https://cris.library.msu.ac.zw//handle/11408/253 2026-04-06T02:27:01Z https://cris.library.msu.ac.zw//handle/11408/6850 Title: Intervention mechanisms for minimising teenage pregnancies among secondary school learners in Gweru, Zimbabwe Authors: Homela, Simbarashe Abstract: This study established the mechanisms that can be employed to minimise cases of teenage pregnancies among secondary school girls in Gweru District which cause adverse effects on their livelihood. Girls suffer psychologically, healthy wise, socially, drop out of school and are deprived of their economic development as a result of teenage pregnancy. This prompted this study to find possible solutions to these challenges. This research is informed by the Liberal Feminist Theory and the Ecological Systems Theory. A qualitative phenomenological design was employed with focus group discussions and interviews as data collection instruments. Ten ‘O’ Level girls and ten teachers participated in focus group discussions. Two school heads and eight parents were interviewed. This sample was derived from a population of three hundred and two from two secondary schools. The researcher used the Tesch’s open coding method of data analysis and theme identification. This study established intervention mechanisms to minimise teenage pregnancies such as having comprehensive Guidance and Counselling (G & C) specialist teachers and G & C clinics in schools. Real construction of more secondary schools to reduce the distance travelled by learners to and from school. Widening and improving access to provisions provided by safety nets such as BEAM to cater for all the girl child’s needs. The adoption of a standard uniform or dress code in schools could enhance unhu/ubuntu and the provision of comprehensive sex education in schools was also encouraged. Involvement of parents and the community through the hidden curriculum to enforce true cultural values and ethics can also reduce cases of teenage pregnancies. The early warning system and monitoring to be enforced in schools. Policy changes such as establishing foster mothers, monitoring of the internet use in schools and internet cafes, child marriages and child headed families as a result of parents leaving for greener pastures to be enforced. Youth empowerment and creation of employment can be done to minimise teenage pregnancies. This study recommends that microsystems, and the mesosystems-linkages, exosystems, as well as the macro-systems (political, ideology) should be engaged. Cooperation is needed among all stakeholders (cultural, religious or political) in order to minimise incidences of teenage pregnancies among secondary school girls. 2025-01-01T00:00:00Z Homela, Simbarashe https://cris.library.msu.ac.zw//handle/11408/6840 Title: Towards a model of combating peer harassment among rural day secondary schools in Zimbabwe Authors: Shoko, Nothabo Abstract: The article focuses on the views of what teachers can do to deal with peer harassment which is rampant among learners in Zimbabwean rural day schools so that the wellbeing of learners is enhanced. The study comprised of fifteen learners who were asked to suggest what teachers could do to assist learners when they fell victim to peer harassment. A phenomenological design in which semi- structured interviews were used to elicit the responses from the learners was used to generate the data. Participants for the study were purposively. The criteria for selection was that the participants were aged between thirteen to fifteen years and that they had experienced harassment either as observers or victims. A major finding was that most teachers were not doing much to assist the learners. Failure to do so often led to a number of psychological problems which influenced the wellbeing of learners at school. Most teachers appeared to lack the necessary skills with which they could assist learners who reported that they were being harassed. The study concluded that the simple model could be inculcated in the teacher training curricula to assist rural school teachers to combat peer harassment in their classrooms. 2018-01-01T00:00:00Z Shoko, Nothabo https://cris.library.msu.ac.zw//handle/11408/6839 Title: Conceptualising Maslow’s Self-Actualisation Concept for Application in Higher Education: An African Ubuntu Perspective Authors: Zishiri, Christopher; Mugadza, Simba Abstract: This qualitative study focused on the applicability of Maslow’s self-actualisation concept in higher education institutions in Zimbabwe. An African perspective, guided by the African philosophy of Ubuntu, was used to inform the study. The study collected data from 30 participants comprising administrators in higher education institutions, lecturers and students and participants using in-depth interviews and observations. The participants were drawn from 5 participating higher education institutions in Zimbabwe. Data were analysed using thematic procedures and the results show that unlike its Eurocentric individualistic perspective, self-actualisation represents a more inclusive concept from an Afrocentric perspective which is collectivist. Its application in higher education can enhance the student’s overall educational outcomes throughout their studies, enabling them to immediately contribute positively to the good of society and others within and outside their institutions of learning, with integrity, empathy and compassion, without the condition of first fulfilling their own individual lower-level needs as theorised by Maslow. The study recommended the development of higher education policies that are imbedded in the Ubuntu philosophy. 2024-01-01T00:00:00Z Zishiri, Christopher Mugadza, Simba https://cris.library.msu.ac.zw//handle/11408/6838 Title: Analysis of Psychosocial Support Needs for Orphans and Vulnerable Children in Primary Education: A Case Study of Public Schools in Harare, Zimbabwe Authors: Lemeyu, Tendayi; Chikutuma, Tendai; Zishiri, Christopher Abstract: This study analysed the psychosocial support needs for orphans and vulnerable children in primary education. The particular focus was on public primary schools in Epworth, Mabvuku and Tafara. these schools were located in Harare of Zimbabwe.the analysis of this qualitative research study was based on the perspectives of 10 school heads, 10 teachers, 5 school counselors, and 80 orphans and vulnerable children, making a sample of 105 participants. These participants were drawn from 10 public primary schools in the areas mentioned above. A purposive sampling technique was used to select the participants. The study used interviews and focus group discussions to collect data. The data that were collected were analysed using Interpretative Phenomenological Analysis. Results revealed that while OVC in the research setting received some form of assistance from either government or NGOs, the assistance packages provided were not adequate to address the basic needs required to sustain the concerned children. The most pronounced insufficiencies were in the areas of educational, food and counseling support. The study recommended that the government and NGOs should coordinate and synchronise to ensure that the assistance provided to OVC in public primary schools in Epworth, Mabvuku and Tafara, addresses their basic needs. 2022-01-01T00:00:00Z Lemeyu, Tendayi Chikutuma, Tendai Zishiri, Christopher