THE CATHOLIC UNIVERSITY OF

ZIMBABWE
Industrial Internship Report
Student Name : Mazhanyuro Tanyaradzwa

Student ID : R181369B

Faculty : Humanities and Social Sciences

Course : Bachelor of Arts Dual Honors Degree in English and

Communication

C.U.Z Supervisor :

Place of Internship : Evelyn Girls High School

Host Supervisor : Mr B Moyo

Period of Internship : 02 March 2020- 18 December 2020

Page 1 of 27
 ACKNOWLEDGEMENT

I would like to extend my utmost gratitude to the Almighty God for bringing me this far and for

keeping me safe throughout my industrial attachment despite the mishap of the Pandemic

outbreak (COVID19) I was able to finish my attachment in one piece.

My sincere gratitude goes to my parents, Mr and Mrs Mazhanyuro who instilled in me the value

of education, discipline and an ambition to succeed in life.

Page 2 of 27
 ABSTRACT

The purpose of the industrial report is to provide the details of the institution of attachment, a

description of all the activities undertaken during the attachment period, the lessons learnt and

challenges faced during the same.

Page 3 of 27
TABLE OF CONTENTS

Table of contents ___________________________________________________________ 4

CHAPTER ONE ____________________________________________________________ 6

1.1 Introduction and Background of industrial attachment ________________________ 6

1.2 Vision of Eveline High School________________________________________________8

1.3 Mission Statement of Eveline HighSchool_______________________________________8

1.4 Core Values of Eveline High School ___________________________________________9

1.5 Basic overview of organizational structure of Eveline HighSchool____________________10

CHAPTER TWO __________________________________________________________ 11

2.1 Literature review _________________________________________________________11

22. Introduction ___________________________________________________________11

2.3 Summary _____________________________________________12

CHAPTER THREE _________________________________________________________ 13

3.0 Methodology ___________________________________________________________ 13

3.1 Research Design 13

3.2 Sample 14

3.3 Population and Sample 14

Page 4 of 27
3.3.2 Population 14

3.4 Research Instruments 15

3.5 Interviews 16

3.6 Summary 17

CHAPTER FOUR_________________________________________________________ 18

4.0 Introduction 18

4.1 Key skills developed 18

4.1.1 Lessons learnt 18

4.2 Challenges faced 19

4.3How I overcame the challenges 20

CHAPTER FIVE 22

5.0 Summary 22

5.1 Conclusions 22

5.2 Recommendations 23

REFERENCES 25

Page 5 of 27
 CHAPTER ONE

BACKGROUND OF THE INDUSTRIAL ATTACHMENT

1.0 Introduction and Background

Fig 1.1 Eveline Girls High School.

Page 6 of 27
Evelyn High School was opened on July 27th 1990 by Lady Eveline Milton who

consented to the school bearing her name. At the opening there was a staff of 8 that

consisted of the headmistress, Miss Grace, Milne Langdon, Miss McArthur, Miss

Livingstone, Miss M.A Brown, Miss Bolan, Miss Stockdale, Miss Bishop and Mrs.

Lewis. In 1970 the staff was 72.

At first 207 pupils were enrolled in 1990 there were over 1,000pupils. School fees in

1918 were about 2.15.0 a term and in 1918 there were four terms. Miss Langdon decided

upon the school colors she chose Selous Pioneer Colours. These colours were chosen

because Eveline was the Pioneer High School for girls under the Southern Rhodesian

Education Department.

At First, Eveline had no hostels so St Margaret’s Hostel had to be rented. In 1911 the

Eveline Hostel (later called Langdon) was built but this was soon inadequate so after

1913 nine cottages nearby were also rented. In 1923 Northward Hostel was built and

named after Rhodes’ continual “Northward” gaze. In 1928 McIntosh House was built and

named after Mr. D. McIntosh, an inspector of Schools. The Junior Boarding Hostel was

Newcomb House. In 1938 the Kindergarten and Junior classes were moved to Coghlan

School to give more room to the seniors. In 1993 the House system was inaugurated.

