Research Articles (School of Mathematics, Natural Sciences and Technology Education)

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Browsing Research Articles (School of Mathematics, Natural Sciences and Technology Education) by Author "Mafugu, Tafirenyika"

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    Issues surrounding teachers' readiness in implementing the competency-based 'O' Level Geography Syllabus 4022 in Zimbabwe
    (Society for Research and Knowledge Management Ltd, 2022) Chanda, Paul; Mafugu, Tafirenyika
    The qualitative study, which involved a multiple case study design, focused on the issues surrounding the readiness of teachers to implement the competency-based O-Level Geography Syllabus 4022 in the Zimbabwe secondary school system. In adopting a multiple case study design, the research sought to solicit the opinions of all Geography teachers in the Kwekwe district of Zimbabwe on their readiness to implement the competency-based O-Level Geography Syllabus 4022. A technique involving an analysis of primary documents published by MoPSE was done, and ten in-depth interviews with Geography teachers drawn from two secondary schools and two Focus Group Discussions (FDGs) from the same schools were adopted to generate data. The study established that the updated O-Level Geography Syllabus 4022 was introduced without enough consideration of the readiness of teachers for its implementation. It also emerged from the study that the breadth and depth of the issues surrounding teacher readiness to implement an updated syllabus require action to be taken from several fronts to ensure that the subject community is ready for its rapid delivery. Finally, the research paper recommends massive advocacy and sensitisation of O-Level Geography teachers who are at the helm of the user system to allow for effective delivery of the O-Level Geography Syllabus 4022 in the secondary school sector in Zimbabwe.
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    A review of financial management practices in selected secondary schools in the Kwekwe District of Zimbabwe
    (PONTE, 2022) Mafugu, Tafirenyika; Njini, Stephen; Sithole, Burman Musa; Abel, Sanderson
    Many countries around the world have decentralized financial management decision-making to school leaders and their communities. Decentralization is believed to equip communities with better education compared to central authorities, since decentralization aligns schools with their local educational needs and preferences. The current study sought to evaluate the availability and efficacy of documents that guide school financial management in the Kwekwe district. The study used a mixed-method research design in which qualitative and quantitative data were collected concurrently. Qualitative data were examined thematically, while quantitative data were analyzed using SPSS to find frequencies. The study revealed that several documents guide financial management in schools. There are generally different levels of appreciation among the stakeholders on the efficacy of the documents in ensuring finances are properly managed. Most of the respondents believe that the documents available for financial management are very useful in financial management in schools. Although most of the respondents agreed that training sessions should be held for the official in school financial management, a significant proportion indicated that training sessions were rarely held. The benefits of a decentralized financial management system can only be realizeized if policies are well adhered to. The study recommends continuously ensuring the availability of relevant guiding policy documents and financial management training sessions. The study also recommends adopting ICT-based financial management in schools to circumvent the problem of principals moving away with the documents when there are transferred.