a6f-5a22c1390a74 - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe
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177
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165
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ID: 58f0643b-842d-4bcc-add0-090d71a2c0ab - A- Level Textile Technology and Design Curriculum Compatibility with Industry Requirements in Harare, Zimbabwe
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ID: 8d64c319-9393-4a8f-b8fb-385ed89de101 - Creating and Developing Capacities for National Healing and Peace Building in Zimbabwe Through ‘Difficult History’
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158
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ID: 9119456f-5ebd-4bcc-a4bc-14a125822b16 - Naming, space and power in Noviolet Bulawayo’s We need new Names (2013) and Lawrence Hoba’s ‘The first Trek – The pioneers’ in The Trek and other stories (2009) : Windhoek, Namibia, 18-20 September 2017
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156
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ID: 99444d58-357a-4cad-a33b-996e040ff70d - Inclusive education among learners with visual impairments in Masvingo North District, Zimbabwe
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156
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ID: 737f202a-73ab-4e39-bec3-b0a1969dab6c - Christian spirituality as protective factors against drugs and substance abuse by Zimbabwean youths: A case of the Catholic church in Gweru urban
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148
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ID: 532bb21b-8c8b-431c-b693-bc9f55edc072 - Interface between gender and the COVID-19 induced work-from-home policy: evidence from a Zimbabwe University
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142
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ID: 5797da64-dd5f-49da-aea0-1d236ccfcd97 - Disability and disaster risk reduction as an incongruent matrix: Lessons from rural Zimbabwe
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142
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ID: 85abe929-0a2d-4af6-af92-31ac0dde9745 - Safety and hygiene interventions to protect learners in the school environment: PPE considerations for primary school learners in Zimbabwe.
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128
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ID: c063becd-ec6d-4884-b8bb-0186edb11b6c - Decolonising participatory research: can Ubuntu philosophy contribute something?
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ID: 563847f4-927f-43f4-be12-64eac5bc35c9 - The Change Project Approach: A response for reorienting teacher education to address Education 2030 in southern Africa – The case of Midlands State University, Zimbabwe
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125
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ID: ad229d38-37a7-4f6a-a324-f9743f90ab6e - The Eight Years of Interaction: Lessons from Zimbabwe’s Look East Policy and the Future of African Countries and Asia-Pacific Region
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124
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ID: ab155846-08da-4074-b89b-adeebefaab45 - Reimagining the Teaching of STEM Subjects Through Arts-Based and Participatory Methodologies
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123
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ID: c49bf173-f487-4f45-b5e5-697ed1b040cf - Positioning Africa in the global politics surrounding the covid-19 pandemic: A historical appraisal
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123
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ID: 4613a7ae-8cd5-464d-8d1e-70eeefee9a1e - Critical Appreciation of the Dichotomy of Harm and Healing in Selected War Fiction in Shona Language - Communal and Everyday Aspects of Healing in Zimbabwe
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121
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ID: 7f46deee-80bc-49b2-8904-1d15480de12a - The quest for quality project supervision: supervisor- supervisee relationship in the Education Faculty at Midlands State University in Zimbabwe
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121
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ID: 71eb16a5-c590-4ef9-b8bf-0e639ff2d780 - Direct or indirect teacher written corrective feedback: Zimbabwe junior secondary school English composition learners’ preferences beyond Covid-19 era
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119
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ID: 92220282-f7e7-4591-b6e3-ebf8ca117774 - Calamities Abound: Impact of COVID-19 Face-to-Screen Induced Learning among University Students in Zimbabwe
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118
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ID: 8682193c-6c0c-463a-9bfa-1f08b1205354 - Are our COVID-19 response and recovery efforts in sync with the principles of disaster risk reduction?.