There were four houses, Athlone, Buxton, Glad stones and Selborne, all named after

former Governor-Generals of South Africa. They were included boarders and day

scholars. In 1992 they were reorganized Langdon, McIntosh and Northward became

Boarder Houses; Buxton, Gladstone and Selborne were reserved for day scholars. In 1952

two new houses were added Athlone and Connaught. Like other schools Eveline had

houses and uniforms. Scholars wore a brown serge (in the winter) gymslip with brown

Page 7 of 27
 girdle over a cream blouse, black shoes and white socks, in winter they wore these brown

stockings. Summer brought brown cotton dresses with cream cuffs and Peter Pan collar.

Ashley A. (1900)

Vision, Mission and Core values of Organization

1.1 Vision:

 To guide the students in pursuit of knowledge and skills to be happy, useful and self

supporting citizen imbued with EVELINE values of always being upright and truce.

 Secondly, to endeavor to produce young ladies with a well rounded education and respect

for each other and the richness that comes from a true multi-cultural experience. Young

ladies who will interact with other students through art, sports and cultural activities.

 Lastly to groom students who will contribute to the broader Zimbabwean vision that

appreciates that the strength of a nation lie in the social responsibility, economic

competence and strength of the individual in fulfilling their roles as citizen of Zimbabwe.

1.2 Mission:

 To meet academic artistic aspirations of our students in order to help them develop into

upright and useful citizens through the provisions of quality education which instills

essentials skills knowledge and eternal value.

 Seeks to provide an extensive and well balanced curriculum that caters for differences in

aptitude, interest and vocational aspirations and prepares girls for the various

opportunities and roles after secondary school.

Page 8 of 27
  Encourages girls to actively participate in both academic and curricular activities.

 Inspire creative lateral thinking winds in which inventive reactions are more important

than rote learning.

 Transit aspects of our culture that is immutable yet at the same time sensitizing our girls

on the dynamism within a culture.

 Maintain high Ethical standards that develop responsibility and integrity.

 Have academically and professionally qualified staff that are experienced and motivated

to achieve results.

1.3 Core values:

 Respect means to have regard and value for myself, others and the environment.

 Tolerance is to give regard and respect without being upset.

 Honesty is when your thoughts, words and actions are the same. It means listening to

your conscience.

 Cooperation means working and living together. It means unity and harmony and caring

more for others than oneself.

 Humility is to be selfless and egoless. It means to serve to the fullest extent without the

desire for recognition name and fame.

Page 9 of 27
 EVELINE HIGH SCHOOL ORGANOGRAM

1.4 Structure

Page 10 of 27
S
N
R
A
E
H
T
S
A
D
P
EU
A
M
O
W
S
O
C
AT
A
E
N
U
D
Y
T
R
N
A
T
R
N

Page 11 of 27
 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

The industrial attachment which lasted for a period of nine months started on the 1 st of

May and ended on the 18th of December 2020. The period was characterized by executing

duties for example maintaining order in the school and teaching students. Being a busy

teacher, I could go to work even on weekends depending on the workload.

An Industrial Attachment is meant to put students to a test which examines them through

the values of the organization that they are involved in during their time of the

experience. The industrial attachment builds confidence with each practice, one gains

experience and knowledge through it. Through such practices, the company or workplace

offers as many opportunities as possible.

With the stiff competition in the industry, I was able to join Eveline High with

determination to cut a niche for myself in the profession of Teaching. This therefore

entailed doing much on my own without waiting for directive from my internal

supervisor (Mr B. Moyo) and getting out of the way to create contact with sources of

information. Some of the objectives I set included:

 To learn how to engage sources of information in soliciting for conducting lessons.

This required some unique skills which made the students attentive while being

taught new things.

 To learn how to identify weaknesses of each student. .

Page 12 of 27
  To execute exclusive human interests.

 To create a niche in the Academic industry .The industry is very competitive and for one

to create a mark they must engage in more guidance from the senior teachers that are

there.

 To always meet deadlines.

 To be able to communicate with different levels of people.

 To exhibit critical thinking and being able to solve problems there and there.

 To be able to respect all personals.

2.1 Summary

The review of literature has opened for the researcher to actually see the way forward.

Page 13 of 27
 CHAPTER THREE

METHODOLODY

3.0 Introduction

The term methodology refers to “the system of methods and principles that are used in a

particular discipline” which in the case of this study is the methods and principles in

research (Ehlers, 2 000:126). According to Mouton (1996) research methodology is

generally influenced by the data collected and the specific type of research that is

conducted. This is normally grouped in the two categories that consist of Quantitative and

Qualitative research. Qualitative research: Involves the collection of the data from a large

number of individuals, frequently with intention of projecting results to the larger number

of population (Martins et al, 1996:125) and

Quantitative research: which is an unstructured exploratory research method which is

generally based on small samples intended to provide insight and understanding of the

problem setting (Malhorta, 1996:164). The extent to which a study is quantitative or

qualitative in nature is normally determined by the relevant research design.

