Open distance learning has helped produce quality teachers and has functioned as an alternative to qualifying underqualified and unqualified educators. This article problematises the effectiveness of mentoring and its strategies in the context of open distance learning using the case study of the Postgraduate Diploma in Education offered by the…

This study aimed at establishing the impact of extra lessons on the political field in Zimbabwean urban day high-density secondary schools. It was guided by the interpretivist perspective based on the interpretation of interactions and social meaning that teachers, learners, parents, and school inspectors assigned to the role of extra lessons on…

Mentor-mentee meetings are a critical aspect of student teacher mentoring during teaching practice (TP)as they significantly contribute to the success of the whole mentoring process and consequently to the positive accomplishment of the entire practicum. This study contributes to debates on mentor-mentee meetings given the limited research on this…

Historically, in Southern Rhodesia, now Zimbabwe, Standards 3, 4, 5 and 6 would teach during the school term and attend teacher training during the school holidays. This was mostly in Missionary institutions. Later, these organisations changed into full-time teacher training institutions. Then teacher training lasted two years. Students would…

This book represents a crop of wide-ranging research conducted by renown scholars in sub-Sahara Africa revolving around mathematics teaching and professional development programs for mathematics teachers. The research-based proposals and actual how-to-conduct professional development initiatives that enhance effective mathematics instruction are…

Recruitment of professionally unqualified teachers into teaching appears to be internationally acclaimed to address shortages in rural schools. Nevertheless, teachers with limited knowledge are linked to lower quality education and student achievements. Relatively little attention has been given to professional needs of unqualified teachers in…

There seems to be consensus on what constitutes effective professional development although the gap between rhetoric and practice remains wide. Knowing what professional development looks like is insufficient, what is critical is to get it engrained in school structures. The study explored professional development practices of twelve…

This study focused on the management of human capital in Zimbabwean rural schools. It was observed that teachers in rural schools preferred urban postings which turned out to have better facilities and incentives. Rural to urban migration of teachers is a cause for concern in Mazowe District. This study was motivated by the high teacher-turnover…