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FACULTY OF ARTS AND EDUCATION
DEPARTMENT OF TEACHER DEVELOPMENT
POST GRADUATE DIPLOMA IN EDUCATION
PGDE110: CURICULUM SUBJECT OPITON 1

Abridged model answer
November/December 2013
1. Assess the use of field trips in the teaching of your curriculum subject.
Item Description Mark (%)

A Introduction 5
A brief outline of how the essay unfolds.
B Definition of key terms 10
Field trips
These are a form of planned method of discovery in which a teacher
prepares learning situations in the field from which pupils learn faults and
ideas in any subject for themselves.
Curriculum subject
Is a specialist area of study
Any 2 x 5 marks
C Assessing the use of field trips in teaching of your curriculum subject 80
 Field trips increase and enthusiasm amongst pupils
 Improve technical competency in a range of field, laboratory and data
handling skills.
 Pupils are given enough opportunity to relate to pupils and teachers in
a new physical and social silting
 Field trips increase understanding of concepts by pupils
 Field trips promote intellectual skills
 Field trips promote intellectual skills
 Field trips promote critical and discovery skills
 Field trips contribute to personal and social development and growth
in self –confidence and self –esteem
 They also enable pupils to grow regarding respect for others and
emphasis on collaboration rather than competition.
 However field trips need more preparation and a lot of responsibility
on the part of teachers.
5 x 16 marks
D Conclusion 5
Highlights of the salient points discussed
Total 100
2. Assess the value of pupil talk in the teaching and learning process.
A Introduction 5
Highlights of how the essay will be treated
B Definition of Terms 10
Pupil talk
Is a method of teaching whereby the learners are given the
opportunity to express themselves during the learning process.
Teaching process
Is when the teacher guides pupils in the discovery of facts and ideas
Learning process
Is when the pupils are given the direction to navigate as they will be
discovering new facts and concepts
2 x5 marks
C Assessing the value of pupil talk in the teaching and learning 80

process
 Instills confidence in pupils
 Pupils will be able to express themselves and are motivated
 Encourages pupils to think critically because they know that
their ideas will be well understood by peers
 As pupils are engaged in the …..say in groups, they will be
able to clarify faults and ideas to their peers.
 enables maximum participation of pupils
 cooperative learning is promoted
 uplift pupils‘ level of consciousness and sympathy of others
less fortunate than themselves
4 x 20 marks
Conclusion 100
A brief outline of how the essay has been treated
3. Using relevant examples, describe how the demonstration method could be used to teach specific
concepts in your curriculum subject.
ITEM DESCRIPTION MARK
%
A Introduction 5
A brief outline on how the essay will unfold.
B Definition of Terms 10
Demonstration method - This is a teaching strategy that involves direct
action by both teacher and pupils and is useful particularly in translating
theory into practice.
Curriculum subject – is an area of specialisation by the teacher for

instance a science teacher specialised in science and so on.
Any 2 x 5 marks
C Describing how the demonstration method could be used to teach 80
specific concepts in a curriculum subject:
The method has two broad aims which are:
 To teach pupils how a specific skills is executed e.g. how to throw
a cricket ball, how to bisect an angle or how to test for starch in a
leaf.
 To teach pupils the results o certain processes or actions or
phenomena e.g. effects of fertiliser on the growth of maize crops,
acid on cloth , poor bonding on bricks etc.
 The fewer should make pupils mentally ready for the
demonstration by:
- Giving pupils tasks related to the demonstration in the form of
background information and reading assignments.
- Providing pupils with clear and explicit goals about the
demonstration.
- Encourages pupils to collect much material as possible related to
demonstration.
 The teacher must prepare the required equipment. He /she has to
test the equipment to ensure it is in good working order.
 Before the pupils come for the lesson the teacher should practice
the demonstration.
D Exemption of the demonstration itself
 All pupils must be in a position where they can fully view the
demonstration.
 Can also allow pupils to take turns to view the demonstration.
 As pupils taking turns to view the demonstration, those not
involved should be given
 Consume that pup8ils are following the demonstrations by
constantly asking them questions at intervals.
 Carry out the demonstration stage by stage thereby explain faults
to pupils.
 Do not cook results if the demonstration does not give the
expected results. Rather re-do it after telling them that it has failed.
 Use the multiple media approach to enhance the impact of the
demonstration.
Any 4 points x 10 marks
E Conclusion: A brief outline of how the essay has been treated. 5
F TOTAL 100
4. Discuss the various considerations you would make before designing a scheme of work for your
class

A Introduction 5
A brief outline of salient points to be considered in the essay.
Scheme of work
Is a logical and sequential arrangement of subject matter to be taught
and learned, drawn from the syllabus
Class
Is a group of pupils of the same age group who are ready to learn the
concepts in a subjects
2 x5 marks
C Discussing various considerations to be made before designing a 80
scheme of work for your class
 Study, analyse and internalize the contents of the syllabus
(es) for the subject to be taught.
 Carry out subject thorough study of the environment
 Must also study the level of competence of the pupils
 Widely and closely read basic textbooks or other reference
materials on the topic before scheming
 Gather or collect a lot of instructional media and equipment
appropriate to the subject.
 Compile or develop resource files for the subject (s) you take.
 Consult experienced teachers in your subject area for advice
and assistance when in difficulty
 Use a variety of methods or approaches when planning to
teach
 Maximize pupil involvement by designing meaningful
activities
 Focus on the learning process in pupils as you scheme by
promoting motivation an reinforcement
Any 5 x16 marks
D Conclusion 5
A brief outline of salient points discussed
Total 100
5. Examine the use of teacher made tests in the teaching of your curriculum subject
Item Description Mark

(%)
Introduction 5
A Highlights of how the essay will unfold.
Teacher made tests
These are questions or items prepared by the teacher on what the pupils
have covered or are likely to cover
Curriculum subject
This is an area of specialization
.
Any 2 x 5 marks
C Examining the use teacher made tests in the teaching of one‘s 80

curriculum subject
 Provide an effective monitoring process of a student‘s progress
 Provide information on the strength and weaknesses of pupils‘,
this aim teachers to come up with strategies to further reinforce
the former and suggest appropriate remedies for the latter
 Assist with revision for external examinations
 Help with the planning of teaching objectives, teaching
strategies and course design
 Gives information on how individual pupils are progressing or
otherwise
 Help pupils in achieving their potential
 Help the teacher to revise his/her teaching strategies for the
future
Any 4 x 20marks
D Conclusion 5
Highlight of salient points
Total 100
POSTGRADUATE DIPLOMA IN EDUCATION
PGDE215: ENTREPRENEURSHIP IN EDUCATION
May/June 2013
1. Discuss any four factors that influence entrepreneurial development

ITEM DESCRIPTION SCORE
A Introduction 5
A brief and focused outline of how the answer shall unfold
B Definition of terms:
 Entrepreneurial development
A programme of activities to enhance the knowledge, skills, behavior and attitudes of
individuals and groups to assume the role of entrepreneurship.
 Factor 10
An influence that contribute to a result or outcome.
Any two key terms x 5 marks each

C Discussion of factors that influence entrepreneurial development
 Socio-cultural factors
-People traditionally engaged in business have a pro-business attitude and disdain
working for other people. This encourages entrepreneurial development.
-The culture of consumerism encourages entrepreneurship as there are greater returns
in doing business than in formal employment.
-People in formal employment encourage their children to find secure jobs. This
discourages entrepreneurial development
-A culture where people are risk averse discourages entrepreneurial development.
 Political factors
-Government policies encourage and discourage entrepreneurial development.
-Political stability such as peace encourages entrepreneurial development.
-Bureaucratic rigidities in the form of complex requirements stifle entrepreneurial
development.
-Government fiscal policies such as taxation encourage or discourage entrepreneurial
development.
 Economic factors
-Income levels and economic prosperity determine purchasing capabilities of people.
-Availability of natural resources offers entrepreneurial opportunities.
-Economic instability such as rampant inflation discourages entrepreneurship.
-A stable financial sector encourages entrepreneurial development by making capital
available and by making financial investments secure.
-The existence of physical infrastructure and public utilities encourages
entrepreneurial development.
 Technological factors
-Good information and technologies enable investors to do business effectively.
-Some local entrepreneurs have been overwhelmed by competition from foreign
products.
A discussion of any 4 factors x 20 marks each 80

D Conclusion 5
A brief summary of main points raised
2. Evaluate the benefits of vocational and technical education.

A Introduction 5
 Vocational and technical education
Education and training to acquire practical skills know-how and understanding
necessary for employment in particular occupations or trades. 10
 Benefits
An advantage that promotes or enhances well being .
An two key terms x 5 marks each
C An evaluation of benefits of vocational and technical education
 Positive contributions
-It provides skilled and experienced manpower to industry.
-It is a mechanism for responding to changing skills and labour requirements during
periods of economic change.
-Graduates form vocational technical education can start new businesses contributing
to the economic development of a country.
-Earnings made by vocational education graduates from self employment contribute to
economic empowerment and social mobility.
 Negative contributions
-There are huge numbers of unemployed youths from vocational education
institutions.
-The quality of training is too theoretical with due emphasis on certification than skills
proficiency resulting in production of poorly skilled graduates.
-Vocational Technical Education programmes are supply driven than demand driven
as a result some graduates are unemployable after training.
-Public perceptions that technical vocational education is for academically inferior
lead to lack of its support from communities. 80
D Conclusion 5
A summary of main positive and negative contributions and a judgment.
3. Analyse the significance of resource utilization in entrepreneurial strategy formulation.

A INTRODUCTION 5
 Resource utilization
Identifying resources strategically in line with the organisation‘s plans and objectives.
 Strategy formulation
A set of decisions and actions used to formulate and implement strategies that will
provide a competitively superior fit between the organisation and its environment 10

C An analysis of the importance of resource utilization in entrepreneurial strategy
formulation
 Human resources:
-People are the organisation‘s primary source of competitive advantage and are
therefore a key tool in strategy formulation.
-The success of an organisation is determined by the decisions which employees
make.
-People are an organisation‘s primary source of talents that have to be aligned with the
organisation‘ entrepreneurial strategies.
 Financial resources:
Financial resources determine the organisation‘s ability to procure material and to
remunerate its human resources.
-Financial resources enable the organisation to hire, train develop and compensate its
personnel.
-Financial resources enable the organisation to repair worn out physical resources,
equipment and machinery.
-Financial resources are critical in establishing quality work environments.
 Material resources
-Physical asserts are what the organisation is worth.
80
-Physical asserts such as buildings and vehicles make things happen and determine the
success of its strategies.
D Conclusion 5
A summary of main points analysed
4. Discuss the management skills needed at various levels of management.

