Demand for non-life insurance: Evidence from select insurance markets in Africa

The impact of insurance market activity within financial development is gaining more attention in academia, as the sector experiences growth within emerging markets. This paper aims to understand which macro-economic and social variables impact the growth or decline of the non-life insurance sector broadly across Africa, with a view to provide recommendations to drive increased penetration across the region. The study examines the explanatory factors of non-life insurance demand in Africa, using annual data from 1990 to 2013 on 28 countries. Using Fixed Effects Panel Data Regression, the study finds that: levels of income, and unemployment rates have a significant negative impact on non-life insurance demand; whilst population growth rates, and the level of private sector credit (to GDP) positively impacted non-life insurance demand. Urbanisation rates, and levels of merchandise trade had statistically insignificant effects on non-life insurance demand. Since these variables only explained about 11 % of the variation in the dependent variable, the study suggests that further research into the cultural and institutional (ie. Legal / regulatory) dynamics is required to improve our understanding of what conditions would stimulate non-life insurance demand in future

Autism spectrum disorder in Zimbabwe: a brief review of trends, conditions, challenges, and intervention practices

The prevalence of Autism Spectrum Disorder (ASD) in Zimbabwe is largely unknown owing to limited research in this area. Unlike in developed countries, many individuals with ASD do not get the correct diagnosis early enough to promote timely interventions. Tracking data on the population and characteristics of people with ASD is important for resource and interventions planning purposes. Paucity of research in this area makes it difficult to determine the challenges faced by people with ASD and efficacy of practices used to address challenges faced by this group of people. This paper presents a brief review of literature concerning trends and challenges faced by people with ASD in Zimbabwe. Challenges faced and intervention services available are discussed. Suggestions for research and practice are provided.Keywords: Autism Spectrum Disorder, Behaviour, Interventions, Zimbabwe, Special Educatio

Pre-service teachers' understanding of problem behavior

Problem behavior is one of the most pressing issues in today’s classrooms. Problem behavior not only interferes with the learning potential of the student exhibiting the behavior but has rippling effects throughout the entire learning environment. Other students who are attempting to engage in the instructional activity may be deprived of that opportunity. Considering the negative consequences of problem behavior, it is crucial for teachers to adopt effective pro-active behavior management practices. The School-wide Positive Behavior Intervention Support model (SWPBIS) is one approach demonstrated to be effective in preventing and reducing the occurrence of problem behavior. The adoption of pro-active behavior management approaches is however, dependent on teacher perceptions of the nature of the problem behavior. The purpose of this study was to examine 29 pre-service teachers’ understanding of the nature and causes of problem behavior. A secondary purpose was to determine their preferred behavior management approach. Results indicated that the majority of preservice teachers believed that the school and classroom environments can contribute to the occurrence of problem behavior. In addition, the majority of students acknowledged that problem behaviors may be a manifestation of a disability. Finally, the majority of participants affirmed the claim that pro-active behavior management practices are most effective in reducing problem behavior. Keywords: problem behavior, behavior management, school-wide positive behavior intervention suppor

Integration of Instructional Technology by University Lecturers in Secondary School Teacher Education Programs in Zimbabwe: An Exploratory Study

In the context of continuous innovations in information and communication technology (ICT) and its impact on higher education, this descriptive study explores the state of instructional technology (IT) integration by university lecturers in pre-service secondary school teacher education programs in Zimbabwe. Specifically, the study examines how the lecturers conceptualize IT integration, how they integrate IT into their instruction, the support given by their institutions, and the constraints they face. The qualitative methodology used is basic or generic in nature (Merriam, 1998). Twenty-one lecturers in the colleges of education at 3 universities participated. The 3 data collection methods used are questionnaires, interviews and analysis of documents. Analysis of data was inductive and Miles and Huberman’s (1994) interactive data analysis model was employed. Findings show that the conceptualization of IT and its integration by the majority of the lecturers was largely as hardware in nature, with focus put on viewing technological tools as audiovisual aids. Lecturers with qualifications in educational technology (ET) viewed IT and its integration from what Schiffman (1995) calls a narrow systems view. Most of the lecturers used technological tools for illustrating key points in their lecture delivery and lecturers who used computers used these for lecture preparation. Lecturers’ computer proficiency and competencies were at the basic level in Internet usage, with little confidence shown in basic productivity software skills and in IT integration tasks and processes. The lecturers’ integration of IT was at the Entry and Adoption stages (Dwyer, Ringstaff and Sandholtz, 1991). Institutional support was characterized by poor availability and access to appropriate technological tools by both lecturers and students, and in the context of a hyper-inflationary operating environment, constraints ranged from lack of institutional funding, to the absence of an IT integration policy framework, and lack of appropriate initial and continuous staff development. This study is part of the genesis of instructional technology research in the Zimbabwean context. It is hoped that insights gleaned will influence policy, practice and future research. From a global perspective, this study will add to the limited knowledge and literature on instructional technology integration in “developing” and/or low-income countries like Zimbabwe

Special and Inclusive Education in Southern Africa

Children with special education needs possess unique learning characteristics which may inhibit their effective learning in mainstream, general education classes. Special education practices are therefore designed to address the educational needs of students with disabilities through various strategies including thorough assessments of students’ characteristics, individualized curriculum planning, and provision of essential services and resources to maximize learning. Although there is extensive research on special education in developed countries like the United States of America (USA), literature on its development and practice in Sub Saharan African countries is somewhat scattered and inconclusive. This study reviewed special education policy, special education teacher professional development, and challenges to successful special education practice in five Southern African countries: Zimbabwe, Zambia, Malawi, Botswana, and Namibia. An understanding of special education policy development and challenges is imperative to develop a more successful practice

Role of NGOs in Addressing Agricultural Challenges through Certified Organic Agriculture in Developing Regions: A Zimbabwe Case Study

Non-governmental organizations (NGOs) are promoting certified organic agriculture to improve livelihoods and revive Zimbabwe’s ailing agriculture sector. Certified organic agriculture has the potential to address these challenges by seeking lucrative export markets. A qualitative study utilizing semi-structured interviews and website textual content analysis was used to determine the role of NGOs promoting certified organic agriculture in Zimbabwe. Results indicate that the main role of NGOs was to promote community development with partnerships and advocacy as strategies used to educate and create awareness on certified organic agriculture importance. Lack of government support undermines expansion of certified organic agriculture in the country

Alternative Agriculture Characteristics in Zimbabwe: Experts Views

Policy makers, Non-Governmental Organizations, and environmental experts advocate for alternative agriculture to revive the agricultural sector in Zimbabwe and address climate change and environmental degradation. However, alternative agriculture is underdeveloped and the concept lacks clarity within the country’s context thereby undermining its expansion. Using qualitative research design comprising of semistructured interviews with eight experts actively involved in alternative agriculture promotion in Zimbabwe, this study was conducted to identify key attributes of alternative agriculture and the associated activities in the country. Findings from the study revealed that consumer food perceptions and international agencies marginalized alternative agriculture. To counteract marginalization, advocates were actively developing local markets that never existed before. These findings provide vital information that may inform policy and assist further development of alternative agriculture in developing regions