https://cris.library.msu.ac.zw//handle/11408/57 2026-04-09T10:32:33Z https://cris.library.msu.ac.zw//handle/11408/7012 Title: A systematic review of informal cross-border trade in African economies towards vision 2030 Authors: Dzawanda, Beauty; Matsa, Mark Makomborero; Gumbo, Elvis Batsirai; Runokunda, Juliet Chidochashe; Melanie D. Nicolau Abstract: Informal cross-border trade (ICBT) is spreading across Africa driven by high poverty levels and influenced by factors such as climate change, political instability and economic marginalisation among others. This desktop-based review synthesised the existing literature to explore the dynamics of ICBT in Africa. Findings reveal that while formal trade remains limited, ICBT thrives due to weak economic integration frameworks like SADC, ECOWAS and COMESA which often overlook informal trade. Biased policy reforms, retrenchments and exclusion from formal markets further exacerbate informality. ICBT significantly contributes to Africa’s GDP, particularly as women who represent over 70% of participants engage in this trade due to marginalisation from the formal economy. Although both men and women participate in ICBT, the later tend to face serious vulnerabilities, including health risks such as HIV/AIDS, sexual exploitation and harassment often as a means of evading taxes or gaining access to services. The trade includes a wide array of goods both legal and illicit facilitated by corruption and inadequate border infrastructure. Despite its challenges, ICBT remains a vital livelihood strategy for many Africans. Rather than seeking to eliminate it, the article advocates for the development of a framework to formalise, regulate and safeguard ICBT while aligning it with sustainable development goals. Enhancing border infrastructure, gender-sensitive policies and institutional support can help maximise ICBT’s benefits while mitigating associated risks, fostering inclusive and sustainable economic growth in Africa. 2026-01-01T00:00:00Z Dzawanda, Beauty Matsa, Mark Makomborero Gumbo, Elvis Batsirai Runokunda, Juliet Chidochashe Melanie D. Nicolau https://cris.library.msu.ac.zw//handle/11408/6926 Title: Exploring the impact of locking down citizen’s voice on citizen participation in local government budgeting during COVID-19 public restrictions in Zimbabwe Authors: Chikerema, Arthur Fidelis; Chakunda, Vincent; Mukunyadze, Tinashe Abstract: The COVID-19 pandemic presented unmatched challenges for citizen participation worldwide in local government budgeting processes. Zimbabwe in particular was grappling with the pandemic’s effects and pre-existing governance issues. The pandemic ignited the central government to put COVID-19 public restrictions militating on citizen engagement in the budgeting process. The implemented measures were aimed at curbing the spread of the virus. While these measures were necessary for public health, they unintentionally constrained citizens’ ability to be unreservedly involved in local government decision-making. The paper employed a qualitative case study research design, employing interviews, Google Forms, and document analysis, to gather data exploring the experiences and perspectives of citizens, civil society organizations, and local government officials regarding the repercussions of constrained citizen participation in local government budgeting during the pandemic. The argument was hinged on the participatory theory based on two broad views: the normative and the instrumentalist perspectives. The paper notes that COVID-19 restrictions severely constrained citizen participation, limiting public input, deliberation, and accountability opportunities. The inability to convene public meetings, consultations, and workshops weakened the citizen-government engagement process, hindering transparency and the ability of citizens to influence resource allocation and stewardship. Furthermore, the restricted participation by marginalized communities exacerbates existing inequalities due to the technological divide hindering their ability to voice their concerns and interests in the budgeting processes. The paper calls for the exigent need for inventive methodologies to guarantee comprehensive and evocative citizen participation, by leveraging digital technologies and promoting alternative channels for engagement to augment citizen participation in local government budgeting. 2024-01-01T00:00:00Z Chikerema, Arthur Fidelis Chakunda, Vincent Mukunyadze, Tinashe https://cris.library.msu.ac.zw//handle/11408/6897 Title: The Contribution of Internal Savings and Lending as a Strategy to Improve Household Food Security in Gutu District Authors: Marambanyika, Thomas; Murakata, Penlutha; Musasa, Tatenda Abstract: Food insecurity is a common problem in many countries in Sub-Saharan Africa, Zimbabwe is not an exception. Techniques of improvisation, innovation and creativity have been widely adopted, as a way to curb risk of food insecurity. This research evaluated the contribution of Internal Savings and Lending (ISAL) as a strategy to improve household food security in Gutu District, Zimbabwe. A mixed methods research design was adopted to provide strengths that offset the weaknesses of both qualitative and quantitative research methods. A total of 51 questionnaires were administered to household beneficiaries together with semi-structured interviews conducted with purposefully selected key informants such as Zimbabwe Aids Prevention Project-University of Zimbabwe (ZAPP-UZ) Program officer and Field coordinator. Document review was done to augment data from questionnaires and key informant interviews. Data obtained through the questionnaire survey and key informant interviews was analysed using the grounded theory method. The study findings revealed that ISAL had a significant positive impact on improving household food security. Evidence of improved household income has been shown through increased access to readily disposable income to cater for household needs, improvement in dietary diversity as well as establishment of food security projects. Mistrust and poverty are some of the challenges affecting participation of members at household and cooperative level. The study recommends the need for ZAPP-UZ personnel to train community volunteers to assist in consistent monitoring and evaluation of the program and conflict resolution mechanism. 2025-01-01T00:00:00Z Marambanyika, Thomas Murakata, Penlutha Musasa, Tatenda https://cris.library.msu.ac.zw//handle/11408/6893 Title: The Influence of Teaching Effectiveness and Grading of Students’ Work on how Students Evaluate Their Lecturers Authors: Chisango, Tadios; Kurevakwesu, Wilberforce; Mafa, Itai; Tapiwa, Simango; Mhizha, Samson Abstract: This article presents an experimental test of the effects of teaching effectiveness and grading on evaluation of lecturers by students. Although lecturers’ grading of students’ work presents a key confounding variable in studies that investigate the influence of teaching effectiveness on lecturer evaluations by students, most existing studies use correlational studies. This makes it difficult to separate the effects. In the present study, teaching competence and lecturer’s grading of students’ work were manipulated orthogonally, in a between-participants design, with a sample of Zimbabwean students, to test their effects on the students’ endorsement of the lecturer , and also on potential lecturer evaluation. Hence, there were four experimental conditions: low-teaching competence-low grading, low teaching competence-low grading, high teaching competence-high grading and high teaching competence-high grading. The study tested the following specific hypotheses: (1) The low teaching competence-low grading condition would receive the lowest ratings on dependent measures; (2) The high teaching competence-high grading condition would receive the highest ratings. Results were largely in line with the hypotheses. These results show the benefits that accrue to instructors through giving students high grades. In particular, lecturers with low teaching competence can ‘buy’ better student ratings by assigning higher grades to students' work, while those with high teaching competence can enhance their ratings even more by giving high grades. Importantly, competent lecturers who grade their students lowly seem to be at the greatest disadvantage, in that they receive rather low ratings. The results indicate the flaws inherent in student evaluations of lecturers when their (lecturers’) levels of competence are also taken into consideration. The results are further discussed in regards with the necessity to refining related research, and more rigorous evaluation methods of lecturers’ performance in the classroom. 2025-01-01T00:00:00Z Chisango, Tadios Kurevakwesu, Wilberforce Mafa, Itai Tapiwa, Simango Mhizha, Samson