A Introduction 5
 Management skills
The ability to make decisions and lead subordinates within an organisation
 Management 10
A process of getting activities completed efficiently and effectively with and through
other people.

C A discussion of management skills at different levels of management:
 Technical skills:
-First line managers need competency in using tools, procedures and techniques of
trade as they supervise people doing actual work. Lack of such skills affects
production.
-First line managers need proficiency in technical skills because they train new
employees. Lack of skills development at lower levels affects the organisation‘s
competitive advantage.
-Top managers need an appreciation of technical skills for effective planning. They do
not have to use the skills in their day to day work.
 Human skills
-All levels of management need human relation skills such a motivation,
communication, listening, empathizing. Lack of managerial human skills affects
worker moral.
-All levels of management need human skills as they interact and work with
subordinates, peers, customers, and suppliers.
 Conceptual skills
-Top level managers have overall responsibility of the organisation‘s performance and
hence in greatest need of conceptual skills.
-Senior management needs skills to view the whole organisation in abstract and relate
all its component parts.
-Conceptual skills enable senior managers to view the organisation as an open system
and how it relates to the outer environment.
-Senior managers need conceptual skills to plan strategically for the organisation‘s
entrepreneurial success.
-First line managers only need appreciation of conceptual skills to help them
understand that they do not operate in isolation. 80
D Conclusion
A brief summary of main points raised 5
4. Outline the weaknesses of unsuccessful programmes to integrate entrepreneurship in education.
Explain how each of these weaknesses can be overcome.
A Introduction
A brief and focused outline of how the answer shall unfold 5
 Entrepreneurship
A process by which people pursue opportunities, fulfilling needs and wants through
innovation without regard to resources they currently control.
 Programme
A plan of action aimed at accomplishing objectives with details of what work is to be
done by whom, where and when. 10

C  Weaknesses of unsuccessful programmes of integrating entrepreneurship
education:
-Unsuccessful programmes are usually poorly structured with little practical content.
-Instruction in unsuccessful programmes is usually rushed theoretically as crush
programmes.
-Time allocated to programmes that become unsuccessful is usually too little for the
content to be completed in prescribed time.
-Unsuccessful programmes are poorly supported by stake holders.
-Unsuccessful programmes have instructors with little or no relevant knowledge and
skills.
-Unsuccessful programmes are characterized by lack of role models of successful
former trainees.
 How each of the weaknesses can be overcome
-Entrepreneurship education programmes must adopt a vocational training approach.
-Entrepreneurship education programmes must utilize professionals in industry as
‗‘teachers in industry for education support.‘‘
-Entrepreneurship education programmes must have a philosophy of life long
incremental approach.
-A national programme for funding entrepreneurial education must be put in place.
-A critical mass of entrepreneurial teachers who can transmit entrepreneurial culture 80
in all areas of education must be developed.
Complementary support from existing entrepreneurs is required.
D Conclusion
A brief summary of main points raised 5

PGDE101: PHILOSOPHICAL PERSPECTIVES IN EDUCATION
November/December 2013
1. Examine how group work promotes critical thought processes

A Introduction 5
A brief outline of how the essay un folds and progress
(i)Critical thought processes
A decision making process based on reasoning(logical argument) and
altruistic attitudes (objectivity, fairness, toleration and courage)
(ii)Group work
A teaching method that allows learners to shared the tasks, aids and ideas
in small numbers during the learning processes
Any 2 x 5 marks
C Group work promotes critical thought processes in that: 80
 It increases critical thinking among group members
 Reasoning is based on logical arguments among group members
 It increases objectivity, fairness and tolerance
 It promotes freedom of expression
 It promotes freedom of opinion
 It promotes reasoned judgments
Any 4 x 20 maks
D Conclusion 5
A summary of the discussed points
Total 100
2. Examine any four challenges a teacher faces in implementing democracy in his/ her class.

A Introduction 5
A brief outline of how the essay unfolds and progress
Definition of key terms 10
(i)Implementing
The putting of plans into operation
(ii)Democracy
A classroom situation where all activities are guided by the rule of the
majority. A rule of the class by the class itself facilitated by the teacher.
(iii)Challenges
The stumbling blocks which make the practice of democracy difficult if not
impossible.
Any 2x5marks
C Challenges the teacher faces in implementing democracy in 80

his/her class/.
 Pupils‘ immaturity may compromise true classroom
democracy.
 Democracy strives where all human beings are equal, hence
teacher and pupils may not be operating on an equal footing.
 Pupils come from different cultures; hence there may be
cultural conflict.
 Trying to bring everyone at the same and equal footing may
be time consuming.
 Resources may not be enough to allow equal sharing and
equal access.
 By trying to accommodate pupils‘ opinions teachers may
give up too much of the power leading to a chaotic
classroom situation
Any 4 x20 marks
Conclusion 5
A summary of the discussion points.
Total 100
3. Critically examine the tenets of John Dewey’s philosophy of pragmatism.

A Introduction 5
A brief outline of how the essay unfolds and progress
(i)Tenets
The characteristics of John Dewey‘s philosophy
(ii)Philosophy of pragmatism
Ideas of knowledge and teaching that are based on experience and practice.
2 x 5 marks
C The tenets of John Dewey’s Philosophy of Pragmatism 80
 Knowledge should be based on practice
 Children should develop through their natural stages of development
 Curriculum to be based on activities -calls for learning by doing
 Instrumentalism –values are dynamic/subjectivist
 Experimentalism- Experimentation is key to learning
 Problem solving- problem solving is key to learning
 Motivation of learners- calls for the interest and needs of learners in
learning
 Discovery learning –improves understanding
Any 5 x16 marks
D Conclusion 5
A summary of the discussed points.
Total 100
4. Analyse the strengths of the responsible professionalism approach to teaching.

A Introduction 5
A brief outline of how the essay unfolds and progress including the
key terms to be defined.
(i)Responsible professionalism approach to teaching
A broad-based way to classroom control suited to different teaching
styles and to different needs of pupils
(ii)Teaching
A process of equipping learners with knowledge and skills by a
trained professional
2 x5 marks
C The strengths of the responsible professionalism approach to 80
teaching.
 Calls for informed jugdement about many different aspects
of teaching
 Calls for the use of group work
 Calls for cooperation between teacher and learners as
teaching is by nature a cooperative activity
 Individuals and groups are encouraged to think critically, to
express their opinions and are treated with respect
 Encourages respect for the authority of the teacher
 Encourages adherence to rules and regulations
 There is effective and efficient learning
 Encourages hard work and improvisation
Any 5 x16 marks
D Conclusion 5
A summary of the discussed points
Total 100
5. Membership to professional organisations enhances professional growth of a teacher. Discuss
Item Description Mark

(%)
Introduction 5
A A brief outline of how the essay unfolds and progress including key
terms to be defined.
(i)Professional organisations
An institution comprising specialists bound by similar knowledge,
skills, code of ethics who come together to provide a special social
service.
(ii)Professional growth
The qualitative advancement in knowledge, skills, habits and attitude in
line with the obligations and responsibilities of the chosen career.
(iii)Membership
Belonging to a group bound by similar aims and objects for a purpose.
Any 2 x 5 marks
C (i) Professional organisations enhance professional growth of a 80
teacher in the following manner.
 Sharing of academic information through workshops.
 Sharing of teaching approaches.
 Sharing of problem solving skills.
 Subject panels organise research opportunities and even
exchange programmes.
 Sponsor staff development programmes for their members.
 Organise educational tours or members.
 Inconjuction with Ministry of Education, they expose members
to policy issues.
Any 5 x16 marks
D Conclusion 5
A summary of the discussed points.
Total 100

PGDE 102: PSYCHOLOGICAL PERSPECTIVES IN EDUCATION
Abridged Model Answer
August-December 2014
1. Discuss the main characteristics of Bandura‘s Social Learning Theory. [100]
A Introduction 5
A general overview of what the question demands.
(i) social learning
(ii)theory
(iii) implications
(iv) characteristic
2x5marks
C Main Body 80
 Imagination
 Imitation
 Symbolization
 Reciprocal determinism
 Environment
 Models (human models, media)
 Society
 Motivation (extrinsic)
 Modeling /imitation
The student to identify and discuss the issues above before
implications.
Implications
 Expose students to different environment eg field trips
 The teacher must be a good example/model to the teacher.
 The pupils must be exposed to many practical social
activities
 There must be a lot of group work/cooperative learning
 The pupils must be motivated extrinsically/ or be
reinforced through praises, rewards, or using examples of
people who have succeeded in life etc
Any 4x10marks
D Conclusion 5
A review of points raised above
Total 100
2. Examine the use of tests in the teaching and learning process. [100]
A Introduction 5
A general overview of the question.
(i)Tests
(ii)Teaching process
(iii) learning process
2x5marks
C Main body 80
 Diagnostic
 Assessment of progress of the teacher‘s effectiveness
 Assessment of pupils‘ progress
 Achievement of set criteria (objectives)
 Reports for parents and stakeholders
 Promotional purposes
 Grouping purposes
 Motivate pupils
Any 4x20marks
D Conclusion 5
Total 100
3. Assess the applicability of Maslow’s hierarchy of needs theory in teaching and learning
process [100]
A Introduction 5
A brief outline of how the essay opens and progresses.
B Definition of key 10
(i)theory
(ii)teaching process
(iv) hierarchy of needs

2x5marks
C Main Body 80
 Illustration /outline of the theory
(4x5)
Applicability
The student to show the applicability of each of the (5) stages of the
theory
(4x5)
D Conclusion 5
A review of the main issues raised.
Total 100
4. Discuss any four strategies a teacher or parent can adopt to nurture adolescents into adulthood.
[100]
Item Description Marks (%)
A Introduction 5
A general overview of the demands of the question.
(i)adolescents
(ii) nurture
(iii) adulthood
(iv) strategies
2x5
C Main Body 80
The student to identify any four strategies

4x20
D Conclusion
The main points raised
Total 100
5. Examine any four elements in an individual counseling relationship. [100]

A Introduction 5
(i)counseling relationship
(ii)individual counseling
2x5
C Main Body 80
-Rapport
-Respect
-Acceptance
-Empathy
-trust
-confidentiality
(4 x 20)
D Conclusion 5
Total 100
MAY–JUNE 2012
PGDE 103 Sociological Perspectives in Education

Question:1 (a) Briefly describe and explain the basic tenets of functionalism as a school of
thought on society and its subsystems.
(b) What are the implications of functionalism on the purpose of education in
Zimbabwe?
Item Description Possible

Mark %
A Introduction: Approach used in responding to the question. Taking a position for or against the 5
tenets of functionalism and its relevancy to Zimbabwe.
B Definition/Explanation of Terms
Functionalism (Consensus Theory)
According to the functionalist perspective, also called functionalism, each aspect of society is
interdependent and contributes to society's functioning as a whole.
Functionalists believe that society is held together by social consensus, or cohesion, in which
members of the society agree upon, and work together to achieve, what is best for society as a
whole.
10
[A clear explanation of Functionalism with examples: 1X10 = 10]
C (a)Description & Explanation of Tenets of Functionalism on Society & its Subsystems [40
marks]
1. Society is system (organism) with interrelated & inter-dependent parts working to meet and
sustain system’s goals. Goal of the society is to survive as an entity.
2. Society is state of equilibrium/balance. Disequilibrium caused by external forces or

malfunctioning of one or several parts of the organism.
3. Collectivism
a) Social ideas, symbols, and practices (collective representation of reality, not result of
ruling class domination); are collectively created and developed as society’s members
interact. Society is ruled by consensus – consensus of values, morals & goals.
b) The state is a rational consensus centre which guarantees interest of all social classes.
c) State is a neutral moral force, a neutral arbiter in any conflict in society.
[Any Two tenets 2X20 = 40]
(b)Implications of Functionalism on PURPOSE of Education in Zimbabwe [40 marks]
Education has a social function to transmit a particular set of shared moral and cognitive beliefs
and values essential for the society’s survival.
Education develops people to take up different roles (occupational specialization). Society

determines the forms of specialization needed. Consequently, people cannot develop all their
abilities and potential to their fullest degree.
Education initiates the young into the over-arching moral value which bind societies together. The
task of education is to propagate common moral and intellectual beliefs which society has proved
to be historically necessary for in its evolution.
[Any FOUR purposes linked to functionalism: 4X10 = 40]
(a) + (b) = 80
80
D Conclusion: Overall view of the relevancy of Functionalism on the purpose of education. 5
TOTAL 100
Question: 2 What is socialisation? Describe and evaluate the role of the school as a socialising agent.
Compiler Dr Mufunani Tungu Khosa

Mark %
A Introduction:Approach to the question + Identification of the key roles that the school plays in 5
socialising pupils.
Socialisation
Process that makes individuals internalize certain values, mores, customs, and skills in a given
society thereby developing the individual in a certain direction.
Process by which the individual develops into a more or less adequate member of a social
group by learning the existing culture of the social group they come into.
Process by which individuals learn the culture of their society. Primary socialisation is for the
young. Secondary socialisation is for the adults.
Socialisation Agent
Institution or group that takes part in socialising a young member or new member to become an
effective and competent member of a group or society.
[Explanations of the two concepts: 2X5 = 10] 10

C DESCRIPTION and EVALUATION of the role of a school as a socializing agent
 How the schools socialises pupils and with what impact – positive or negative?
 Effectiveness of school socialisation compared to other agents – peer group, media.
 Does the school have special socialising roles that are unique to it, roles that it
plays more effectively and efficiently than other socialising agents?
a) Pupils socialized through the formal curriculum, the hidden curriculum (textbooks,
classroom rituals), and extra-curricular activities).
b) Liberating the individual from dependence upon primary attachments and relationships
formed within the family group. Pupils learn to work in groups different from the family
groupings.
c) Schools equip pupils with knowledge, skills, and attitudes which are needed for effective
performance in future roles within a given society, as well as other societies. Socialisation
into the world of work.
d) Pupils exposed to adult role models (teachers and administrative staff), as well as gender
related roles. They learn social roles (leadership, followership- respecting authority).
e) Learning to live in a social setting with routines, behaviour rules, and procedures that are
clearly defined and enforced.
[Any FIVE socialising practices: 5X16 = 80]

80
D Conclusion: Candidate takes a position on the importance and/or effectiveness of the school 5
as a socialisation agent.
TOTAL 100
Question: 3 Deviance can be explained in different ways. Identify and discuss three different
approaches to explain deviance. I what ways have you dealt with deviance during
teaching?

Mark %
A Introduction: Structure of the response showing key issues covered to address the two parts of 5
the question.
Deviance/Deviation
Form of behaviour which is considered to violate norms of a society or group and therefor
unacceptable.
Any form of behaviour or activity defined as a violation of the norms of a group (e.g., school) or
society. It is not a quality of the act itself but is perceived to be. Deviance usually implies
unacceptable behaviour whether positive or negative.
Deviant Behaviour
Behaviour different from normal behaviour, or actions which transgress community-held norms.
Such behaviour is a social problem if it harms individuals or has disruptive effects.
[One explanation of each concept with examples: 2X5 = 10 10
C (a) Discussion on three different approaches to explain deviance

Biological (Socio-biological) Approach
Some people are born with genes for deviance. Prone to delinquent behaviour “by nature”.
Mesomorphic- deviant; endomorphic – jolly personality; estomorphic – conformist. This
approach is largely unacceptable in sociology.
Functionalist Approach
Deviance occurs when norms of a society breakdown. Situation of normlessness is called
“anomie”.
Acceptable means of achieving success include educational qualifications, talent, hard work,
drive and determination, and ambition. If someone does not comply with the acceptable or
conventional means of achieving success they are regarded deviant. Innovation can be seen
as deviant since normative ways are rejected as a way of achieving goals. Rebellion rejects
both the goals and means for achieving success. Retreatism – rejecting both goals and means
and “drop out” from conventional society defeated and resigned, e.g. vagrants.
The Interactionist Approach
Deviance is constituted in the meanings and definitions that people attach to behaviour rather
the objective behaviour itself. As people interact the reaction of others to an individual’s
behaviour determines whether or not that behaviour is deviant. If no-one reacts to a given
behaviour, then no deviance has occurred whereas if people react negatively to that behaviour,
the deviance has occurred.
Deviance can result from labeling (e.g. calling someone a thief) and self-fulfilling prophesy
(Howard Becker, 1966). The label is given a major status and affects the individual’s self-
concept, making the individual prone to that behaviour.
All young people are potential delinquents. Statistics reflect the poor delinquents who are
caught.
Conflict Approach
Deviance is created and applied in accordance with differential power allocation in society.
Predominant values are those of the ruling class. Deviance is a status that is imposed on one
group’s behaviour by another more powerful group. The poor tend to have the highest rates of
deviance. Teachers tend to represent the views of the ruling class they will consider to be
deviant those pupils who go against the ruling-class values and interests.
[Any three of the above: 3X20 = 60]
(b) Ways Used to Deal With Deviance During Teaching (20 marks)
Common forms of deviance in schools include: stealing, truancy, assault & insult, drug offences,
sex offences, dishonesty & disobedience. Deviance can be tackled through any of the following:
i. Examining the school or classroom climate in order to identify the causes of deviance.
ii. Making the classroom experience rewarding and pleasurable.
iii. Counseling problem pupils rather than demeaning or castigating them.
iv. Improving school and classroom management.
v. Collaboration with parents to tackle deviance
[Any four of the above and any others: 4x5 = 20]
(a) + (b) = 80 80
D Conclusion: Take a position on which approach best explains the causes of deviance.
Mention strategies found to be most effective in dealing with deviance during teaching learning
situations. 5
TOTAL 100
Question: 4 Evaluate Marxist’s conception of education. Use examples from your organisation in
Zimbabwe.

Mark %
A Introduction: Key views of Marxist Theory selected evaluation mentioned. Overall approach to 5
the question provided.
Conflict Theory
This theory holds that the sub-systems of society are in place and perpetuated in order to benefit
only those that hold power. The people that hold power are the ones that have control of what
are perceived as scarce resources, like money, land, and political influence.
The conflict theory emphasizes that the order in society are based upon the manipulation and
control by any dominant groups. It looks upon the struggle between the social classes of
powerful groups and less powerful groups.
[One clear explanation of the conflict theory: 1X10 = 10 10

C Evaluation of Marxist’s Conception (View) of Education with Examples Own Organisation
The evaluation should focus on the role of education. The response should identify the
main tenets of Marxist theory and show how they apply to education. Candidate should
give value judgment of each tenet.
Society has an Economic Base
This gives society its character. Consists of productive forces (objects of labour,instruments of
labour, labour power), plus production relations –social organisation of humans in the production
process.
a) In this context the role of education is developing relevant labour power which has
capacity for creating and utilizing instruments of labour.
Society has a Superstructure
The economic base gives rise to superstructure, that is, the overall organisation of society which
facilitates the operations of the economic base.
The superstructure finds expression in terms of politics, state, law, culture, religion, the arts,
media, and education.
b) Education interacts with both the economic base (substructure) and the
superstructure which together constitute the social formation.
Social Change Results from Class Struggle

Conflict arises from social formations where social classes exist. Struggle between the owners
of the means of production and non-owners whose labour is used in the production process.
State – Organ of Overall Control
State viewed as an organ or machinery by which one class (or class alliance) rules other classes
operates through state apparatuses – one of which is education.
Repressive State Organs: legislature, government, judiciary, police, prison system, army.
Ideological State Organs: family, church, media, education. People are socialized generally in
the interests of the ruling class. This socialisation and education (both formal and informal) is a
key factor. The ideological state apparatus ensures societal acceptance of ruling class values.
c) Education is an arena of class struggles and other struggles, e.g., struggles between
men and women.
d) The ruling class uses education to guarantee its rule through establishing
institutions which will promote ideas, skills and social habits that suits it. It
structures curricula that will ensure success of its goals.
e) Ruling class establishes educational institutions to produce human resource that it

requires (intellectuals for production of relevant knowledge; functionaries for
administrative roles; rest of masses for production and maintenance of status quo).
f) The exploited fight through education. Education also produces intellectuals who
oppose the status quo. According to the conflict theory there is no such thing as
neutral education.
g) The school is a social product which can maintain the status quo o act as agent of
social change to transform society along with social revolutionary change to create a
new society. On its own education cannot transform society, all it can do is to reform
society.
[Four tenets identified, explained and exemplified: 4X20 = 80]
80
D Conclusion: Evaluative explanation on the relevance of Marist’s conception education in 5
Zimbabwe.
TOTAL 100
Question: 5 What does the term social mobility mean? Discuss different ways by which education contributes
to social mobility in Zimbabwe.