3.1 Research design

A research design is a plan of how the study will be conducted. It involves the planning

and visualizing of the body of data and problems associated with the use of those data in

the entire research. Easterby-Smith, Thorpe and Low (1991) define research as simply the

method by which data are collected and analyzed. Treece and Treece (1986, 86) define

research as a scheme of action or frame for answering research questions. It provides a

Page 14 of 27
 set of guidelines on how the researcher will achieve her goals regarding the study that is

being undertaken.

This study involves qualitative research. The researcher will use the qualitative research

approach; which is a method of inquiry employed in many different academic disciplines.

Qualitative research method is used extensively by scientists and researchers studying

humans. The researchers study things in their natural settings attempting to make sense

out of them.

3.2 Sample size

Thomas and Nelson (2000) define a sample as the group of participants and situations on

which the study is conducted. It can also be said to be a small proportion of a population

selected foe observation and it is selected from a larger population. In this study, the

sample will consist of three sets of respondents which consist of school heads, teachers

and teachers in charge.

3.3 Population and Sampling procedure

3.3.1 Sampling

In choosing the sample that representative, the researcher tries to eliminate all biases by

adopting some techniques of sampling that are relevant and applicable to the qualitative

approach method. A research design usually uses probability sampling techniques.

Thomas and Nelson (2000) define sampling as groups of participants and situations on

which the study is conducted. It can also be said to be a small proportion selected for

observation and analysis and it is selected from a larger population.

Page 15 of 27
3.4 The researcher instruments and questionnaires

In this study the questionnaire was used in collecting data. A questionnaire is a set of

questions carefully selected and orderly put. Questionnaires are a list of questions.

(Haralambos and Holborn 1991:728). This tool is used in such in such a manner that the

same questions are used or given to respondents in the same stratum. There will be three

sets of respondents. The questions will comprise of both open and precoded questions.

Open ended questions are those that leave the choice of the answer to respondents.

Primary data collated from questionnaires can be easily expressed into numerical

statistical data, which allows them to make general statements about the social world on

the basis of such data. Haralambos and Holborn (2007:793).

Questionnaires are one of the most popular quantitative research methods as they can

provide a convenient way of gathering information from a target population. David and

Walowick (1993). They are simply a tool for collecting and recording information about

particular issue of interest, attitude or opinions. A questionnaire can be completed

electronically, via postal survey, telephone or face to face. They include a pre-set list of

questions, where the questions can be open-ended or closed. The answers come in many

forms from tick boxes to free.

The responses are gathered in a standardized way, so questionnaires are more objective,

certainly more than interviews. Milne (1999) collaborates and even says that the

questionnaire is generally quick to collect information. Large amounts of amounts can be

collected from a large number people in a short period of time land in a relatively cost

Page 16 of 27
 effective way and data collection can be carried out by the researcher or by ant number of

people with limited effect to its validality and reliability.

When data has been quantified, they can be used to measure change and positivists

believe that quantitative data can be used to create theories and or existing hypothesis

(Milne 1999).

However questionnaires have their own shortcomings, like many evaluation methods

occur after the event , so participants may forget important issues and they are

standardized so it is not possible to explain any points in the questions that participants

might misinterpret. The questionnaires were used and collected data from teachers in

charge. To overcome this researcher will conquer this by using interviews.

3.5 Interviews

The interview is a widely used tool to access peoples experiences and their inner

perceptions, attitudes and feelings (Fontana and Frey,2005). The interview is one of the

most frequently used methods of data collection within mixed approach method.

According to Herbert and Irene Rubin (1995 as cited in Babbie and Mouton,2006)

qualitative interviewing is characterized by being ‘flexible, iterative and continuous,

rather than prepared in advance and locked in stone’. The researcher will use interviews

because they produce ‘in-depth insightful and detailed data that can be readily validated

and that will most likely provide the sought for understanding ‘(Descombe,2005;189). An

interview ‘gives voice to the powerless and voiceless’. The interviews were used to

collect data from school heads and education officers. It allows the researcher to clarify

responses which are not clear.

