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All Journal Randwick International of Education and Linguistics
Lwazi Sibanda
Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe
Arts Education Languange, Linguistic, Communication & Media Other

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Online Home Schooling: Are Parents Ready? Lessons from the Corona Virus Disease Induced Lock Down Gwendoline Vusumuzi Nani; Lwazi Sibanda
Randwick International of Education and Linguistics Science Journal Vol. 1 No. 2 (2020): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v1i2.81

Abstract

The outbreak of the corona virus disease (COVID-19) in China around December 2019 led to the premature closure of schools globally. This was done to ensure reduced transmission of the disease. Due to the indefinite level two lockdown in Zimbabwe, schools remain closed. This has led to online home schooling, where schools send work to parents who conduct and monitor the lessons on their behalf. This study sought to find out the experiences and readiness of parents in Bulawayo Metropolitan Province, Zimbabwe, who were expected to conduct lessons online. The study which is situated in the interpretive paradigm and qualitative approach collected data from ten purposively selected parents as key informants. Qualitative data was collected using emailed open-ended questionnaires in compliance with COVID-19 regulations. Results revealed that parents found it difficult to conduct online lessons due to costly data, lack of expert knowledge and teaching pedagogy, unclear instructions from teachers, unavailable or shared gadgets at home and poor internet connectivity. Schools were also said to be piling up work, disregarding parents’ other responsibilities. Conclusions drawn were that most of the parents were not ready for online home schooling although they perceived the exercise to be beneficial. Recommendations were that schools should conduct training sessions for staff and parents, have formal feedback sessions and exercise flexibility for execution and submission of work and continue online lessons post COVID-19. Further research could be conducted to find out learners’ perceptions of online home schooling.
Influential Factors to Financial Management in Chegutu District Secondary Schools of Mashonaland West Province, Zimbabwe Julius Ndhlovu; Lwazi Sibanda; Joyce Mathwasa
Randwick International of Education and Linguistics Science Journal Vol. 1 No. 3 (2020): RIELS Journal, Desember
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v1i3.141

Abstract

The study explored factors that influence financial management in Chegutu District Secondary Schools of Mashonaland West Province, Zimbabwe. The study was stimulated by the serious financial challenges in secondary schools as characterised by failure to follow laid down procedures, disagreements, inadequate training and lack of knowledge by both school heads and SDC members in managing finances. The interpretive paradigm and qualitative approach guided the study. A case study design was adopted and purposively sampled participants constituted five school heads, five School Development Committee chairpersons, five School Development Committee treasurers and five school bursars. Thematically analysed data was collected through semi-structured interviews and document analysis. The findings revealed that manuals and policy circulars influence the way schools formulate their budgets as they give clear steps that should be followed. It also emerged from the study that the school finance committee is responsible for drawing the school budget after consultation with other stakeholders. It was found that training of school heads, School Development Committee members and bursars influence financial management to a larger extent and there is a very strong relationship between financial management training and effectiveness of financial management in secondary schools. The study concluded that good working relationship among stakeholders and lack of knowledge by both school heads and School Development Committee members in managing school finances greatly influence the way they execute their duty of managing school finances. The study recommends further research that explores strategies that can be established for improving the way schools manage finances.
The Competence-Based Advanced Level Mathematics Curriculum: Implications for Students’ Enrolment in one University in Zimbabwe Namatirai Chikusvura; Lwazi Sibanda; Joyce Mathwasa
Randwick International of Education and Linguistics Science Journal Vol. 2 No. 1 (2021): RIELS Journal, March
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v2i1.194

Abstract

The study set out to examine the relevance of the competence-based Advanced Level mathematics curriculum for entry into university mathematics-related degree programmes. The study adopted a qualitative approach ingrained in the interpretive paradigm which employed a case study design. Four A-Level mathematics teachers, eighteen Lower Sixth and six Upper Sixth mathematics major students were purposively sampled to respond to semi-structured face-to-face interviews and focus group interviews. The study found that the implementation of the competence-based Advanced Level mathematics curriculum was negatively affected by incompetent teachers and supervisors, lack of resources and lack of support from other stakeholders. The study concluded that these impediments impacted negatively on students who aspired to pursue mathematics-related degree programmes at university and that there is a mismatch on the mathematics units in the competence-based Advanced Level mathematics curriculum and university requirements for mathematics-related degree programmes. The study recommends ministerial corroboration fostering university degree programmes requirements to be taught in high school, stakeholder involvement and continuous professional development for mathematics teachers and supervisors.
Transition to Virtual Graduation: Experiences of 2021 University Graduates in Zimbabwe Namatirai Chikusvura; Sesilani Nkomo; Lwazi Sibanda
Randwick International of Education and Linguistics Science Journal Vol. 3 No. 3 (2022): RIELS Journal, September
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v3i3.537

Abstract

The research sought to investigate graduates' experiences with the shift to virtual graduation. The interpretive paradigm used in this study aided the current researchers in maintaining the integrity of the phenomenon being investigated, which comprehends the experiences of graduates on various platforms used at graduation. Qualitative method was utilized. The research included thirty randomly chosen graduates from three different institutions. Data was gathered using a semi-structured questionnaire. According to the report, institutions focused more on physical ceremony arrangements, despite the fact that the majority of students participated digitally. The study also found that other graduates enjoyed the graduation because they attended physical virtual graduation events planned by student representatives and held at various locations. Graduates, on the other hand, were financially burdened since they had to invest additional graduation expenditures in order to attend these physical virtual graduation festivities. The study concluded that the effectiveness of various virtual graduation formats as measured by participant satisfaction, ease of access, ability to optimize social presence, and engagement was not achieved. In this aspect, the survey indicated that colleges prioritized actual graduation ceremonies over virtual ceremonies. The research suggests that colleges collaborate with various event planners to supply and host their grads, allowing all graduates to experience a feeling of connection and success.
Co-Authors Gwendoline Vusumuzi Nani Joyce Mathwasa Julius Ndhlovu Namatirai Chikusvura Sesilani Nkomo