Mark %
A Introduction:Brief explanation of the structure of the answer: Meaning of social mobility and 5
how the education in Zimbabwe can contribute to social mobility.
Social Stratification
Persistent patterns of social inequality in a society that are perpetuated by the way power,
prestige, and wealth are distributed and passed on from generation to generation.
Stratification has to do with the differential distribution of resources of wealth, rewards, power,
and prestige.
Social Mobility
The possibility of movement from one status to another. Movement of individuals or groups in
a stratified system from one level to another either upward (mobility implies this direction in
most cases) or downward. For example a child of a peasant farmer becoming a lawyer.
Most people, even in an open society, remain in the social class of their parents.
Prescribed mobility obtained through the social group one is born into. Achieved mobility is
gained through an individual’s effort to acquire resources, power and prestige.
[Explanations of the two terms: 2x5 = 10] 10

C Discussion on How Education Contributes to Social Mobility in Zimbabwe
In which ways does education contribute to social mobility? Is there evidence? Use of
personal experiences and observations.
Factors that influence social mobility include: level of education, one’s motivation, family
size, distribution of opportunity, and changes in occupational structure.
a) Education increases the chances of social mobility through achievement. Generally, the
most able will move to the top. If properly planned and delivered, people in a country are
given equal opportunity: same goals, same openings, same means, and free condition for
competition.
b) If a person attains higher education, they will attain a higher status as indicated by the
occupation they take in society through merit
c) Education, if properly planned, equips students with relevant occupational competencies,

changes of securing high paying jobs increased, within and outside Zimbabwe.
26
d) Prepares people to create self-employment, or creating employment for other people.
e) Facilitates “contest mobility” learners from all backgrounds and with different abilities are
helped up the education ladder and subsequently on the social ladder.
f) Overall improvement of the economy resulting from improvements in educational levels
can lead to social mobility of entire social groupings
[Any four ways: 4X20 = 80] 80
D Conclusion: Take an objective position on whether or not education contributes to social 5

mobility. Yes – Why? Partially – Why? No – Why?
TOTAL 100

PGDE 102: PSYCHOLOGICAL PERSPECTIVES IN EDUCATION
August-December 2014
5. Discuss the main characteristics of Bandura‘s Social Learning Theory. [100]
A Introduction 5
(i) social learning
(ii)theory
(iii) implications
(iv) characteristic
2x5marks
C Main Body 80
 Imagination
27
 Imitation
 Symbolization
 Reciprocal determinism
 Environment
 Models (human models, media)
 Society
 Motivation (extrinsic)
 Modeling /imitation
The student to identify and discuss the issues above before
implications.
Implications
 Expose students to different environment eg field trips
 The teacher must be a good example/model to the teacher.
 The pupils must be exposed to many practical social
activities
 There must be a lot of group work/cooperative learning
 The pupils must be motivated extrinsically/ or be
reinforced through praises, rewards, or using examples of
people who have succeeded in life etc
Any 4x10marks
D Conclusion 5
Total 100
6. Examine the use of tests in the teaching and learning process. [100]
A Introduction 5
A general overview of the question.
28
(i)Tests
(ii)Teaching process
2x5marks
C Main body 80
 Diagnostic
 Assessment of progress of the teacher‘s effectiveness
 Assessment of pupils‘ progress
 Achievement of set criteria (objectives)
 Reports for parents and stakeholders
 Promotional purposes
 Grouping purposes
 Motivate pupils
Any 4x20marks
D Conclusion 5
Total 100
7. Assess the applicability of Maslow’s hierarchy of needs theory in teaching and

learning process [100]
A Introduction 5
A brief outline of how the essay opens and progresses.
B Definition of key 10
(i)theory
(ii)teaching process
(iv) hierarchy of needs

2x5marks
29
C Main Body 80
 Illustration /outline of the theory
(4x5)
Applicability
The student to show the applicability of each of the (5) stages of the
theory
(4x5)
D Conclusion 5
A review of the main issues raised.
Total 100
8. Discuss any four strategies a teacher or parent can adopt to nurture adolescents into
adulthood. [100]
Item Description Marks (%)
A Introduction 5
A general overview of the demands of the question.
(i)adolescents
(ii) nurture
(iii) adulthood
(iv) strategies
2x5
C Main Body 80

4x20
D Conclusion
Total 100
5. Examine any four elements in an individual counseling relationship. [100]
30
A Introduction 5
(i)counseling relationship
(ii)individual counseling
2x5
C Main Body 80
-Rapport
-Respect
-Acceptance
-Empathy
-trust
-confidentiality
(4 x 20)
D Conclusion 5
Total 100
31
PGDE143
MAY - JUNE 2013
32
Question 3: Assess the importance of school based supervision in the professional development
of student teachers.
Item Description Possible Mark

A Introduction
A statement showing how the answer is going to unfold. 5
B Definition of terms
 School based supervision – a systematic in-class
assistance designed by the authorities to which the
student teacher is attached to help him/her increase
his/her competencies acquired in theoretical discussion to
specific conditions that obtain for each class.
 Professional development – growing in the knowledge,
skills, attitude and values of being a teacher.
 Student teacher – a trainee teacher attached to a school
for a period during which he/she goes through actual
teaching practice under the supervision of a fully
qualified mentor.
Any two definitions by five marks each (2x5) 10
C Importance of School based supervision
 It emphasizes on the professional growth of the student
teacher rather than certification.
 It is carried out by in-house senior members of staff such
as the head, deputy head, mentor and teacher – in –
charge who are highly experienced.
 School based supervision takes place in situ and
therefore identifies challenges of the real job or
profession of teaching.
 It is more of a clinical type of supervision than
assessment.
 School based supervision is formative.
Any four points by fifteen marks each (4x15) 60
D Limitations of school based supervision
 The school may be staffed by inexperienced teachers and
leaders who fail to effectively help the student teacher.
 Some school heads may lack strong appreciation of the
role of teaching practice and place unreasonable demands
on the student teacher.
 Certain school conditions may inhibit professional
growth of the student teacher either through poor school
climate or severe shortage of the necessary teaching and
learning materials.
Any two points by ten marks each (2x10)
33
20
E Conclusion
A round-up of the key issues raised in the answer. 5
34
Question 4: Evaluate the role of subject associations in the professional growth of teachers.

A Introduction
A description of how the candidate wishes to tackle the question.
5
 Subject associations – professional groupings that are
based on areas of expertise and aim at improving
teaching and learning of these specific subject areas.
 Professional growth - growing in the knowledge, skills,
attitude and values of being a teacher in one‘s subject
area(s).
Two definitions by five marks each (2x5) 10
C Role of subject associations
 Increasing teacher competence in the teaching of their
main subject.
 A platform for sharing latest developments in the
curriculum subject.
 Advocating for improved technology to enhance teaching
of the curriculum subject.
 A stage on which teachers can interact and develop more
knowledge and skills relating to their curriculum subject
 Also a platform from which the experts can push for
reforms relating to the teaching of their curriculum
subject
 Enabling environment for free exchange of ideas among
members.
Any five points by sixteen marks each (5x16) 80
D Conclusion
A summary of key issues discussed. 5
Question 5: Assess the importance of any four teaching practice documents.
35
Mark
A Introduction
A clear indication of how the answer unfolds. 5
 Teaching practice – a process of teacher development
through actual involvement with the tasks of teaching in a
school setting.
 Documents – a teacher‘s records showing work to be done
and work done by either the teacher himself/herself or by the
students.
C Importance of TP Documents
 They help others to learn about pupils and their backgrounds
(Child Study)
 Diagnose problems and learning difficulties and suggest
solutions (Child Study, Progress record)
 Keeps college/university reports, handouts, and resource
materials (TP File)
 Disseminate information to other teachers (All records)
 They are testimony that the teacher is doing his/her work
(Schemes of work/plan book)
 Build an educational and career profile of each child
(progress record)
Any four records raised by twenty marks each (4x20) 80
D Conclusion
A brief statement rouding up the main ideas discussed. 5
FACULTY OF ARTS & EDUCATION
36
A GUIDE TO SCHOOL EXPERIENCES
PGDE 143
November/December 2013 Examination
Question One: Discuss the purposes of teaching practice in teacher education. (100)

A Introduction
A brief and yet clear indication of the direction that the answer
will take. Candidates are also expected to identify key terms to be
defined.
5
 Teacher education – Teacher education refers to the

policies and procedures designed to equip prospective
teachers with the knowledge, attitudes, behaviors and skills
they require to perform their tasks effectively in the
classroom, school and wider community
 Teaching practice – student teacher experience that
involves assuming the responsibilities for creating a
learning environment and constructing a learning
experience for children in a classroom.

C Purposes of Teaching Practice
 Teaching practice gives the student teacher the opportunity

to develop and assess his/her competencies and aptitudes in
the major areas of school activities.
 TP provides a practical transition from the role of student
teacher to that of a full-time teacher.
 It is a transitional period which is meant to provide
37
opportunities to the student teacher to grow in the desired
direction and to the lecturer, to monitor and help nurture
that growth.
 TP is meant to help reduce feelings of classroom fear
among student teachers and to prepare them to more
confidently take a class.
 TP experience provides the student teacher with invaluable
opportunities to develop certain knowledge and skills
crucial to effective teaching.
 The perceived mysteries of classroom teaching normally
held by those who have not taught before are supposed to
be erased by a well-structured teaching practice
experience.
Any four points raised by twenty marks each (4x20) 80

D Conclusion
A summary of the key issues discussed. 5
Question Two: Examine the importance of classroom displays in the teaching and learning
process. (100)

A Introduction
Clear signposts showing the direction that the answer will take. 5
 Classroom displays – teaching and learning materials that

are posted to walls and rails. They also decorate the
classroom giving it a welcoming atmosphere.
 Teaching – teaching is undertaking certain tasks or
activities the intention of which is to induce learning
 Learning - Learning is a change in knowledge, beliefs,
behaviours or attitudes.

