The study investigated the impact of displacements on the rights of the people that were caused by a development project in Zimbabwe. A case study of people displaced by the construction of the Tokwe-Mukosi Dam was used to explore the challenges faced by displaced people. This study was a mixed-method design. Data was collected using questionnaires and a document. A purposive sample of 100 participants was used by the researchers. The sample comprises people displaced by the construction of the Tokwe-Mukosi dam. The researchers utilised thematic analysis and descriptive statistics to make sense of the data. It was noted from the findings that the livelihoods of the displaced people by the Tokwe-Mukosi changed due to the displacement. Market gardening, a major livelihood among the participants before displacement, was the most affected due to the lack of reliable water sources at the relocation site. Human rights violations were also noted in the study due to the failure of the government to prepare the relocation site adequately. Due to the noted human rights violation, the displaced people were subjected to social distress. Therefore, the study concludes that several communities were negatively impacted by the construction of the Tokwe-Mukosi Dam, with a recommendation that suitable relocation sites with adequate social service should be identified before the finalisation of the construction of dams.
Satellite schools are a relatively new phenomenon within the context of education in Zimbabwe. At the turn of the century, Zimbabwe dominated media headlines because of the land reform. Land reform saw the redistribution of land from commercial farms owned by a minority of white commercial farmers. Resultantly, the land reform created a demand for schools in the former commercial farms that led to the establishment of satellite schools. The researchers drew from the Social Identity Theory of leadership to unpack the contestations faced by administrators at the selected satellite schools. Data for this study were generated using conversational interviews that were triangulated with focus group discussions. The researchers made use of mini-focus group discussions. A purposive sample of six mother school heads and six satellite school heads was selected for this study. The researchers utilised thematic analysis to analyse data from the conversational interviews and focus group discussions. The researchers established that there were contestations between the mother school head and the acting head of the satellite school. Further contestations were evident between the satellite school acting head and the traditional leadership. Additionally, there was contestation between political parties for influence at satellite schools. The researchers contend that some of the sources of the contestations at the selected satellite schools were attributable to the social identities of the acting heads of the satellite schools. From the study findings, the researchers recommend the Ministry of Primary and Secondary Education must adopt a clearer organogram concerning the supervision of satellite schools.
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