An investigation of the extent, effects and impact of Gender-based Violence in Duncan Village, East London
- Authors: Peter, Noma-Afrika
- Date: 2019
- Subjects: Violence -- Sex differences Human rights
- Language: English
- Type: Thesis , Masters , M.Phil (Human rights)
- Identifier: http://hdl.handle.net/10353/16851 , vital:40779
- Description: This research seeks to investigate GBV against women in Duncan Village in the East London area to find out the extent of the prevalence, its effect, and remedial solutions. The study adopted a qualitative method. The data was collected through semi-structured one-to one interviews from 16 participants using systematic random sampling. The findings revealed that GBV is prevalent in Duncan Village. Most of the women residing in Duncan Village are dependent on child support grant and raise their children alone without the support of their biological fathers. The study further revealed that GBV against women often happens during day time and the victims are either married or single women. One of the contributing factors of GBV is unemployment. Therefore, this study recommends that awareness of GBV should be made continuously in communities by the government and stakeholders. In addition, the Commission for Gender Equality and NGOs that deal with GBV should be visible in all wards so that their services are known and utilised. The Department of Women Affairs should be the main driver in ensuring that women from previously disadvantaged communities are economically empowered, for example, by initiating income generating projects. However, they too should first be capacitated on business and financial management skills.
- Full Text:
- Date Issued: 2019
- Authors: Peter, Noma-Afrika
- Date: 2019
- Subjects: Violence -- Sex differences Human rights
- Language: English
- Type: Thesis , Masters , M.Phil (Human rights)
- Identifier: http://hdl.handle.net/10353/16851 , vital:40779
- Description: This research seeks to investigate GBV against women in Duncan Village in the East London area to find out the extent of the prevalence, its effect, and remedial solutions. The study adopted a qualitative method. The data was collected through semi-structured one-to one interviews from 16 participants using systematic random sampling. The findings revealed that GBV is prevalent in Duncan Village. Most of the women residing in Duncan Village are dependent on child support grant and raise their children alone without the support of their biological fathers. The study further revealed that GBV against women often happens during day time and the victims are either married or single women. One of the contributing factors of GBV is unemployment. Therefore, this study recommends that awareness of GBV should be made continuously in communities by the government and stakeholders. In addition, the Commission for Gender Equality and NGOs that deal with GBV should be visible in all wards so that their services are known and utilised. The Department of Women Affairs should be the main driver in ensuring that women from previously disadvantaged communities are economically empowered, for example, by initiating income generating projects. However, they too should first be capacitated on business and financial management skills.
- Full Text:
- Date Issued: 2019
Social protection as a mechanism for promoting the right to education for vulnerable children in Mwenezi District, Zimbabwe
- Authors: Shumba, Sibangani
- Date: 2019
- Subjects: Social security Right to education
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16676 , vital:40742
- Description: Social protection has been introduced against the backdrop of fears that many children were not able to access their right to education. However, there have been raging debates on whether the mechanism really works to effectively support the right to education of these children. It is on the backdrop of such debates that the study was undertaken, to find out if social protection was effectively being implemented to support the right to education for vulnerable children in Mwenezi District of Zimbabwe. Given the nature of variables and research questions, the study was located within the pragmatic paradigm. A mixed-method approach and concurrent triangulation approach to closely examine the issues under study was adopted. A combination of stratified random sampling and purposive sampling approaches were used to identify the subject for the study. Data were then collected from various respondents that were considered knowledgeable about the issues under discussion. These included district level officials from Ministry of Primary Education, Ministry of Labour and Social Services, District Administrator, Chief Executive Officer as well as Civil Society Organisations. Also included as sample of the study were school heads, teachers, children and community groups. Face to face interviews, Focus Group Discussions and a survey teacher questionnaire were used to solicit the data. The study confirmed the multi-dimension nature of vulnerabilities that children in Mwenezi district were facing. Meanwhile, various social protection programmes that were seeking to address the issues of child vulnerabilities were found to be in place. Providers ranged from Government, Civil Society and private players (individuals or companies). Of significance were good practices in some communities even though these communities were not aware that they were making positive contributions to the enhancement of educational