C Importance of Classroom Displays
 enhance the learning environment;

 stimulate children's interest and curiosity;
 encourage aesthetic awareness;
 encourage positive attitudes to the environment;
 celebrate achievement;
 show children their work is valued;
38
 set standards for others to aspire to;
 introduce concepts and skills.
 Summarise concepts and skills.
 reinforce concepts and skills.
Any five points raised by sixteen marks each (5x16) 80
D Conclusion
A summary of the major points discussed.
Question Three: Evaluate the use of formative assessment in the teaching and learning process.
(100)

A Introduction
Candidates are expected to briefly state how the answer will be

presented and to identify the key terms to be defined. 5
 formative assessment – testing aimed at determining

students‘ understanding of topics and concepts.
Formative assessment is diagnostic. They provide
information for remediation.
 teaching – teaching is undertaking certain tasks or

C The use of formative assessment
 Formative assessment enables the teacher to diagnose

children‘s problems.
 The teacher is able to check whether objectives are
being achieved.
 Formative assessment indicates what is needed for
future preparation.
 The type of assessment also motivates children to learn.
 The assessment enables the teacher appraise children‘s
performance.
 The assessment facilitates streaming of pupils.
80
39
Any four points by twenty marks each (4x20)
D Conclusion
Candidates are expected to make a summary of the key points

raised in the answer.
Question Four: Assess the importance of a lesson plan in the teaching and learning process.
(100).

A Introduction
A statement that gives the direction of the answer 5

 Lesson plan – a written account of the preparation for a

lesson that shows in summary form, how the lesson is
supposed to proceed. It is the immediate translation of the
scheme of work into action.
 Teaching – teaching is undertaking certain tasks or

C The Importance of a Lesson Plan
 Student teachers are given more confidence when

teaching the class guided by a lesson plan.
 Learning is most likely to occur when the teacher
carefully organises learning activities based on stated
objectives and relevant content that is coherent.
 It is possible to return to the lesson more easily after
interruptions and diversions.
 With a detailed lesson plan, a quick reference to it can
bring the lesson back to the original planned path.
 A lesson plan can be used for future reference, to
reinforce the strengths and improve weaknesses revealed
in the previous plan.
 A lesson plan offers pupils a systematic/structured
environment which enhances the learning process.
 Planned activities enhance pupils‘ participation, thus
promoting learning.
Any five points by sixteen marks each (5x16)
40
80
D Conclusion
Candidates should summarise the main ideas raised in the answer. 5
Question Five: Evaluate the use of ICT in communicating with learners‘ parents. (100).

A Introduction
A statement showing how the answer will be tackled. 5

 ICT - ICTs stand for information and communication

technologies and are defined as a diverse set of
technological tools and resources used to communicate,
and to create, disseminate, store, and manage information.
 Communication – a process by which information is sent
and received.
 Learners – students or pupils belonging to a class.

C The use of ICT in communicating with learners’ parents
 Information is relayed fast to parents;

 A lot of information can be stored for future reference;
 The use of ICT does not require much space to store the
information and this makes it easy to manage the
information;
 ICT can ensure confidentiality of communication between
teacher and parents;
 ICT can enable teachers achieve individual attention to all
pupils.
Any four points raised by fifteen marks each (4x15) 60

D Limitations
 Most schools are not equipped with ICT

 The need for electricity may limit the use of ICT
 Parents may not be ICT literate
 Some of the equipment may be expensive to secure.
Any two points by ten marks each (2x10) 20
41
E Conclusion
A summary of the issues discussed in the answer. 5
AUGUST-DECEMBER 2014
PGDE 215: ENTREPENEURSHIP IN EDUCATION
1. Discuss any four factors influencing the growth of entrepreneurship in a country of your
choice

A Introduction 5
Entrepreneurship
A process by which people pursue opportunities, fulfill needs, and wants
through innovation without due regard to resources not available.
Factors 10
Influences that contribute to entrepreneurship results or outcomes.

C Discussion of factors influencing the growth of entrepreneurship in
Zimbabwe
 Socio-cultural factors
-Many people are now engaged in small businesses and have pro-business
attitudes of not wanting to work for other people. This is encouraging growth
of entrepreneurship
42
-The culture of consumerism is encouraging growth of entrepreneurship as
there are greater returns in running businesses than in formal employment.
-However there are people encouraging their children to pursue secure jobs in
the formal sector. This discourages growth of entrepreneurship.
-There is still a culture where people are risk averse. This discourages growth of
entrepreneurship.
 Political factors
-Government policies are encouraging entrepreneurship growth eg ZIMASSET.
-Political stability, peace and security are encouraging growth of
entrepreneurship.
-Bureaucratic rigidities in the form of complex requirements to secure funding
stifle growth of entrepreneurship.
-Government fiscal policies eg taxation, indigenization and empowerment
policies encourage or discourage entrepreneurship.
 Economic factors
-Income levels and economic prosperity is determining purchasing capabilities
of people eg liquidity crunch.
-Availability of natural resources eg land, minerals and wildlife is offering
entrepreneurial opportunities.
-Economic instability such as closer of companies is discouraging
entrepreneurship.
-A stable financial sector is encouraging entrepreneurship by making capital
loans available and by making financial investments secure.
- Physical infrastructure and public utilities eg roads, and electricity is
encouraging and discouraging growth of entrepreneurship. 80
 Technological factors
-Good information communication technologies is enabling entrepreneurs to
do business effectively eg cell phone and internet networks.
-Some local entrepreneurs are being overwhelmed by competition from
foreign products negatively affecting growth of entrepreneurship.
A discussion of any 4 factors x 20 marks each

D Conclusion 5
A brief summary of main points raised
2. Critically analyse the benefits that accrue to educational institutions managed as business
enterprises

Introduction 5
Definition of terms 10
Educational institutions
43
Private or public organisations whose main goal is to provide teaching and
learning
Business enterprise
A venture established to produce services and products at a profit
Benefits that accrue to educational institutions managed as businesses

- Heads of educational institutions become alerted of winds of change,
opportunities and threats to viability of their organisations
-As service providers, educational institutions with business strategies and
marketing techniques cope with changing public demands
-Due to intense competition educational institutions using business
promotional strategies attract the wanted learners
-Institutions managed as businesses can channel resources towards results
producing areas
-Institutions run as businesses can easily make pupils as customers, the basis
for all their activities
- Business culture can inculcate the spirit of entrepreneurship among teachers
and pupils who in turn will carry out income generating projects for the
institution.
- Making an educational institution a business enterprise will promote business
minded attitudes among stakeholders [parents, pupils, and teachers] to
generate income from its environment.
-Graduates from a business oriented institution can turn their acquired
business knowledge and skills into further business ventures where the
institution is a stake holder.
-Re investing funds generated from levies at the institution can accrue to other
spill over benefits eg trust funds and community share ownership schemes.
Challenges that can offset these benefits
-Educational institutions are traditionally viewed as none businesse
organisations with social and ethical responsibilities.
-Too much emphasis on business can downplay achievement of academic goals
-Managing educational institutions as business enterprises can create power
conflicts between teachers and parents 80
-Challenges of accountability of profits and capital can arise due to lack of
business management skills.
Conclusion 5
A brief summary of main points raised and a justification
3. Justify the relevance of strategy formulation in entrepreneurship.

A  Introduction 5
44
B  Definition of terms 10
Strategy formulation
A set of decisions and actions used to formulate and implement strategies that
provide a competitively superior fit between an enterprise and its environment
so as to achieve goals.
Entrepreneurship
Any two key definitions x 5 marks each
C Justification of strategy formulation in entrepreneurship

-Strategy formulation allows the enterprise to position itself effectively within
its environment to reach maximum potential
-Strategy formulation allows the enterprise to define where it going and how it
is going to get there
-Strategy formulation leads to development of a strategic plan which if
communicated to other members provides a clear vision ,mission and
objectives
-Entrepreneurs can examine the prospects for change, opportunities and
threats to their enterprises rather than wait until environmental forces compel
them to.
-Strategy formulation steers available resources (human, financial and
material) into results producing areas in the organisation. 80
-Through strategy formulation, desired results are specified making it easier for
the organisation to move forward.
-The enterprise can express its priorities best through goals and objectives
which are very important elements for the organisation’s success
Any four points x 20 marks each

D  Conclusion 5
A brief summary of key points raised
4. Analyse any four common characteristics that define a successful entrepreneur

A  Introduction 5
B  Definition of terms 10
Entrepreneur
A person, who organizes, manages and assumes the risks of business
45
enterprises.
Characteristics
Features that help distinguish traits of entrepreneurs
C
 Characteristics that define a successful entrepreneur

1.A successful entrepreneur is self motivated
-has mental drive to achieve their objectives
-is a self starter with clear goals in mind
-is self confident that goals will be achieved by self
-is self disciplined driven by hope for achievement
2.A successful entrepreneur is self persistence
-has a mental attitude of refusing to give up in the face of challenges
-has a strong motivation of hope
-is able to find new paths when old ones are blocked
-is able to rise each time he/she falls
3.A successful entrepreneur is a risk taker
- does fear losses when taking undertakings.
-has great faith in himself/herself
-is able to minimize risks
-is able to pass on risks to others
-is able to bear the risk
4.Asuccessfull Entrepreneurs are creative
-they are able to identify business ideas
-they are able to convert ideas into action 80
-they are able to draft methods of operation and production to produce goods
and services require by the market.
 Other characteristics that can be discussed are that entrepreneurs are
visionary, flexible, ethical, moral and focused
Discussion of 4 characteristics x 20 marks each
D  Conclusion 5
A brief summary of the four characteristics discussed
5. Discuss the relevance of the four principle factors in Timmons model of entrepreneurship

A Introduction 5
Model
46
A simplified representation of reality used to understand entrepreneurship
Entrepreneurship
10
C Key features of the model
-Timmons model serves as a standard guide that potential entrepreneurs can
follow to succeed in their ventures
-The principle factors of the model are: Entrepreneur, Founding team,
Opportunity, Resources
-Effectiveness of the model in understanding entrepreneurship depends on the
fit between the four factors
Relevance of four principle factors of the model
-Opportunity factor
-The entrepreneur deliberately search for opportunities in the environment
-Entrepreneurship starts with the discovery of an opportunity
-Opportunities are developed into business ideas after being tested for viability
-Opportunities are shaped until they become high potential ventures
-However, some opportunities may need to be created instead of being
discovered and also not all ventures develop form opportunities discovered.
Team factor
-Team work effectively unlocks the full potential of the opportunity than
individual effort
-The success of the venture depends on effectiveness of team work
-The team provides leadership to manage available resources
-However, sometimes teams may not be as effective as sole entrepreneurship
or may create dysfunction.
Resource factor
-Resources enable the venture to start up
-Resources can be manipulated to make the venture develop a competitive
advantage
-Resources can be manipulated to drive down operational costs
-Resources can be used to create creativity by seeking to achieve results with 80
minimal resources
The entrepreneur factor
The entrepreneur:
-identifies the opportunity and shapes it into a potential venture
- conjures the realm required for success
-coaches the team members as and when needed
-draws up the business plan and provides the resources.
However the entrepreneur needs entrepreneurial competencies and attributes
lack of which can lead to the failure of the venture.
D Conclusion 5
A brief summary of the four characteristics discussed
47
POST-GRADUATE DIPLOMA IN EDUCATION
PGDE 206: GUIDANCE AND COUNSELLING
JUNE 2012
48
Question 1: Briefly describe the duties of a teacher as a counsellor. Critically discuss why counselling
has become so important in secondary schools today.

