A study of the right of learners and teachers to quality public education in Zimbabwe
Every day, everywhere in the world, the right of learners and teachers to quality public education is violated (Dorsi, 2014). The quality of education is undermined by a deficit of appropriately qualified teachers more particularly in the rural areas. It has been observed that there has been moral decadence in contemporary society, and a marked decline in the character, moral values and general behaviour of students coming out of our school system. According to Mangena (2006), modern society has become increasingly more corrupt, lawless, violent, undisciplined and permissive, and that the trend is more apparent among the younger generation. There is, thus, an urgent need for the country to strive to provide quality public education and to ensure that the products coming out of schools have moral values and good ethical behaviour. Research studies by Sergiovanni and Starratt (2007) suggest that, among the major school-related factors that influence learner achievement, teachers matter most. Accordingly, the study sought to investigate issues of the right of learners and teachers to quality public education in Zimbabwe. The investigation employed the documentary research method, and used the secondary documentary sources to gather data. The findings revealed that every learner has a right to quality public education provided by quality teachers. The learners’ right to quality public education demands that teachers have a right to quality pre-service teacher education, moral education and in-service teacher education, and continuing professional education, financed by government. Quality education requires quality teachers who also have moral values and good ethical behaviour. The study recommended that government take practical measures to ensure that learners have access to quality education, quality schools staffed by appropriately-qualified school heads and teachers. Finally, a call was made to teacher unions to form a professional teachers’ council and establish a code of professional ethics.
Supervision: A Redefinition
Preface Part I: Perspectives for Supervision Chapter 1: A Framework for Supervision Introduction Some Background Both Role and Function Leading and Learning Together A Framework for Supervision Images of Supervision Scenario Scientific Management, Human Relations, and Neoscientific Management Supervision Human Resources Supervision Human Relations and Human Resources Supervision Compared Revisiting the Supervisors Summary Some Reflections Chapter 2: Sources of Authority for Supervisory Leadership Introduction Some Background The Sources of Authority Bureaucratic Authority Personal Authority Professional Authority Moral Authority Leading with Ideas Accountability Writ Large Instructional Coherance ESSPAR: Ideas in Action Distributed Accountability Trust First Supervision II What About Control? The Importance of Capacity Building Summary Some Reflections Chapter 3: Supervising the Learning Community Introduction Some Background Linking Community to Learning: Community for Learning Community as Curriculum The Learning Community of Teachers The Learning Process in a Learning Community Primary and Secondary Reflective Practice Building a Learning Community Summary Some Reflections Chapter 4: Supervision as Moral Action Introduction Some Background The Moral Ground Rules of Supervisory Practice Promoting a Moral Community The Moral Ideal of Teaching The Moral Character of Learning and Teaching Basic Assumptions: Relational Learning vs. Isolated Learning Knowledge as Familiarity and Respect Leading to Responsibility The Moral Character of Scholarship The Social Responsibility of Knowledge Utilization Two Teachers With Different Understandings of Learning Summary Some Reflections Chapter 5: The Supervisor's Educational Platform Introduction Some Background The Basic Competency Platform The Democratic Socialization Platform The Urban Teacher Platform The Ecological Platform Two Views of Knowledge and Learning Elements of a Platform The Supervisor's Platform Approaches to Platform Clarification Summary Reflection Part II: Foundations for Supervision Chapter 6: Teaching and Learning Introduction Some Background Deep Understanding for All Students Authentic Teaching and Learning The Context of the Learner Implications for Teaching Standards for Authentic Pedagogy Concern with Outcomes Teaching for Understanding Understanding by Design Research on Best Practice Summary Some Reflections Chapter 7: Supervisors Engaging Curriculum Through Assessment Introduction Some Background Assessment within Mandated Accountability A Deeper View of Assessment Constructivist Teaching and Learning Reflective Practice A More Thoughtful Assessment System Assessment as Part of Curriculum Self-Assessment Authenticity in Assessment The Force of Prior Assumptions Summary Some Reflections Chapter 8: Developing Teacher Leadership Introduction Some Background The Supervisor as a Professional Emerging Perspectives on Teacher Leadership Teacher Leadership in the Classroom Teacher Leadership in Comprehensive School Reform Teacher Leadership as Relational Implications for Supervisors Summary Some Reflections Part III: Supervision, Evaluation, and Renewal Chapter 9: Classroom Supervision and Evaluation: Perspectives for Practice Introduction Some Background How Scientific is Supervision and Evaluation? Avoiding a Rationalistic Bias Patterned Rationality Confusing Evaluation and Measurement Issues of Comprehensiveness Issues of Credibility Summary Some Reflections Chapter 10: Using Standards in Supervision Introduction Some Background Templates or Frameworks A Framework for Enhancing Professional Practice Using the Framework Accomplished Teaching Standards for Supervision The Educational Leadership Constituent Counsil (ELCC) Standards Distributing Responsibility for Supervision It's About Teachers Learning Summary Some Reflections Chapter 11: Supervision as Professional Development and Renewal Introduction Some Background Frameworks for Growth Some Evidence A Design for Planning Summary Some Reflections Chapter 12: Clinical Supervision and Coaching Introduction Some Background The Focus of Clinical Supervision Supervisory Purposes Different Purposes, Different Standards Clinical Supervision in Practice The Cycle of Clinical Supervision A Shortcut Strategy for Clinical Supervision Educational Platform Theories Governing Teacher Behavior The Johari Window Helping Teachers Change The Teaching Portfolio Coaching Coaches as Roving Leaders Change Coaches and Content Coaches Training for Coaches Collaborative Coaching and Learning (CCL) Summary Some Reflections Chapter 13: Supervisory Options for Teachers Introduction Some Background Clinical Supervision as an Option Peer Supervision Looking at Student Work Using Protocols to Help Self-Directed Supervision Inquiry-Based Supervision Informal Supervision Learning Walks Student Engagement as Example Learning Walks in Boston Providing Instructional Leadership The Components of Instructional Leadership Becoming a Teacher Leader Summary Some Reflections Chapter 14: Supervision and Summative Evaluations Introduction Some Background Problems with Summative Evaluations of Teachers Need for a New System Types of Teacher Evaluation Teacher Evaluation in the Sunlight School District A Deeper Look at Student Learning Summary Some Reflections Part IV: Providing Leadership Chapter 15: Motivation, Satisfaction, and the Teachers' Workplace Introduction Some Background Bureaucratic and Professional Work Teachers as Origins and Pawns A Framework for Understanding Teacher Motivation What Gets Rewarded Gets Done Maslow's Theory as an Example What is Rewarding Gets Done What is Good Gets Done Summary Some Reflections Chapter 16: School Climate, Culture, and Change Introduction Some Background The Importance of School Climate The Healthy School Climate and Learning School Climate and Group Behavior School Culture Levels of Culture Identifying the Culture of Your School Planning for Change Teacher by Teacher Collegiality as Linchpin The Supervisor is Key Summary Some Reflections Chapter 17: Supervision and the Renewal of Schools Introduction Some Background Intellectual and Moral Dimensions of Supervisory Leadership A Transition from Bureaucratic to Organic Management Advocate for Student Learning Some Reflections Index
Teaching learning disability to undergraduate medical students
The education of doctors shapes their professional identity: who they are and how they practise. Where does the issue of learning disability fit in? What is it and of what factors should doctors in training be aware?

The training of medical students has been defined by the General Medical Council (