Population-based surveys in Southern Africa suggest a substantial burden of undiagnosed HIV-infected long-term survivors of mother-to-child transmission. We conducted an HIV prevalence survey of primary school pupils in Harare, Zimbabwe, and evaluated school-linked HIV counselling and testing (HCT) for pupils, their families and schoolteachers. Population-weighted cluster sampling was used to select six primary schools. Randomly selected class-grade pupils underwent anonymous HIV testing, with concurrent school-linked family HCT offered during the survey. Focus group discussions and interviews were conducted with pupils, parents/ guardians, counsellors, and schoolteachers. About 4386 (73%) pupils provided specimens for anonymous HIV testing. Median age was 9 years (IQR 8–11), and 54% were female. HIV prevalence was 2.7% (95% CI: 2.2–3.1) with no difference by gender. HIV infection was significantly associated with orphanhood, stunting, wasting, and being one or more class grades behind in school due to illness (p <0.001). After adjusting for covariates, orphanhood and stunting remained significantly associated with being HIV positive (p <0.001). Uptake of diagnostic HIV testing by pupils was low with only 47/4386 (1%) pupils undergoing HCT. The HIV prevalence among children under 15 years who underwent HIV testing was 6.8%. The main barrier to HIV testing was parents’ fear of their children experiencing stigma and of unmasking their own HIV status should the child test HIV positive. Most guardians believed that a child's HIV-positive result should not be disclosed and the child could take HIV treatment without knowing the reason. Increased recognition of the high burden of undiagnosed HIV infection in children is needed. Despite awareness of the benefits of HIV testing, HIV-related stigma still dominates parents/guardians' psychological landscape. There is need for comprehensive information and support for families to engage with HIV testing services.
The study sought to investigate forms of instructional supervisory assistance and professional development approaches teachers expect to receive from their supervisors. The investigation employed a mixed methods research design. The study population comprised all teachers and heads in schools in Harare and Mashonaland Central Provinces. It was conducted in 628 schools: 298 in Harare, and 330 schools in the predominantly rural Mashonaland Central Province. Harare being the largest city was specifically selected as a typical urban province; while Mashonaland Central, with many responsible authorities, was specifically chosen to represent predominantly rural province. The population was stratified according to province and position of would-be respondents. The required random sample was taken from each stratum. Sample size was 741 teachers and school heads randomly selected as follows: 373 from Harare and 368 from Mashonaland Central. Data were collected through questionnaires in which respondents indicated their expectations. Findings revealed that teachers expected the following forms of assistance from supervisors: making greater use of multi-sensory visual teaching aids; caring for needs of talented learners; evaluation of teacher’s own teaching competence, and conducting a good lesson. Both school heads and teachers viewed as effective supervisory approaches, participatory ones in which teachers jointly-planned and organized with supervisors. Major challenges faced by schools included shortage of time, inadequate teaching and learning resources, negative attitudes and low teacher morale. The study recommends that education Supervisors embrace these expectations and employ more participatory approaches.
The study investigated reasons for low engagement time and its impact on the implementation of the Competence-Based Curriculum (CBC) in secondary schools in Makoni District of Manicaland Province. The investigation employed mixed methods research design. The target population comprised all school heads and teachers in secondary schools in the District. A convenience sampling strategy was used to select schools to participate in the study. The researchers got a list of names of secondary school heads from the District Schools Inspector. A purposive sampling technique was used to select 9 school heads who had the relevant knowledge, experience and were involved as supervisors in CBC implementation, to participate in the study. A total of 32 teachers were randomly selected, bringing the total number of respondents to 41, made up of 9 school heads and 32 teachers. A structured questionnaire with closed-ended and open-ended questions, a face-to-face interview and documentary analysis were the data-gathering instruments. Study findings revealed that the reasons for low engagement time, that had moderate to very large impact on the implementation of Competence-Based Curriculum in Secondary Schools in Makoni District, were: low remuneration of teachers; learner absenteeism; COVID 19-induced lockdowns; late attendance of lessons by learners; and shortage of teaching and learning materials. The study recommends that teachers plan and conduct interactive, interesting learner-centred lessons that motivate students to attend lessons and want to report for lessons early. Government and School Responsible Authorities are urged to staff develop and conscientise teachers on the importance of the teaching profession and its role in human capital development; and to improve teachers' conditions of service.
The study sought to investigate the negative effects of ‘double-sessioning’ and perspectives held by District Schools Inspector (DSI), school heads and teachers, on pupil learning and provision of quality education in schools practising hot-sitting in Goromonzi District. It employed a mixed methods research design. The study population comprised the DSI, all heads and teachers in primary schools practising ‘double-sessioning’, commonly referred to as ‘hot-seating’ in the District. Six schools that were practising hot-seating were purposively selected out of a total of 85 schools in the District to participate in the study. The target population was stratified according to position of the respondents, i.e.: teacher, school head or DSI. The study sample size was 51, randomly-selected from each stratum. Data-gathering instruments included: structured questionnaires, interview schedules and Focus Group Discussion guides. Questionnaires were administered to 32 teachers while the DSI and 6 School Heads were interviewed, and 12 more teachers participated in Focus Group Discussions (FGDs). Data were analysed using the thematic analysis technique. Findings revealed that double sessioning had the following negative effects on pupil learning and provision of quality education, viz: hot-seating reduces teaching-learning contact time; causes destruction of resources (e.g. furniture) through overuse; gives rise to increased challenges relating to the supervision of teachers, and compromises the quality of education. However, ‘hot-seating’ increases access to education for children. Based on the negative effects of ‘hot-seating’ that emerged from the District, the study recommends that Policy-makers and Education Planners need to review this double sessioning policy and practice.
Zimbabwe adopted a new economic blueprint, Vision 2030, whose goal is to transform and develop the country into an upper middle-income economy by 2030. The teachers' role is to make the education system become a tool that creates industrialisation and modernisation. Teachers are to embrace the Competency-Based Curriculum as a vehicle for the attainment of this Vision. The education sector has the key to transform the country. Teachers are expected to innovate in their teaching, play a role in community and pass on government policies and political ideology. The study sought to investigate teachers' role in community engagement and transmission of government policies and political ideology in Harare Province. It employed quantitative research design. It was conducted in 145 schools which were randomly-selected from 231 schools in the Province. Using National Education Association (NPA) formula, for a population size N=5656, 360 teachers constituted a representative sample at 5% significance level. The data were collected through a structured questionnaire. Findings revealed that teachers play a role in community engagement, providing leadership and guidance; but had no role to play in the transmission of government official political ideology which they regarded as no concern of theirs. They view politics as highly partisan, but not as defined by Harold Lasswell (1936), who views politics as the process of deciding 'who gets what, when, where and how?' Given that politics is inextricably linked to education, the study recommends that government puts in place teacher in-service re-orientation programmes aimed at equipping teachers with necessary political ideological education and conscientisation.
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