Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools
- Authors: Mazise, Amos
- Date: 2011
- Subjects: Rural schools -- Zimbabwe Case studies , Education, Primary -- Zimbabwe Case studies , School management and organization -- Zimbabwe Case studies , Schools -- Zimbabwe -- Evaluation
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11428 , http://hdl.handle.net/10353/569 , Rural schools -- Zimbabwe Case studies , Education, Primary -- Zimbabwe Case studies , School management and organization -- Zimbabwe Case studies , Schools -- Zimbabwe -- Evaluation
- Description: The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.
- Full Text:
- Date Issued: 2011
- Authors: Mazise, Amos
- Date: 2011
- Subjects: Rural schools -- Zimbabwe Case studies , Education, Primary -- Zimbabwe Case studies , School management and organization -- Zimbabwe Case studies , Schools -- Zimbabwe -- Evaluation
- Language: English
- Type: Thesis , Masters , M Soc Sc (Dev)
- Identifier: vital:11428 , http://hdl.handle.net/10353/569 , Rural schools -- Zimbabwe Case studies , Education, Primary -- Zimbabwe Case studies , School management and organization -- Zimbabwe Case studies , Schools -- Zimbabwe -- Evaluation
- Description: The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.
- Full Text:
- Date Issued: 2011
Social policy and the state in South Africa: pathways for human capability development
- Authors: Monyai, Priscilla B
- Date: 2011
- Subjects: Human capital -- South Africa , Apartheid -- South Africa , Equality -- South Africa , Poverty -- South Africa , Political participation -- South Africa , South Africa -- Economic conditions , South Africa -- Social conditions
- Language: English
- Type: Thesis , Doctoral , PhD (Social Science Dev)
- Identifier: vital:11439 , http://hdl.handle.net/10353/d1007230 , Human capital -- South Africa , Apartheid -- South Africa , Equality -- South Africa , Poverty -- South Africa , Political participation -- South Africa , South Africa -- Economic conditions , South Africa -- Social conditions
- Description: The main focus of this thesis is the challenges that are facing social policy development and implementation in South Africa in relation to the enhancement of human capability. The study adopted a historical approach to assess the model of social policy in South Africa and identified that social relations of domination inherited from the apartheid era continuing to produce inequalities in opportunities. Social policy under the democratic government has not managed to address social inequalities and the main drivers of poverty in the form of income poverty, asset poverty and capability poverty which are the underlying factors reproducing deprivation and destitution of the majority of the population Although South Africa prides itself of a stable democracy, social inequalities continue to undermine the benefits of social citizenship because political participation in the midst of unequal access to economic and social resources undermine the value of citizenship. Also, inequalities in the distribution of income and wealth, and in the control of economic production undermine political equality which is an ethic upon which social rights are predicated. As a result, state interventions are lacking inherent potential to build human capability for people to live the life that they have reason to value. The paradox of social policy in South Africa is that the majority of those who are marginalised are those who were excluded by the apartheid regime even though state intervention is claimed to be targeting them. This points to the failure of incremental equalisation of opportunities within a context of stark social inequities. It is also an indication that the economic growth path delivered by the political transition is working to reinforce the inherited legacy of deprivation and it is avoiding questions related to the structural nature of poverty and inequalities. Therefore, a transformative social policy is an imperative for South Africa. Such a framework of social policy should be premised upon a notion of human security in order to built human capability. Human security focuses on the security of individuals and communities to strengthen human development. It emphasises on civil, political and socioeconomic rights for individual citizens to participate fully in the process of governance. Although this thesis is a case study of social policy in South Africa, it can be used to appreciate the role of social policy in other developing countries, particularly the impact of political decision making on social distribution. Poverty and social inequalities are growing problems in developing countries and so is the importance of putting these problems under the spotlight for political attention.
- Full Text:
- Date Issued: 2011
- Authors: Monyai, Priscilla B
- Date: 2011
- Subjects: Human capital -- South Africa , Apartheid -- South Africa , Equality -- South Africa , Poverty -- South Africa , Political participation -- South Africa , South Africa -- Economic conditions , South Africa -- Social conditions
- Language: English
- Type: Thesis , Doctoral , PhD (Social Science Dev)
- Identifier: vital:11439 , http://hdl.handle.net/10353/d1007230 , Human capital -- South Africa , Apartheid -- South Africa , Equality -- South Africa , Poverty -- South Africa , Political participation -- South Africa , South Africa -- Economic conditions , South Africa -- Social conditions
- Description: The main focus of this thesis is the challenges that are facing social policy development and implementation in South Africa in relation to the enhancement of human capability. The study adopted a historical approach to assess the model of social policy in South Africa and identified that social relations of domination inherited from the apartheid era continuing to produce inequalities in opportunities. Social policy under the democratic government has not managed to address social inequalities and the main drivers of poverty in the form of income poverty, asset poverty and capability poverty which are the underlying factors reproducing deprivation and destitution of the majority of the population Although South Africa prides itself of a stable democracy, social inequalities continue to undermine the benefits of social citizenship because political participation in the midst of unequal access to economic and social resources undermine the value of citizenship. Also, inequalities in the distribution of income and wealth, and in the control of economic production undermine political equality which is an ethic upon which social rights are predicated. As a result, state interventions are lacking inherent potential to build human capability for people to live the life that they have reason to value. The paradox of social policy in South Africa is that the majority of those who are marginalised are those who were excluded by the apartheid regime even though state intervention is claimed to be targeting them. This points to the failure of incremental equalisation of opportunities within a context of stark social inequities. It is also an indication that the economic growth path delivered by the political transition is working to reinforce the inherited legacy of deprivation and it is avoiding questions related to the structural nature of poverty and inequalities. Therefore, a transformative social policy is an imperative for South Africa. Such a framework of social policy should be premised upon a notion of human security in order to built human capability. Human security focuses on the security of individuals and communities to strengthen human development. It emphasises on civil, political and socioeconomic rights for individual citizens to participate fully in the process of governance. Although this thesis is a case study of social policy in South Africa, it can be used to appreciate the role of social policy in other developing countries, particularly the impact of political decision making on social distribution. Poverty and social inequalities are growing problems in developing countries and so is the importance of putting these problems under the spotlight for political attention.
- Full Text:
- Date Issued: 2011
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