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ID: 55267762-f4dd-4f88-a907-a6a5daea9f5c - Do Teachers and Students Share the Same Feedback Meaning? A Quantitative Study among Secondary Schools in Bulawayo, Zimbabwe
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116
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ID: 9f8b74c0-a5b2-4df7-ab2b-b8fe36960abf - Academic publishing demystified
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113
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ID: 7575a32a-5239-44ce-af7d-4db24eb71a21 - University Lecturers and Students Preparedness for Online Teaching and Learning in Zimbabwe
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109
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ID: 01273670-ac9c-4d4d-8de8-aaa82b5d7b04 - Mathematics teacher identity in a professional learning community: Paper Presented on the 2nd - 7th April 2013, Cape Town, South Africa
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105
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ID: 3a982910-4d3e-4a72-a7bc-0f24af664019 - Implementing a Target-Task Problem-Solving Model in teaching Electrochemistry to Advanced level chemistry learners.
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104
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ID: 2f07ff26-5fc3-4b0a-8203-521c1ded8806 - The Zimbabwe liberation war family in selected war novels - implications to post-independence governance
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102
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ID: 6fbedd96-2841-4c17-9d6a-6bb55331bef7 - Colonial Economic Disempowerment and the Responses of the Hlengwe Peasantry of the South East Lowveld of Zimbabwe: 1890-1965
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ID: 618b5c5a-1c23-4544-a8d6-dad5bd892800 - Metaphors of the challenges on project completion: experiences of block release students and their supervisors at Midlands State University
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ID: fb9ed5e4-6ceb-441c-82a5-40ce0f122412 - A Geography Teacher's Responsiveness to the Cognitive Academic Language Proficiency (CALP) Needs of Zimbabwean English Second Language (ESL) Learners in Syllabus Interpretation and Instructional Design
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ID: 2f616012-454b-490c-a494-3b66f8c0a705 - Faculty of education lecturers’ and students’ perceptions on the utilisation of e-Learning at Midlands State University in Zimbabwe
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84
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ID: 9056841b-34c9-4f8c-8152-2ce317fed17e - Optimising multimodality in the teaching of Literature in English at Advanced Level in Zimbabwean schools.
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ID: 16175893-9e2e-4c5b-85e7-3554665e56b7 - Instructional interventions used to develop cognitive academic language proficiency in the teaching of a content area subject to English second language learners.
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ID: 9089561e-bd6e-4cfe-9d81-d14f201e6355 - Assessment strategies for work related learning in industrial clothing design and construction. A case of two polytechnic colleges in Zimbabwe.
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ID: dbf2dcfd-aee6-4218-9fb5-57bce4cbb9de - Criterion and norm referenced tests in the education system: livening up the debate
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ID: 87428f8a-706e-4f6c-a8af-5b13a94ae088 - Motivations and expectations of pre service student teachers specialising in mathematics at two primary teachers colleges in Zimbabwe
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ID: 4248feac-40eb-486d-ac03-c7575434ce21 - Comparative Effect of Two Problem-solving Instructional Strategies on Students’ Achievement in Stoichiometry
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ID: fa66d086-c6e8-4a98-9a97-8545d49251f3 - Effects of sociocultural beliefs on science education in Zimbabwe: implications for science teaching
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ID: a7e30f04-1ace-48ef-81d9-c2892a613ac0 - Learning in professional learning communities: shifts in mathematics teachers’ practices
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ID: f3815205-fcfd-4d90-b878-dd89b54f3f0a - The teaching of geometric (Isometric) transformations at secondary school level: what approach to use and why?
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ID: ab30b428-f7b3-4d53-9d11-5d10a8219f11 - Perceptions on belt marking system in Zimbabwe: a case of Advanced Level Geography Syllabus 9156.
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ID: 0e8e570a-e5fd-4eee-8297-86f38c3a528d - Within and without the workings of language in literary text explication: RE-reading William Blake’s ‘London’
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ID: a22a8c8c-8317-41c5-b529-9e385ad80047 - Pursuing the humanity of subalterns on the farm in Zimbabwean literature.
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ID: 1b522cff-dd0f-435b-8df8-c1f337296041 - The relevance of the current Zimbabwean ordinary level mathematics curriculum to industry: a case of Gweru Urban
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