Page 17 of 27
3.6 Summary

This chapter discussed the research design and methodology that will be utilized by the

researcher in the study. It also gave detail of how the study will be carried out.

Page 18 of 27
 CHAPTER FOUR

DESCRIPTION OF THE INDUSTRIAL ATTACHMENT

4.0 Introduction

This chapter presents an analysis of findings of the study on the assessment with what

was experienced during the industrial attachment period.

As a teacher I learnt how to handle myself, the young people I came across and also

lowering myself to a better understanding of their ways of being socialized into team

cooperation when it came to assigned work of groups in class and also competition

amongst themselves. Working with people of different levels boosted my confidence and

also turned me into a better team player. The knowledge and hard work I put in earned

me the rare opportunities of even assisting my colleague, attachés in finding ways of

collecting and getting information on how a scheme book is written, how a register and

how a record book is complied. To me this was a motivation, more like a reward of some

sort. I was able to earn my internal supervisor’s confidence to take classes/lessons on my

own.

4.1 Writing skills

During my stay at Eveline I learnt continuous writing skills as I had to do my scheme

books and report in writing as well as updating my Log book. This taught me to be fluent

in English as the written work had to be done in English and also was a requirement since

I was taking an A level communication skills class.

4.1.1 Lessons and skills learnt

Page 19 of 27
  In this field in order for one to acquire what he/she wants to achieve one has to be

pertinent.

 One has to be able to execute given work perfectly.

 One has to be able to leave room for new ideas shared, thinking outside the box and

working well with others.

 Gained Confidence.

 Was able to work well under pressure.

 Learnt to dress a little more eloquently and descent.

 Learnt to be more precise when it came to work stuff.

 Time conscious.

4.2 Challenges faced

 Young people are being looked down upon and being criticized in the sense that we are

not being given opportunities to give in ideas or views especially during meetings. When

it comes to dealing with the senior staff, they tend to judge and block in ideas by young

people since we do not have a lot of working experience in the industry. They believe

that what meaning full thing can come out of a mouth of a person!

 Being incapacitated to report for duty because of lack of payment.

 Lack of Internet services for research purposes.

 Lack of functional computers.

 Lack of essential tools to use for example white board markers, duster, and exercise

books.

 Students bunking lessons.

Page 20 of 27
  Disrespect of Student teachers by the students.

 Lack of face shield masks for student teachers.

 Student teachers had to report for work while other senior teachers were on strike.

 Student teachers had to do the some of the school errands since we were not allowed to

teach but only allowed to be in the school premises and maintain order even if it was not

necessary.

4.3 How I overcame the challenges I faced

 Having in mind that I have to put in an extra mile in order to get things done, this

included me acquiring a 5 GB small router for Wi-Fi access.

 I had to sacrifice a lot of luxuries in order to get my work typed and printed in order to

meet deadlines.

 Asking for assistance from the senior teachers on stuff I did not understand.

 Was able to acquire some face shield masks in order to teach well because we faced

difficulties in using ordinary masks when teaching as they closed the entire mouth and

made voice projection very low.

 Dedication.

 Patience - be it in the classroom or outdoor situations. In the classroom their different

types of children and they understand concepts differently, some fast and some slow and

Page 21 of 27
 so the duty of the facilitator is to be patient enough to make sure that at the end of each

lesson all children have understood and if not, measures are then taken for maybe

remedial classes just so all students are together and nun are left behind. Weel (2013).

This can be very frustrating at times but it is the duty of the teacher to respond in a more

calmly manner and to understand the needs and difficulties being faced by each child in

the class. Some children have problems at home and so it thereby affects the

performance of the student and so they need a favorable approach.

 Preparation of lesson plans -I was able to keep track of the work given to the learners.

It kept me informed of the syllabus topics for my records. This therefore made it easy to

revise work before giving it out to the learners. It helped me to be time conscious. (Time

management) It helped me to be more organized.

 Fast thinking- Powell S.K. (2005) states that in team playing when faced with situations

that need a prompt action and answer you go for it. During my attachment period I was

able to make decisions on my own and not wait for my supervisor to impose one for me,

this therefore came with risks as to whether the decision made was a right or wrong move

and so one had to be ready to face the consequences that followed with it.

