https://cris.library.msu.ac.zw//handle/11408/2484 Wed, 08 Apr 2026 01:03:41 GMT 2026-04-08T01:03:41Z https://cris.library.msu.ac.zw//handle/11408/4050 Title: Cultivating change: Reflections on the changing role of the School Head in effective implementation of the Competency-Based Curriculum in Hwange Rural Primary Schools. Authors: Shoko, Donald Abstract: This study is on the role of the School Head in effective implementation of the competency-based curriculum in rural primary schools in Hwange District. Study objectives were: to explore the roles and responsibilities of school heads as curriculum leaders; to determine how school heads manage curriculum change for effective curriculum implementation; to establish resources that must be available to ensure effective curriculum implementation in schools; and to proffer strategies that can be employed for effective implementation of the new competency-based curriculum at school level in Zimbabwe. The study employed a qualitative approach. The questionnaire was the major instrument for data collection. Findings were that the School Head plays and has critical roles necessary for effective implementation of the competency-based curriculum in a school; effective implementation of the curriculum compels the School Head to establish synergies with all stakeholders; most schools have a critical staff and material resources shortages which compromises effective implementation of the curriculum and that challenges encountered in the implementation of the curriculum in schools require School Heads to be situational and premeditated in their effort to address them. The study recommends that Schools be adequately supported with human and material resources for effective implementation of the competency-based curriculum in Zimbabwe; teachers as curriculum implementers be continuously staff developed to meet the demands of the competency-based curriculum; avail funds for continuous professional development of teachers trained prior to implementation of the curriculum so as to enhance their professional competencies; further research be carried out in urban primary schools to establish opportunities and challenges encountered in the implementation of the competency-based curriculum in the entire Zimbabwean education system. Wed, 01 May 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4050 2019-05-01T00:00:00Z Shoko, Donald https://cris.library.msu.ac.zw//handle/11408/4040 Title: Cultivating change: Reflections on the changing role of the School Head in effective implementation of the Competency-Based Curriculum in Hwange Rural Primary Schools. Authors: Shoko, Donald Abstract: This study is on the role of the School Head in effective implementation of the competency-based curriculum in rural primary schools in Hwange District. Study objectives were: to explore the roles and responsibilities of school heads as curriculum leaders; to determine how school heads manage curriculum change for effective curriculum implementation; to establish resources that must be available to ensure effective curriculum implementation in schools; and to proffer strategies that can be employed for effective implementation of the new competency-based curriculum at school level in Zimbabwe. The study employed a qualitative approach. The questionnaire was the major instrument for data collection. Findings were that the School Head plays and has critical roles necessary for effective implementation of the competency-based curriculum in a school; effective implementation of the curriculum compels the School Head to establish synergies with all stakeholders; most schools have a critical staff and material resources shortages which compromises effective implementation of the curriculum and that challenges encountered in the implementation of the curriculum in schools require School Heads to be situational and premeditated in their effort to address them. The study recommends that Schools be adequately supported with human and material resources for effective implementation of the competency-based curriculum in Zimbabwe; teachers as curriculum implementers be continuously staff developed to meet the demands of the competency-based curriculum; avail funds for continuous professional development of teachers trained prior to implementation of the curriculum so as to enhance their professional competencies; further research be carried out in urban primary schools to establish opportunities and challenges encountered in the implementation of the competency-based curriculum in the entire Zimbabwean education system. Tue, 01 Jan 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4040 2019-01-01T00:00:00Z Shoko, Donald https://cris.library.msu.ac.zw//handle/11408/4010 Title: Analysis of inclusive education in Harare Northern central district : policy versus implementation Authors: Katsande, Pandukai Abstract: This study sought to analyze inclusive education in Harare Northern Central District: Policy versus Implementation. The main research question sought the knowledge gaps between inclusive education policies and their implementation. Sub-questions drawn from the main question were asked to solicit data from school heads. Phenomenological research design was employed while a Purposive Criterion Sampling was used to come up with three school heads and nine teachers. An interview guide and classroom observation guide were the two research instruments used to gather data from the respondents, respectively. Thematic analysis was then used to analyze the data. The major research findings were that lack of expert human resources; infrastructure, ideal teaching and learning materials, financial and time resources lead to ineffective implementation of inclusive education. The study recommends among others, the involvement of educators in Policy formulation on educational matters for ownership of the programme while government should enact a binding policy on inclusivity to compel effective implementation. Furthermore, more schools should be built to reduce walking distance and sensitisation on inclusive education should be enhanced. Additionally, friendly inclusive education infrastructure development should be prioritised through government building grants and overall, a robust monitoring and evaluation should be enhanced to foster effective implementation of inclusivity in schools. Fri, 01 Nov 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/4010 2019-11-01T00:00:00Z Katsande, Pandukai https://cris.library.msu.ac.zw//handle/11408/3944 Title: Human resources management in Adventist Primary Schools in South Botswana conference : challenges and possible way forward Authors: Guzha, Machinda Abstract: This study sought to investigate Human Resource Management in Adventist Primary Schools in South Botswana Conference: Challenges and Possible Ways Forward. It is a case of two schools that are run by the South Botswana Conference of the Seventh Day Adventist Church in Botswana. The study was centred on the issues that affect the human resources in the schools hence the focal point was on collecting data from the people in the school Administration which included The Principal and all the heads of departments. The purpose of the study was to investigate challenges faced by the SBC schools in the Human Resource Management systems. It also aimed at investigating performance management and reward systems in the schools and submit recommendations to the board. This research was based on the qualitative approach and followed the case study design. The data collection instruments used included the Interviews and Questionnaires. The sample population was made up of the members of the school Administration Committee whose membership was Principals, Deputy Heads and HODs. The data that were collected were analysed and issues that were concluded indicated that there were challenges in the SBC system of schools. The details of the challenges are discussed in the whole report of the research. The conclusion and recommendations were that the Board of SBC schools needs to address some of the issues if they are to form a brand in Christian Education. The challenges that the researcher established include shortages of qualified primary school teachers in the Botswana job market, low salaries for teachers offered by the SBC schools, unclear contracts of employment, unstandardized teacher performance system, a high staff turnover and the issue of expatriate teachers’ permits. Some of the recommendations suggested include review of the teachers’ contracts of employment, reviewing of the reward system to make it more competitive and putting in place a performance management system. Fri, 01 Nov 2019 00:00:00 GMT https://cris.library.msu.ac.zw//handle/11408/3944 2019-11-01T00:00:00Z Guzha, Machinda