Mark
A Introduction
A brief outline of how the essay will unfold 5

B
Definition of terms
 counsellor- one who helps individuals in a one-to one situation to make
personally meaningful choices in managing problems
 counselling- helping individuals in a one-to one situation to make
C
Duties of the teacher as counsellor include the following:
 Developing and implementing a school counselling programme
 Counselling students with deviant behaviour
 Maintaining student discipline
 Collecting data on student behaviour
 Communicating with parents, school administration and other
stakeholders on issues on student counselling
 Maintaining student counselling records
Accept other relevant points
Four points fully explained x 10 marks each 40
Importance of counselling in secondary schools
Counselling:
 Provides career guidance opportunities for students

 Facilitates early identification of student potential
 Promotes the developing students’ life skills that include
communicating, decision making and self control 40
 Helps students develop self discipline
 Promotes the development of good citizenry
 Promotes control of students from substance abuse
Four points fully explained x 10 points each
49
D Conclusion 5
Total 100
Question 2: Examine different ways by which you can make a counselling programme successful in the
secondary school

Mark
A Introduction
A brief out of how the essay will unfold 5
 Counselling programme- a programme developed by the school for
purposes of helping individuals in a one-to one situation to make 10
Secondary school- a post primary school that provides formal secondary

education to adolescent students in the 14- 18 years age range
C
Strategies for promoting the success of a school counselling programme:
The following strategies can help in promoting programme success:
 Orienting pupils, teachers and parents on the programme

 Creating networks with counselling experts
 Involving parents and students in making decisions
 Designing community outreach programmes
 Organising career days
 Involving other teachers in decisions that affect them

Five points fully discussed x 16 marks 80
D
Conclusion
A summary of the main points discussed 5
Total 100
50
Question 3: discuss how teachers, students and society would benefit from counselling

mark
A
Introduction

B
Definition of terms
Counselling- helping individuals in a one-to one situation to make personally
meaningful choices 10
Teacher - the one in charge of the teaching and learning process in a school
C
Benefits of counselling to teachers
 Improved school environment as misbehaviour is controlled
 Gaining skills to manage student behaviour
 Creating more information about their students
 Creation of opportunities to link learning to potential student future
careers
 Having opportunities to conference with parents on challenges faced by
students
Four points fully explained x 8 marks each 32
Benefits of counselling to students

 Early identification and development of potential
 Career guidance opportunities and respective curriculum subject choices
 Correction on deviant behaviour and reorientation on school work
 Development of life skills for use throughout life
24
51
Three points fully explained x 8 marks each
Benefits of counselling to society

 Improved school education outputs and outcomes
 More disciplined youths
 A productive youth that is conscious of environmental conservation
issues
 Developing an awareness of and possible solutions to social, health and
economic challenges
 Awareness of their children’s deviant ways and participation in
correction process
Accept other relevant points 24
Three points fully explained x 8 points
D Conclusion
Total 100
Question 4: Describe and evaluate the key attributes of an effective school teacher- counsellor

Mark
A Introduction
A brief explanation on how the essay will unfold 5
B
Definition of terms
Attributes- the qualities that a school teacher – counsellor should have
School teacher-counsellor- a school teacher who has the responsibility of

helping individuals in a one-to one situation to make personally meaningful
choices 10
C
A school teacher – counsellor should have the following attributes:
 Have some knowledge of students’ different cultural backgrounds

 Consciousness of counselling ethics: confidentiality, empathetic, and
responsible
 Should be a skilful assessor of student’s counselling needs
 Have a sound theoretical background in counselling students
 Should have integrity and be acceptable to the student s
 Should be able to consider students with unconditional positive regard
52
80
Five points clearly described and evaluated x 16 marks each
D
Conclusion
A summary of the main points raised 5

Total 100
Question 5: Outline and discuss the considerations you would pay attention to when working with a
student in need of counselling

Mark
A Introduction

B
Definition of terms
 Counselling: helping individuals in a one-to one situation to make 10
personally meaningful choices
 Student: learners who are attending a formal secondary school
C
The discussion should focus on the following considerations:
 Nature of the student’s problem to determine counselling
strategy/model
 Counsellor’s competence in handling the problem
 Student’s personality so as to identify appropriate approach
 Student’s attitude and how student may respond to counselling
 Role of other experts in the student’s counselling
53
 Student’s cultural background and potential influence on counselling
Accept other relevant considerations

Any five considerations fully discussed x 16 marks each 80
D Conclusion
A summary of the main points raised in the discussion 5

Total 100
PGDE103: SOCIOLOGICAL PERSPECTIVES IN EDUCATION
NOVEMBER 2014
QUESTION 1
Justify the relevance of Sociology of Education to a classroom practitioner.
ITEM DESCRIPTION MARK %

A Introduction 5
A brief outline on how the essay will unfold
B Definition of terms 10
Sociology of Education: is concerned with the study of society or
social phenomena and in this case the study of what goes on in the
school setup. Thus, it is the study of the understanding of the social
aspects of education.
Classroom Practitioner: implies an adult person who is responsible for
guiding learners in their learning. He/she gives direction and controls
the learning activities in a classroom setup.
Award 5 marks each to the above
Justification of the relevance of Sociology to a classroom 80
practitioner
54
 Understanding the socialisation of children in the school
 To gain an understanding of how the school environment relates
with the wider environment (macro-environment). For instance,
the general social structure, the political system and its climate,
the role of the state in education and the life chances holding in
society. It also deals with aspects such as employment and the
distribution of social rewards.
 To gain an understanding of the physical and social environment
of learners. This information will assist the teacher to determine
the educational implications or consequences. Again, the
classroom practitioner can gain an insight on how the
community influences learners.
 At micro-level the study of sociology of education can enlighten
the classroom practitioner on how the school as a miniature
organisation operates. This includes the structure of the school,
the organisation of the curriculum and classroom management.
The teacher also needs to understand the group dynamics within
then school system.
 The teacher must also focus on the relationship between
discipline and learning. The concept of discipline is utmost
importance to the teacher for it promotes effective learning.
 The teacher should understand the aspects of professionalism
which are critical to the school setting. Thus, the role of the
teacher needs analysis.
 Collaboration
 Interaction
 Sharing of ideas
 Developing a sense of belonging
 Cultivating positive norms
 Developing leadership qualities through sociometry
 Encouraging group effort/work
Justification of any 5 aspects at 16 marks each
D Conclusion 5
Highlights of how the essay has been treated
E TOTAL 100
QUESTION 2
Describe with the aid of examples the main tenets of the Interactionism school of thought
and show how it has influenced the thinking in education.
55
A Introduction 5
Interactionism school of thought: is a socio-psychological approach to
Sociology that deals with the understanding of social phenomena by
taking cognisance of the directly observed action and its subjective
meaning as well as the motive behind the observed act. According to
Weber, in interactionism, the focus of Sociology is on social action
involving subjective meaning.
Education: It is concerned with the nurturing of the child.
C Describing the main tenets of interactionism school of thought 80
 The subjective reality entails the human interaction and this is
mainly through symbols such as signs, gestures and language
(spoken or written)
 People respond to meanings conveyed through social acts such
as clenched fists signifying aggression
 People do not respond to other people directly but to what they
perceive or imagine them to be. This means that reality is
constructed in our minds i.e. reality is a social construction.
 Symbolic interactionism focuses on what meanings people find
in other people‘s actions, how the meanings are derived and how
others respond to them.
 In the teaching – learning situation, interactionism focuses on:
 The operation of the peer group, among pupils
 Interaction in the classroom
 Teacher-pupil interaction
 Teacher-head interaction
 Teacher-teacher interaction
 Attitudes and educational achievement; and
 Pupils‘ values, aspirations and self-concepts
Award 16 marks each to any five of the above
D Conclusion 5
Highlights of the main points described in the essay
E TOTAL 100
QUESTION 3
Discuss how the family and the school complement each other in their roles as socializing
agents.
56
A Introduction 5
A brief outline on how the essay unfolds
Family: Social unit where primary socialisation takes place.
School: This is a miniature society where secondary socialisation of the
child takes place.
Roles: implies the parts played by people in a social setup or
organisation.
Socializing agents: These are the cultural apparatus of society
Award 5 mark each to any two of the above
C The role of the family in the socialisation of a child
 Provides with primary socialisation for the child.
 There is informal interaction between people who are closely
related i.e. physically and emotionally.
 Family transmits culture from one generation to the other i.e.
how to walk, how to use various tools such as knives and forks,
when to shake hands, which hand to use, what and how to eat.
 Acquisition of language and religious beliefs.
 How to cope with tensions, frustrations and anger
 Children learn basic social skills, appropriate behaviour and
obedience to authority.
 Any justifiable points
Award 10 marks for any four of the points raised and discussed.
D The role of the school in the socialisation of a child 40
 Offers the child with secondary socialisation i.e. the individual is
liberated from the bondage of primary attachments and
relationships formed in the family.
 School socialisers include the formal and hidden curriculum,
textbooks, teachers, classroom rituals, extra-mural activities, and
peers among others.
 It is the place where linguistic abilities are taught.
 Schools impart knowledge, develop skills and inculcate positive
attitudes which are consistent with their future roles.
 School exposes pupils to teachers who exert a new kind of
authority and punitive sanctions to enforce appropriate
behaviour.
 School provides the child with the intellectual tools needed like
reading, writing and numeracy.
 School also teaches the history of the society.
 Gender roles are also learnt at school.
 Accept any other justifiable points.
Award 10 marks for any four points raised and discussed.
E Conclusion 5
F Total 100
57
QUESTION 4
Discuss any four factors influencing social mobility.

A Introduction 5
A brief outline on how the essay will be treated
Factors: are conditions that affect or influence something, in this case
social mobility
Social mobility: is the movement of individuals and groups between
different economic conditions either vertically or laterally/horizontally.
C Factors influencing social mobility 80
1. Level of education as a means to social mobility
 Gain in education leads to gain in property, status and
upward mobility as one earns more money
 Education opens opportunities for employment leading
to gain in property and income and socio-economic class
 Education leads to promotion to higher posts
 Employment status as a result of level of education
attained leads to movement from low class to upper class
i.e. in terms of residence from high to low density
 Working class children entering high ranking
occupations e.g. a farm worker‘s child becoming a
professional such as a teacher
 Horizontal movement in professions e.g. teacher
becomes a District Administrator
 Nurse becoming a teacher
2. One’s motivation and determination as a means of social
58
mobility
 Those who are highly motivated have high chances of
moving upwards
 Motivation leads to higher levels of innovation
 Motivation also leads one to take risks i.e. having
entrepreneurial skills
3. The size of the family one comes from as a means of social
mobility
 Those from very small families have higher chances of
attaining higher levels of education
 The more education they attain will lead to employment
opportunities as well as high paying jobs
 The larger the family impacts negatively on the
availability of cash for social services such as education,
health, shelter, food etc. As a result of this, one‘s
movement to higher level in the social strata is limited
4. The distribution of opportunities in society as a means of
social mobility
 One‘s location for instance one who is in a town setup
may have higher chances of getting formal employment
as a result of interaction with newspapers, people
employed in organisations that advertise jobs etc
 Schools in urban areas are generally well resourced in
terms human, financial, material as well as infrastructure
so that there are higher chances of pupils moving up the
educational ladder
5. The changes in the occupational structure as a means of
social mobility
 This could be as a result of changes in skills demanded
by industries, for instance the shift from typewriter era to
computer era
 Some employment sectors especially in Zimbabwe such
as the Cold Storage Commission, Commercial farming
sector, Clothing industry have been affected by
economic policies (e.g. ESAP, Land Reform,
Indigenisation and Empowerment) that were setup
6. Any other justifiable point
Award 20 marks each to any four factors discussed above
D Conclusion 5
Highlights of salient points raised above
E TOTAL 100
QUESTION 5
59
Examine the use of cooperative learning methods in a classroom.

A Introduction 5
Highlights of salient points to be examined in the essay
Cooperative learning methods: these are the strategies that are used
during instruction to promote group dynamics
Classroom: is a place where formal teaching and learning occurs
C Identification and examining the use of cooperative learning 80
methods
1. Student – teams – achievement divisions (STAD)
— Pupils of mixed ability, gender, ethnicity or race are
given the task that each member in the group masters the
concepts taught by the teacher
— Quizzes are then conducted without pupils assisting each
other
— Scores are awarded to individual members
— Whilst this method is effective in uplifting the slow
learners it may have detrimental effects on the gifted
children
2. Teams Games Tournament
— Teams are structured as in STAD and the lesson is
conducted likewise
— However the quizzes are scored against other groups and
the points are shared by group members
3. Team Assisted Individualisation
— Members work on different units but these learners help
each other
— The teacher may also provide individualised instruction
where team mates may fail to help each
— Certificates or awards are given for the teams
4. Cooperative integrated Reading and Composition
— Members work in pairs to read to each other
summarising stories or passages and vocabulary
— This method is useful in languages and humanity
subjects
5. Learning Together
— The teacher divides the learners into groups of 4 or 5
members who then work on an assignment to produce
one piece of work whose score will be shared
6. Group investigation
— Learners setup their own groups and work on a project in
a general classroom organised plan
60
— The topic is studied by the entire class but activities are
in groups.
— Each group presents its findings to the whole class
7. The Jigsaw
— Involved the division of an assignment into segments
which individual members of the team work on
— The different segments are then brought together to
report to the class their research findings
8. Traditional group work
— This is a poorly structured assignment by the teacher in
which pupils are merely asked to break into groups and
work on a given task or tasks
Award 20 marks each to any four method discussed
D Conclusion 5
A brief outline on how the essay has been treated
E TOTAL 100
61
PGDE110: CURRICULUM SUBJECT OPTION 1
NOVEMBER 2014
QUESTION 1
Discuss the rationale for the inclusion of your curriculum subject in the school curriculum.

%
A Introduction 5
Curriculum subject: is an area of specialisation by an individual.
School curriculum: comprises of all the activities that the child is exposed to
inside or outside the school.
62
C Discussion on the rationale of including one’s curriculum subject 80
in the school curriculum
 To gain knowledge and skills in the subject for use now and in
future – problem solving skills, to develop critical thinking
skills etc
 For career development and choice – field of study will
determine the career path of an individual
 Utilisation of knowledge and skills gained for the development
of the community, country, region and the world at large – one
can use the knowledge and skills gained to solve problems in
the immediate and wider environment
 Knowledge gained in one subject can be integrated in another
subject – curriculum subjects are interdependent and
knowledge gained in one area can be used for the development
of another area.
 Any other justifiable point is accepted
Award 20 marks each to any four of the above
D Conclusion 5
E TOTAL 100
QUESTION 2
Assess the value of group work in the teaching and learning of your curriculum subject.

A Introduction 5
Group work: is a form of cooperative learning which aims to cater for
individual differences, develop student knowledge, generic skills (e.g.
communication skills, collaborative skills, critical thinking skills) and
attitudes.
Teaching and learning: are the activities involving facilitating the
acquisition and gaining of skills and knowledge by the learners
Curriculum subject: is an area one specialised in or subject in which
one is competent in
Award 5 marks each to any two of the above
C Value of group work in the teaching and learning of one’s 80
curriculum subject
1. Argument for group work
 Reduces teacher dominance i.e. promotion of child – centred
63
approach
 Makes students feel they are part in the presentation of content
– they feel they are not taken as tabulla rassa
 Promotes the learning of social skills
 Creates a safe environment for students to contribute to the
lesson
 Gives feedback on learning
 Instils confidence in students as they interact with colleagues
 Any other justifiable points raised
Award 15 marks each for any four points raised (4 × 15
marks = 60 marks)
2. Argument against group work
 Feedback can be time consuming
 Fast learners can dominate slow learners
 Forming dynamic groups can be difficult
Award 10 marks each to any two points raised (2 × 10 = 20
marks)
D Conclusion 5
Brief highlights of the salient points raised above
E TOTAL 100
QUESTION 3
Justify the need for lesson evaluation in lesson planning.

A Introduction 5
Lesson evaluation: is the process of judging the worthiness of a lesson or
activities undertaken during instruction
Lesson planning: is the process of breaking down topics in the schemes of
work into teachable units
C Justification of lesson evaluation in lesson planning 80
 To determine the learning outcomes of lesson i.e. achievements
and failures
 To determine effectiveness of the teaching methods or
strategies used during the lesson
 To determine the effectiveness of teaching media used
 Identification of areas of strengths and weaknesses in learners
 Identification of learners who need remedial work or extension
work
64
 Determination of future planning
 Accept any other justifiable points raised
Award 20 marks each to any four of the above
D Conclusion 5
E TOTAL 100
QUESTION 4
Compare and contrast the lecture method and the question and answer method of teaching
and learning.

A Introduction 5
Lecture method: is a teacher – dominated learning situation whereby
the teacher passes on information to his/her students.
Question and answer method: A teaching technique in which a
teacher does not give information directly but instead asks a series of
questions, with the result that the student comes either to the desired
knowledge by answering the questions or to a deeper awareness of the
limits of knowledge.
Teaching and learning: are the activities involving facilitating the
acquisition and gaining of skills and knowledge by the learners
C Similarities of the lecture and question and answer methods 20
1. Both are teaching and learning methods
2. Both are teacher – centred approaches
3. Both are fast in covering the content
4. Both are used to prepare learners for discussion
D Differences between the lecture method and question and answer 60
method
65
Lecture Method Question and answer method
1. Less involvement of 1. Learners participate in

learners giving answers to the
2. Views learners as empty questions
vessels ‗tabula rasa‘ 2. Views learners as having
3. Fast in covering content information
4. Does not estimate 3. Slow in covering content as
students‘ understanding compared to lecture method
5. Slow rate of retention 4. Estimates students‘
understanding
5. High rate of retention
Award 10 marks for any six (6) differences
E Conclusion 5
F TOTAL 100
QUESTION 5
Assess any four criteria for the selection of content for inclusion in your curriculum
subject.

A Introduction 5
Criteria: implies the procedure of doing something
Selection of content: means choosing the relevant material to be
taught
Curriculum subject: is the area of specialisation one teaches where he
or she is competent in
C Assessing any four criteria for the selection of content for inclusion 80
in your curriculum subject
 Cognitive development of the learners
 Values, norms and demands of the society i.e. relevance of
content to the society
 Ideology of the ruling party in a country
 Technological advancement in a country
 Geographical position
 Any other justifiable points
Award 20 marks each to any four of the points discussed
D Conclusion 5
66
E TOTAL 100
“Empowerment Through Open Learning” ®
NOVEMBER – DECEMBER 2014
PGDE 105: RESEARCH METHODS
QUESTION 1
Assess the importance of action research to a classroom practitioner.

