Development and Assessment of Feasibility of a Community-Based Peer Support Intervention to Mitigate Social Isolation and Stigma of Adolescent Motherhood in Harare, Zimbabwe

Background: Adolescent mothers in Zimbabwe often experience stigma, isolation, and lack coping skills and resources to successfully navigate motherhood. Social isolation and stigma are linked to poor mental health outcomes. No interventions currently address mental health of adolescent mothers in Zimbabwe. Peer support groups in other contexts have been effective at increasing social connectedness, self-esteem, and self-efficacy, providing coping mechanisms to manage stigma experiences, in addition to empowering and improving mental health of adolescents and adolescent mothers. To develop a community-based peer support intervention, we aimed to understand the unique needs of adolescent mothers, how peer support groups could address those needs, and the feasibility of implementing the intervention. Methods: Focus group discussions were conducted with 86 adolescent mothers aged 14–18 years, 24 community health workers, and 25 key community stakeholders in a low-income high-density community in Harare. Data were analyzed thematically using NVivo 12 software. Results: Participants described adolescent mother experiences with stigma and social isolation, in addition to challenges including gossip, lack of employment and educational opportunities, and gaps in services and programming. Peer support groups for adolescent mothers were welcomed to improve mental health, social support, knowledge sharing, and skills building. Participants identified varying preferred frequency and duration of group sessions addressing topics including income generation, mental health, and gossip, facilitated by community health workers at health and community centers. The use of WhatsApp Messenger to support intervention efforts was welcomed as an affordable and user-friendly platform to share information. Implementation (i.e., training, supervision, frequency, location, and co-facilitation) was feasible

Antecedent Factors of Pre-service Teachers’ Attitudes towards Children with Disabilities in Zimbabwe

The push towards inclusive education has gathered momentum all over the world. As a result, many governments have enacted laws and policies directed towards promoting inclusion. This move has seen many students with disabilities who were traditionally educated in segregated schools being moved into general education classrooms. In Zimbabwe, the extent to which inclusive education has been successful is difficult to ascertain because there is insufficient research to that effect. However, one of the factors that have been identified to influence the successful implementation of inclusion around the world is teacher attitudes towards disability. The focus of the present study was to examine pre-service teachers’ attitudes towards students with disabilities in Zimbabwe and the antecedent factors that influence those attitudes. Participants were 53 pre-service teachers attending a university in Zimbabwe. Results indicated that most of the pre-service teachers (95%) had positive attitudes towards students with disabilities. Such positive attitudes were mostly influenced by education about disability and/or having close contact with someone who had a disability

Evaluation of cassava varieties for yield and adaptability in Zimbabwe

Cassava (Manihot esculenta) is becoming an important household food security crop especially in the drier areas of Zimbabwe. Cassava, however, performs differently under various soil and climatic conditions. To address this problem, eighteen newly introduced cassava varieties namely, M 86/00106, I92/0326, 92B/0006, I92/0057, XM7, I91/02324, TME1, I92/0067, I4(2)1443, I63397, XM6, I92/0342, I4(2)1425, TME2, I30001, 91/0282, I00142, I91/02327; and two local accessions (Rushinga White and Smart farmer) were evaluated under rainfed conditions, without fertilisation during the 2000/2001 and 2002/2003 cropping seasons. From the study, M86/00106, I920326, 92B/006, I920057 and XM7 showed stable yields across the two environments, even though yields were slightly higher in NR 11. Mean yield of the six best performing-improved varieties was 14.4 t ha-1, 26% higher than 10.70 t ha-1, mean of the local accessions. The study also showed that cassava will produce acceptable yields even under sub-optimal conditions. There were no significant disease incidence recorded in both sites and on all varieties. Key Words: Manihot esculenta, marketable yield, mealybug RÉSUMÉ Le manioc (Manihot esculenta) est devenu une plante importante pour la sécurité alimentaire des ménages, spécialement dans les zones sèches du Zimbabwe. Cependant, la performance du manioc varie avec les conditions climatiques. Pour résourdre ce problème, 18 nouvelles variétés de manioc étaient introduites comprennant M86/00106, I92/0326, 92B/0006, I92/0057, XM7, I91/02324, TME1, I92/0067, I4(2)1443, I63398, XM6, I92/0342, I4(2)1425, TME2, I30001, 91/0282, I00142, I91/02327 et deux variétés locales Rushinda blanc et le smart fermier étaient évaluées dans des conditions pluvieuses, sans engrais pendant les saisons culturales 2000/2001 et 2002/2003. L\'étude montra que M86/00106, I920326, 92B/006, I920057 et XM7 avaient des rendements stables à travers les deux environnements, même si les rendements étaient légèrement supérieurs dans NR11. La moyenne de six plus performantes variétés améliorées étaient 14.4 t ha-1, 26% plus élévé que le 10.70 t ha-1 moyenne des variétés locales. L\'étude montra aussi que le manioc peut produire des rendements acceptables même sous des conditions sub-optimales. L\'incidence de la maladie n\'a pas été significative dans les deux sites et pour toutes les variétés. Mots clés: Manihot esculenta, rendement vendable, virus farineux African Crop Science Journal Vol.12(3) 2004: 197-20

A Program Planning and Evaluation Model for Training Teacher Educators on the Use of Technology in the Classroom

The chapter presents a program planning and evaluation model that can be used in training educators to integrate and increase the use of instructional technology in the classroom. The Instructional Technology Classroom Professional Development (ITCPD) Program Planning and Evaluation (PPE) model is a two-phase model that involves the initial training of trainers followed by the trainees transferring their knowledge to peer educators. Phase 1 is a modified interactive model with four components: needs assessment, program planning, program implementation, and evaluation. The center of the model simply represents the desired goal of planning the program. Phase 2 is presented through a logic model that has five components: assumptions, inputs, activities, output, and outcomes. The developed model's phases are interconnected as they feed from each other. The outcomes and needs assessment in one phase will inform the other. Goals and objectives are not fixed as such should be developed for every distinct cycle. </jats:p