opportunities. Though, these programmes were on the ground and functional, it was their management that became the focus of much scrutiny. The programmes and their management were indeed making a contribution to enhance children’s right to education. However, there were areas that required improvement in order to raise their contribution to higher levels. The results further revealed that there was need to embrace a broader spectrum of participants, including communities and children. The institutional arrangements were also noted as requiring ii review to inject urgency and efficiency. Also recommended was the enhancement of awareness, training and networking activities by implementers, while the Government system should not involve more players but improve the systems that place children at the centre. An alternative model for social protection delivery was recommended for consideration
- Full Text:
- Date Issued: 2019
- Authors: Shumba, Sibangani
- Date: 2019
- Subjects: Social security Right to education
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16676 , vital:40742
- Description: Social protection has been introduced against the backdrop of fears that many children were not able to access their right to education. However, there have been raging debates on whether the mechanism really works to effectively support the right to education of these children. It is on the backdrop of such debates that the study was undertaken, to find out if social protection was effectively being implemented to support the right to education for vulnerable children in Mwenezi District of Zimbabwe. Given the nature of variables and research questions, the study was located within the pragmatic paradigm. A mixed-method approach and concurrent triangulation approach to closely examine the issues under study was adopted. A combination of stratified random sampling and purposive sampling approaches were used to identify the subject for the study. Data were then collected from various respondents that were considered knowledgeable about the issues under discussion. These included district level officials from Ministry of Primary Education, Ministry of Labour and Social Services, District Administrator, Chief Executive Officer as well as Civil Society Organisations. Also included as sample of the study were school heads, teachers, children and community groups. Face to face interviews, Focus Group Discussions and a survey teacher questionnaire were used to solicit the data. The study confirmed the multi-dimension nature of vulnerabilities that children in Mwenezi district were facing. Meanwhile, various social protection programmes that were seeking to address the issues of child vulnerabilities were found to be in place. Providers ranged from Government, Civil Society and private players (individuals or companies). Of significance were good practices in some communities even though these communities were not aware that they were making positive contributions to the enhancement of educational opportunities. Though, these programmes were on the ground and functional, it was their management that became the focus of much scrutiny. The programmes and their management were indeed making a contribution to enhance children’s right to education. However, there were areas that required improvement in order to raise their contribution to higher levels. The results further revealed that there was need to embrace a broader spectrum of participants, including communities and children. The institutional arrangements were also noted as requiring ii review to inject urgency and efficiency. Also recommended was the enhancement of awareness, training and networking activities by implementers, while the Government system should not involve more players but improve the systems that place children at the centre. An alternative model for social protection delivery was recommended for consideration
- Full Text:
- Date Issued: 2019
“Examining mentors’ practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice: A case study of one teachers’ college in Zimbabwe”
- Authors: Madzore, Rosemary
- Date: 2019
- Subjects: Mentoring in education Mentoring
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16621 , vital:40737
- Description: This study examined mentors’ practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice in one teachers’ college in Zimbabwe. The study employed the interpretive paradigm and used the qualitative approach and case study research design. Purposive sampling was used to select 27 participants who were perceived to be rich informants. These participants included 6 mentors, 15 trainee teachers, 5 college lecturers, 2 lecturers from the teaching practice office, 3 senior lecturers in charge and 1 university lecturer who is a link person between the college and the Department of Teacher Education. Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that mentors performed both career development and psychosocial support roles during teaching practice, although the psychosocial roles were not very prominent. The interviewed mentors and trainee teachers also indicated that, although mentors knew how they should perform their duties, they encountered various challenges which hindered the effectiveness of the mentorship programme. The participants from the three schools revealed that mentors employed both good and bad strategies to provide career development and psychosocial support to trainee teachers during teaching practice. There was also evidence that colleges and schools use different mentoring mechanisms in facilitating career development and providing psychosocial support to trainee teachers during teaching practice.The data also revealed that there were challenges encountered in the use of these mentoring mechanisms. The participants also acknowledged that, despite these challenges, there were good practices and benefits of mentorship. However, there were gaps noted in the mentors’ practices in facilitating career development and providing psychosocial support. It emerged that there was lack of qualified school mentors resulting in inadequate provision of career development and psychosocial support. It was also established that financial constraints affected the effectiveness of mentorship. The study found that there were loopholes in mentor selection. Financial constraints also hindered capacity building programmes for mentors. The study established strategies that can be used to improve mentorship. Teachers’ colleges and schools should be adequately resourced to ensure effective mentorship during teaching practice. This could be done through adequate material resources, workshops, updates of schools and college activities supervision, review of mentorship iii programmes, incentives, orientation and induction for mentors. The study also recommended that the Ministry of Higher and Tertiary Education Science and Technology Development (MoHTESTD), the Ministry of Primary and Secondary Education (MoPSE), colleges and schools consider a mentorship policy that fuses global and national trends. Resources should also be mobilised by all the stakeholders involved who include the MoHTEST, MoPSE, teacher training colleges and secondary schools, for effective mentorship.The study recommended considering alternative mentorship models with regard to the provision of career development and psychosocial support to trainee teachers from secondary teacher-training colleges in Zimbabwe.
- Full Text:
- Date Issued: 2019
- Authors: Madzore, Rosemary
- Date: 2019
- Subjects: Mentoring in education Mentoring
- Language: English
- Type: Thesis , Doctoral , PhD (Education)
- Identifier: http://hdl.handle.net/10353/16621 , vital:40737
- Description: This study examined mentors’ practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice in one teachers’ college in Zimbabwe. The study employed the interpretive paradigm and used the qualitative approach and case study research design. Purposive sampling was used to select 27 participants who were perceived to be rich informants. These participants included 6 mentors, 15 trainee teachers, 5 college lecturers, 2 lecturers from the teaching practice office, 3 senior lecturers in charge and 1 university lecturer who is a link person between the college and the Department of Teacher Education. Data were obtained through face to face interviews, focus groups and document analysis. The study revealed that mentors performed both career development and psychosocial support roles during teaching practice, although the psychosocial roles were not very prominent. The interviewed mentors and trainee teachers also indicated that, although mentors knew how they should perform their duties, they encountered various challenges which hindered the effectiveness of the mentorship programme. The participants from the three schools revealed that mentors employed both good and bad strategies to provide career development and psychosocial support to trainee teachers during teaching practice. There was also evidence that colleges and schools use different mentoring mechanisms in facilitating career development and providing psychosocial support to trainee teachers during teaching practice.The data also revealed that there were challenges encountered in the use of these mentoring mechanisms. The participants also acknowledged that, despite these challenges, there were good practices and benefits of mentorship. However, there were gaps noted in the mentors’ practices in facilitating career development and providing psychosocial support. It emerged that there was lack of qualified school mentors resulting in inadequate provision of career development and psychosocial support. It was also established that financial constraints affected the effectiveness of mentorship. The study found that there were loopholes in mentor selection. Financial constraints also hindered capacity building programmes for mentors. The study established strategies that can be used to improve mentorship. Teachers’ colleges and schools should be adequately resourced to ensure effective mentorship during teaching practice. This could be done through adequate material resources, workshops, updates of schools and college activities supervision, review of mentorship iii programmes, incentives, orientation and induction for mentors. The study also recommended that the Ministry of Higher and Tertiary Education Science and Technology Development (MoHTESTD), the Ministry of Primary and Secondary Education (MoPSE), colleges and schools consider a mentorship policy that fuses global and national trends. Resources should also be mobilised by all the stakeholders involved who include the MoHTEST, MoPSE, teacher training colleges and secondary schools, for effective mentorship.The study recommended considering alternative mentorship models with regard to the provision of career development and psychosocial support to trainee teachers from secondary teacher-training colleges in Zimbabwe.
- Full Text:
- Date Issued: 2019
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