 Purchasing a laptop- In relation to the dilapidated facilities, the talk of the day was

always the survival of the fittest, and to survive, I had to sacrifice and purchase a laptop

which helped me in meeting deadlines and going the extra mile to make it work and get

work done on time.

Page 22 of 27
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMANDATIONS

5.0 Summary

My time at Eveline high school I learnt and was able to gather a swamp of skills and

ideas necessary for dealing with different levels of students in terms of behavior wise.

For instance, I was given two classes A and O’levels, I felt a great difference as to how

both levels treated me, I walked into class one day and it was chaos and I tried to

maintain order but I failed instead I was attacked by some of the learners, I ran out

because of fear I was really emotional and informed the Head of department of what had

happened, he corrected me and told me how I was supposed to react to such an incident

and from then I learnt that in order for learners to respect the facilitator, he/she needs to

be firm and straight forward with them. I was able to get the respect I needed as a teacher.

5.1 Conclusion

During the course of the attachment I developed as a person. I set up standards and goals,

to develop and improve areas that I found needing to be improved. Some of the areas I

developed and improved on during the time I was attached at Eveline Girls High included

the following:

 How to work effectively. This was on using a to-do list which provided me with a list of

everything that I had been assigned to do and managing my time and was able to

Page 23 of 27
 multitask in order to balance my time and get my work done on time. Time management

is important this therefore shows how one can work under pressure at given tasks. Powell

(2005).

 How to be more focused because my job description required a lot of attention and

accuracy especially when it came to keeping records of work done by the children, class

registers and scheme of work

 How to speak the English language at all times as a person who was specializing in it and

bettering my Communication skills as during the course I noted that I didn’t

communicate more often because I felt unsecure about my English and the ‘Mother

tongue interference’ Nytrand M.(1986) goes on to state how written work in english

language is a requirement in the context of written work.

 Creativity is also part of what makes teachers different because of the approach that each

one of them uses.

 Being initiative gave me a challenge to conglomerate both the rational and emotional

aspects to refine a more human like interest story. My mentor Mr. B. Moyo groomed and

guided me throughout the attachment period as I constantly had to report to him every

time I had challenges that I was facing, I learnt that it is important to listen to other

colleague’s ideas when it came to sharing ideas and opinions, this brought unity and

harmony amongst workers.

5.2 Recommendations

Page 24 of 27
In the light of the above conclusion the organisation should provide a more favorable

environment for student teachers and the level of work they are assigned to do which

pertains to the job description.

Page 25 of 27
 REFERENCES

Descombe (2005). The Good Research Guide. (2nd Ed) Maidenhead: Open University Press.

Haralambos and Halborn (1991) Sociology: Themes and Perspectives .London: Unwin and

Hayman Ltd.

Kothari,C.R (1990) Research Methodolody, Methods and Techniques. New Dehli: Vikos

Publishing.

Milne, J. (1999). Center for CBL in land use and environmental sciences. London: Aberdeen

University.

Thomas , J.R and Nelson J.K (2000). The research method in physical activity. London: Library

congress.

Treece, L and Treece, S (1996). Research in Nursing. New York: Thornes Ltd.

Mouton (1996). Basic concepts in the methodology of the social sciences. Pretoria: HRC

publishers.

Fontana, A. and Frey, J.H (2005) The interview :From neutral stance to political involvement.

The Sage Handbook of quantitative Research (3rd Ed). Thousand Oak Publications.

Page 26 of 27
Al-Ubaydli, Jones, Weel (2013). Patience skills (PDF). Journal of Neuroscience,

Psychology , and Economics.

Madigan, T. (2009), Schopenhauer’s compassionate morality, Philosophy Now, 52, 16-17.

Margulis A.R. (2007), The road to success: a career manual: how to advance to the top.

Elsevier, London

Covey S.R. (2004), The 7 habits of highly effective people: powerful lessons in personal change.

Free Press, New York.

Powell S.K. (2005), to multitask or not to multitask. Lippincotts Case Manag.; 10: 221 222.Free
Press, London.

Pisano E.D. (2001)Time management 101.Acad Radiol. 8: 768-770.Press, England.

Nytrand M.(1986), The structure of written communication: Studies in reciprocity between

writersand readers, Orlando,Academic Press.

Ashley A.(1900), History of Evelyn High School The Miltonians. Press.

Page 27 of 27