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.
Issues on curriculum development for moral education
Curriculum design and implementation has been a preserve of educational policy makers and curriculum designers from time immemorial More often, emphasis has been on drawing up a curriculum that prepares children for the world of work. This has been the situation in independent Zimbabwe. Very little attention has been given to traditional moral values when setting up curriculum objectives, yet there has been moral decadence in contemporary society due to the failure by social institutions such as schools and universities to teach moral values. Curriculum designers have not put much weight on the need to introduce the moral dimension in the school curriculum. This article makes an attempt to suggest a moral education curriculum that takes these cardinal virtues into consideration.
Strategies To Support Self-Directed Learning in a Web-Based Course.
This study investigated techniques for supporting college students' self-regulation within a core course in child development. The course incorporated Web-based instructional elements as ancillary instruction. Regularly scheduled class meetings occurred approximately twice weekly, highlighting various presentation methods to illustrate materials offered through both the Web page and supplemental materials. The course incorporated ideas gained through a review of the literature on self-regulation and metacognition. Nine self-regulation strategies were the focus for development of the Web page (e.g., keeping records and monitoring, reviewing notes, and seeking teacher assistance). The Web site included structured activities to encourage self-directed learning, a self-assessment inventory of self-regulatory learning skills, and additional tools for planning, monitoring, and evaluating learning. Data were collected on whether students desired support for additional strategies, whether their self-regulation strategies changed over the semester, and what strategies were most effective. Overall, students wanted the site to include the capacity to monitor grades online, a goal checklist, and elaborate feedback in testing situations. Students' self-efficacy and self-regulation increased and anxiety decreased over time. The most effective learning strategies were reviewing notes, keeping records, and self-evaluating. (Contains 24 references, 5 figures, and 5 tables.) (SM) Reproductions supplied by EDRS are the best that can be made from the original document. Do not cite without permission of the authors. Strategies to Support Self-directed Learning in a Web-based Course U.S. DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) **This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY