Thelma Dhlomo - Academia.edu (original) (raw)
Papers by Thelma Dhlomo
Journal of African Studies and Development, 2020
The study sought to investigate the readiness of mainstream early childhood development centres t... more The study sought to investigate the readiness of mainstream early childhood development centres to actualize the updated preschool curriculum in Zimbabwe. The curriculum is one of the basic and central components of powerful educating and learning. Curriculum change assumes a significant role in rebranding instructive practices to make them receptive to contemporary national and individual needs. Keeping that in mind, a curriculum review process in Zimbabwe that was initiated in November 2014 culminated in another curriculum whose implementation started in January 2017. In this examination, a subjective structure was utilized. School heads and early childhood development (ECD) teachers who were interviewed were purposively sampled from four centres in mainstream primary schools. Discoveries from the study uncovered that school heads and teachers were putting forth deliberate attempts to concentrate on the new dispensation. Notwithstanding, discoveries additionally uncovered that the ECD teachers and school heads needed satisfactory conceptualisation of the updated curriculum, and resources like textbooks and other fundamental materials explicit to the new curriculum which were not yet set up. The investigation prescribed increasingly decentralized and comprehensive dissemination workshops to explain the origin, segments, and substance of the updated curriculum; as well as progressively vigorous resources activation procedures to address the content of the updated curriculum.
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 192-21
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 137-16
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 115-13
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 165-19
The paper analysed the impact of sexual harassment symptoms on the academic functioning of female... more The paper analysed the impact of sexual harassment symptoms on the academic functioning of female college students. The findings derived from an earlier study which established the psychological, socioemotional and physical states of female college students as a result of being sexually harassed formed the basis of the present study. The study was a desk or secondary research whereby relevant literature was interrogated to explore the effect of these states on students' academic functioning. The study found out that the symptoms of sexual harassment have a damaging effect on female students' academic functioning. The study recommends proactive actions like sexual harassment education to reduce sexual harassment occurrence as well as effective reactive counselling services for perpetrators so that crime of that nature is eliminated, and victims so that they are assisted to move on. The recommendation from this study is that institutions of higher learning must have a policy that clearly defines sexual harassment and how it should be dealt with.
The study explored barriers to promotion for university female lecturers to leadership positions.... more The study explored barriers to promotion for university female lecturers to leadership positions. In Zimbabwe, women have gained legal rights through government pronounced policies such as the Gender policy and Affirmative Action policy (Government of Zimbabwe, 2004; Chabaya et al., 2009). The theoretical framework used is critical feminism which deals with issues that marginalize women from leadership roles in Zimbabwean universities. A qualitative research design was employed. Inductive reasoning was used to explore the research argument. The design enabled the researchers to establish how society perceives the practice of selecting leaders in institutions of higher learning. A sample of 60 lecturers, 30 males and 30 females was drawn from a population of 200 lecturers at Great Zimbabwe University. Data was collected using a questionnaire and semi-structured interviews. The study found that very few women are in leadership positions. There is a culture of fear on the part of femal...
International Open and Distance Learning Journal, 2015
Previous studies found that sexual harassment of the female student by male lectures/ officials w... more Previous studies found that sexual harassment of the female student by male lectures/ officials was highly prevalent in colleges and universities in Zimbabwe and invariably compromises the performance of women in sport. The focus of this study was to establish the level of sexual harassment in sport on the female college athletes. Ten-item self-administered questionnaires were distributed to a population of five hundred female college athletes. One hundred and sixty responses were received. The results revealed widespread sexual harassment of the female college athletes by male coaches, peers, administrators and spectators. The results also revealed a variety of types of sexual harassment, locations where perpetrators meet the victim athletes and the most frequent time of harassment. The authors concluded that sexual harassment of the female college athlete was likely to remain a problem for the foreseeable future. The study recommended that colleges should embark on awareness campa...
Journal of Psychology in Africa, 2012
This study analysed perceived sexual harassment experiences and responses among 136 female studen... more This study analysed perceived sexual harassment experiences and responses among 136 female students (aged 19 to 40) randomly drawn from an institution of higher learning in Zimbabwe. A Sexual Harassment Questionnaire (SEQ) was administered to the participants. Data were summarized using descriptive statistics. Thirty-one percent (42) of the students acknowledged having been sexually harassed. About 69% (94) of the students appeared not to recognize sexually harassment that may have occurred to them. Only a minority of the students (7%) reported the harassment. Sexual harassment policies may help mitigate the experience of sexual experience by college students in Zimbabwe.
Journal of African Studies, May 31, 2011
The study explored barriers to promotion for university female lecturers to leadership positions.... more The study explored barriers to promotion for university female lecturers to leadership positions. In Zimbabwe, women have gained legal rights through government pronounced policies such as the Gender policy and Affirmative Action policy (Government of Zimbabwe, 2004; Chabaya et al., 2009). The theoretical framework used is critical feminism which deals with issues that marginalize women from leadership roles in Zimbabwean universities. A qualitative research design was employed. Inductive reasoning was used to explore the research argument. The design enabled the researchers to establish how society perceives the practice of selecting leaders in institutions of higher learning. A sample of 60 lecturers, 30 males and 30 females was drawn from a population of 200 lecturers at Great Zimbabwe University. Data was collected using a questionnaire and semi-structured interviews. The study found that very few women are in leadership positions. There is a culture of fear on the part of female lecturers to apply for vacancies. Men were not keen to support female leadership. The study recommends the need for a paradigm shift and change of mindset of women to seriously take leadership challenges that come their way. Women need to assertively compete for leadership positions whenever opportunities arise.
Journal of African Studies and Development, 2020
The study sought to investigate the readiness of mainstream early childhood development centres t... more The study sought to investigate the readiness of mainstream early childhood development centres to actualize the updated preschool curriculum in Zimbabwe. The curriculum is one of the basic and central components of powerful educating and learning. Curriculum change assumes a significant role in rebranding instructive practices to make them receptive to contemporary national and individual needs. Keeping that in mind, a curriculum review process in Zimbabwe that was initiated in November 2014 culminated in another curriculum whose implementation started in January 2017. In this examination, a subjective structure was utilized. School heads and early childhood development (ECD) teachers who were interviewed were purposively sampled from four centres in mainstream primary schools. Discoveries from the study uncovered that school heads and teachers were putting forth deliberate attempts to concentrate on the new dispensation. Notwithstanding, discoveries additionally uncovered that the ECD teachers and school heads needed satisfactory conceptualisation of the updated curriculum, and resources like textbooks and other fundamental materials explicit to the new curriculum which were not yet set up. The investigation prescribed increasingly decentralized and comprehensive dissemination workshops to explain the origin, segments, and substance of the updated curriculum; as well as progressively vigorous resources activation procedures to address the content of the updated curriculum.
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 192-21
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 137-16
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 115-13
Zimbabwe Journal of Educational Research, 2007
No Abstract. Zimbabwe Journal of Educational Research Vol. 17 (2) July 2005: 165-19
The paper analysed the impact of sexual harassment symptoms on the academic functioning of female... more The paper analysed the impact of sexual harassment symptoms on the academic functioning of female college students. The findings derived from an earlier study which established the psychological, socioemotional and physical states of female college students as a result of being sexually harassed formed the basis of the present study. The study was a desk or secondary research whereby relevant literature was interrogated to explore the effect of these states on students' academic functioning. The study found out that the symptoms of sexual harassment have a damaging effect on female students' academic functioning. The study recommends proactive actions like sexual harassment education to reduce sexual harassment occurrence as well as effective reactive counselling services for perpetrators so that crime of that nature is eliminated, and victims so that they are assisted to move on. The recommendation from this study is that institutions of higher learning must have a policy that clearly defines sexual harassment and how it should be dealt with.
The study explored barriers to promotion for university female lecturers to leadership positions.... more The study explored barriers to promotion for university female lecturers to leadership positions. In Zimbabwe, women have gained legal rights through government pronounced policies such as the Gender policy and Affirmative Action policy (Government of Zimbabwe, 2004; Chabaya et al., 2009). The theoretical framework used is critical feminism which deals with issues that marginalize women from leadership roles in Zimbabwean universities. A qualitative research design was employed. Inductive reasoning was used to explore the research argument. The design enabled the researchers to establish how society perceives the practice of selecting leaders in institutions of higher learning. A sample of 60 lecturers, 30 males and 30 females was drawn from a population of 200 lecturers at Great Zimbabwe University. Data was collected using a questionnaire and semi-structured interviews. The study found that very few women are in leadership positions. There is a culture of fear on the part of femal...
International Open and Distance Learning Journal, 2015
Previous studies found that sexual harassment of the female student by male lectures/ officials w... more Previous studies found that sexual harassment of the female student by male lectures/ officials was highly prevalent in colleges and universities in Zimbabwe and invariably compromises the performance of women in sport. The focus of this study was to establish the level of sexual harassment in sport on the female college athletes. Ten-item self-administered questionnaires were distributed to a population of five hundred female college athletes. One hundred and sixty responses were received. The results revealed widespread sexual harassment of the female college athletes by male coaches, peers, administrators and spectators. The results also revealed a variety of types of sexual harassment, locations where perpetrators meet the victim athletes and the most frequent time of harassment. The authors concluded that sexual harassment of the female college athlete was likely to remain a problem for the foreseeable future. The study recommended that colleges should embark on awareness campa...
Journal of Psychology in Africa, 2012
This study analysed perceived sexual harassment experiences and responses among 136 female studen... more This study analysed perceived sexual harassment experiences and responses among 136 female students (aged 19 to 40) randomly drawn from an institution of higher learning in Zimbabwe. A Sexual Harassment Questionnaire (SEQ) was administered to the participants. Data were summarized using descriptive statistics. Thirty-one percent (42) of the students acknowledged having been sexually harassed. About 69% (94) of the students appeared not to recognize sexually harassment that may have occurred to them. Only a minority of the students (7%) reported the harassment. Sexual harassment policies may help mitigate the experience of sexual experience by college students in Zimbabwe.
Journal of African Studies, May 31, 2011
The study explored barriers to promotion for university female lecturers to leadership positions.... more The study explored barriers to promotion for university female lecturers to leadership positions. In Zimbabwe, women have gained legal rights through government pronounced policies such as the Gender policy and Affirmative Action policy (Government of Zimbabwe, 2004; Chabaya et al., 2009). The theoretical framework used is critical feminism which deals with issues that marginalize women from leadership roles in Zimbabwean universities. A qualitative research design was employed. Inductive reasoning was used to explore the research argument. The design enabled the researchers to establish how society perceives the practice of selecting leaders in institutions of higher learning. A sample of 60 lecturers, 30 males and 30 females was drawn from a population of 200 lecturers at Great Zimbabwe University. Data was collected using a questionnaire and semi-structured interviews. The study found that very few women are in leadership positions. There is a culture of fear on the part of female lecturers to apply for vacancies. Men were not keen to support female leadership. The study recommends the need for a paradigm shift and change of mindset of women to seriously take leadership challenges that come their way. Women need to assertively compete for leadership positions whenever opportunities arise.