A Introduction 5
Highlights of salient aspects raised in the answer as it unfolds.
B Definitions of key terms 10
.
 Action research- the investigation of professional practice by
practitioner themselves or process which teachers use to find out about
the quality of teaching and learning taking place.
 Classroom practitioner – a professional person imparting knowledge,
values, attitudes and skills to learners – usually carried out in schools
67
in ordinary rooms or specialist rooms.
Award 2 key terms X 5marks

C Assessment of importance of action to the classroom teacher
The concept of action research is intricately related to reflective practice. It is

the investigation of professional practice by teachers themselves. The whole
purpose of action research is to generate reliable and valid data that enables
the teacher to determine whether or not teaching and learning have been 80
effective.
Assessment of importance of action research to the classroom practitioner

involve the following:
 helps teachers develop new knowledge directly related to their

classrooms
 promotes reflective teaching and thinking
 expands teachers‘ pedagogical repertoire
 puts teachers in charge of their craft
 reinforces the link between practice and student
achievement,
 fosters an openness toward new ideas and learning new things
 gives teachers ownership of effective practices.
 action research workshops can be used to replace traditional,
ineffective teacher in-service training as a means for professional
development activities
 Provides opportunities for new teachers to engage in critically
reflective activities about their educative practice.
 action research methodology provides those professionals working in
the education system with a systematic, reflective approach to address
areas of need within their respective domains
 action research can enhance the lives of those professionals who work
within educational institutions
 action research also facilitates teacher empowerment. In particular
teachers are empowered when they are able to collect and use data in
making informed decisions about
their own schools and classrooms.
 action research bridges the gap between research and practice. For
instance, the theoretical components underpinning action research
practice are used to help practitioners understand and observe what is
happening in a classroom set up
For instance action research could be conducted after noticing the following:
 General indiscipline
68
 Poor results year in and year out
 Poor performance by pupils at inter-school competitions
 High drop-out rate among pupils
So the answer should show importance of action research and how it will
improve performance, effectiveness and efficiency. The good candidates are
expected to highlight the problematic aspects of action research
Credit marks for any relevant assessment of importance for any acceptable
4 points at 20 marks each to give a maximum of 80 marks
D Conclusion 5
A summary of main aspects raised in the answer
E Total 100
QUESTION 2
Discuss the use of questionnaires in data collection in educational research.
ITEM DESCRIPTION TOTAL
A Introduction
A clear focus of how the answer will unfold. 5
Questionnaire: is a prepared document consisting of question

items that solicit information from a respondent or a group of
people in order to obtain the required data about a pertinent issue.
Data collection is the process of gathering and measuring

information on variables of interest, in an established systematic
fashion that enables one to answer stated research questions, test
hypotheses, and evaluate outcomes. The data collection component
of research is common to all fields of study including physical and
69
social sciences, humanities, business, etc. While methods vary by
discipline, the emphasis on ensuring accurate and honest collection
remains the same. The goal for all data collection is to capture
quality evidence that then translates to rich data analysis and allows
the building of a convincing and credible answer to questions that
have been posed.
Educational research: is the systematic process of collecting and

analyzing information about educational problems.
Award any 2 definitions x 5 marks each
C Questionnaires have advantages and disadvantages 80
Advantages of questionnaires:
 Several subjects can be addressed simultaneously

 Can be sent by post or e-mail.
 Can have wide coverage
 May be completed by a respondent without supervision
 Provides a permanent, verifiable record of data collection
effort
 Respondent may feel free to air his/her views in the absence
of the researcher
 The responses can be kept in their original form.

Disadvantages of questionnaires:
 Can only be administered to a literate sample

 Provides no room to clarify questions or issues not clear to
respondent
 Some statements may be misinterpreted even if the
intention is genuine
 Provides no room to verify authenticity of responses
 The researcher cannot rephrase questions to ensure that the
respondent understands the question.
 Does not allow for probing into complex and emotionally
charged topics.
 The questionnaire situation does not allow the researcher to
observe how the respondent answers the questions. The non
verbal reactions which are an important aspect are not
noted.
 May suffer from a low rate of return
Candidates have to discuss in a way which brings out the
70
pros and cons of using questionnaires as a data collection
tool in educational research. Some good candidates may
also critique the advantages.
Award 4 points x 20 marks = 80 marks
D Conclusion 5
Summary of the main points discussed in the essay.
E Total 100
QUESTION 3
Examine the role of literature review in education research

A Introduction 5
A brief on how the answer will unfold
B Definitions of terms 10
 Literature review- trying to understand the research problem better
through the perusal of documents/ books/ research journals on
similar/same problems done and written by others before your research
effort.
 Educational research: is a series of step that begins with problem
identification involving literature review, specifying a purpose for
study, data collection and analysis and forming an interpretation of
information in order to advance knowledge in the field of education.
Accept 2 terms X 5 marks each

C Examination of the role of literature review 80
There are several roles played by review of related literature in educational
research. Below are some of them:
 Placing he research report in the context of the body of scientific
knowledge- raised by other researchers
 Indicating where a particular research fits in as regards this general
body of knowledge
 Placing the research question in the context of previous work in such a
way as to explain and justify the decisions made.
 Literature review should explain exactly how and why the research
question or hypothesis was formulated in its present form
 Why the research strategy was selected or adopted
71
 To support and explain the choice made
 To assist the researcher in attacking the problem
 To assist the researcher to ensure that he or she is guided to have a
better understanding of the stated problem
 To be guided by what other people (researchers) have said about the
problem- this enhances the researchers‘ confidence
 Assisting the researcher to thoroughly assimilate what is already
known in the subject through reading extensively in the areas that are
either directly or indirectly related to the topic of study
 Reveal investigations similar to those of the researcher and how these
were handled
 Suggest a method or technique of dealing with a problematic situation
 Reveal to the researcher sources of relevant of data
 Provides the researcher with new ideas and approaches which have not
occurred to the researcher
 Assists the researcher to evaluate his/her own research efforts done by
others.
The good candidate is expected to look at these points from all angles.
Examination of any 4 points at 20 marks each = 80 marks
D Conclusion 5
Summary of the examination plus some independent judgment
E Total 100
72
QUESTION 4
With the aid of examples, discuss the use of probability sampling in educational research.

A Introduction 5
Highlight of salient aspects emerging from the answer.
B Definitions of Key Terms 10
 Sampling – selecting a number of subjects from a defined population
which is representative of it
 A probability sampling method is any method of sampling that
utilizes some form of random selection. In order to have a random
selection method, you must set up some process or procedure that
assures that the different units in your population have equal
probabilities of being chosen.
 Educational research: is the systematic collection of data from
sources about certain topics/issues relating to education and logically
analyzing the data in order to solve problems. The collected data will
be used for the improvement of education processes like learning,
teaching, assessment, classroom dynamics and management.
Any two at 5 marks each

C Concept of probability sampling: 20
A probability sampling method is any method of sampling that utilizes some

form of random selection. In order to have a random selection method, you
must set up some process or procedure that assures that the different units in
your population have equal probabilities of being chosen. Humans have long
practiced various forms of random selection, such as picking a name out of a
hat, or choosing the short straw. These days, we tend to use computers as the
mechanism for generating random numbers as the basis for random selection.
Some Notations /Definitions
Before we explain the various probability methods we have to explain
73
notations and definitions of some basic terms. These are:
 N = the number of cases in the sampling frame

 n = the number of cases in the sample
 NCn = the number of combinations (subsets) of n from N
 f = n/N = the sampling fraction
Award 20 marks for explanation of concept of probability sampling
D The probability sampling methods include some of the following:

60
Simple random sampling.
The simplest form of random sampling is called simple random sampling.

Here's the quick description of simple random sampling:
 Objective: To select n units out of N such that each NCn has an equal
chance of being selected.
 Procedure: Use a table of random numbers, a computer random
number generator, or a mechanical device to select the sample.
Stratified Random Sampling
Stratified Random Sampling, also sometimes called proportional or quota

random sampling, involves dividing your population into homogeneous
subgroups and then taking a simple random sample in each subgroup. In more
formal terms:
Objective: Divide the population into non-overlapping groups (i.e., strata)

N1, N2, N3, ... Ni, such that N1 + N2 + N3 + ... + Ni = N. Then do a simple
random sample of f = n/N in each strata.
There are several major reasons why you might prefer stratified sampling over
simple random sampling.
 First, it assures that you will be able to represent not only the overall
population, but also key subgroups of the population, especially small
minority groups. If you want to be able to talk about subgroups, this
may be the only way to effectively assure you'll be able to. If the
subgroup is extremely small, you can use different sampling fractions
(f) within the different strata to randomly over-sample the small group
(although you'll then have to weight the within-group estimates using
the sampling fraction whenever you want overall population
estimates). When we use the same sampling fraction within strata we
are conducting proportionate stratified random sampling. When we
use different sampling fractions in the strata, we call this
74
disproportionate stratified random sampling.
 Second, stratified random sampling will generally have more statistical
precision than simple random sampling. This will only be true if the
strata or groups are homogeneous. If they are, we expect that the
variability within-groups is lower than the variability for the
population as a whole. Stratified sampling capitalizes on that fact.
Systematic Random Sampling
Here are the steps you need to follow in order to achieve a systematic
random sample:
 number the units in the population from 1 to N

 decide on the n (sample size) that you want or need
 k = N/n = the interval size
 randomly select an integer between 1 to k
 then take every kth unit
Cluster (Area) Random Sampling
The problem with random sampling methods when we have to sample a

population that's disbursed across a wide geographic region is that you will
have to cover a lot of ground geographically in order to get to each of the
units you sampled. It is for precisely this problem that cluster or area
random sampling was invented.
In cluster sampling, we follow these steps:
 divide population into clusters (usually along geographic boundaries)

 randomly sample clusters
 measure all units within sampled clusters
Multi-Stage Sampling
The four methods we've covered so far -- simple, stratified, systematic and
cluster -- are the simplest random sampling strategies. In most real applied
social research, we would use sampling methods that are considerably more
complex than these simple variations. The most important principle here is
that we can combine the simple methods described earlier in a variety of
useful ways that help us address our sampling needs in the most efficient and
effective manner possible. When we combine sampling methods, we call this
multi-stage sampling.
 We might set up a stratified sampling process within the clusters. In

this case, we would have a two-stage sampling process with stratified
samples within cluster samples.
75
 In some cases, we could have three or four stages in the sampling
process and we use both stratified and simple random sampling.
 By combining different sampling methods we are able to achieve a
rich variety of probabilistic sampling methods that can be used in a
wide range of social research contexts.
For each sampling method relevant example(s) should be described to bring

out the characteristics.
Accept any 3 probability sampling methods.

Award 15marks for description of method and 5 marks for an illustrative
relevant example. i.e. 3 X (15+5)marks= 3X20 marks = 60 marks
E Conclusion 5
Sum up of main aspects from the answer
F Total 100
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Question 5
Assess the applicability of qualitative research in educational research.

A Introduction 5
 Qualitative research, broadly defined, means any kind of research
that produces findings not arrived at by means of statistical procedures
or other means of quantification. Where quantitative researchers seek
causal determination, prediction, and generalization of findings,
qualitative researchers seek instead illumination, understanding, and
extrapolation to similar situations. Qualitative analysis results in a
different type of knowledge than does quantitative inquiry.
 Educational research: is the systematic collection of data from

sources about certain topics/issues relating to education and logically
analyzing the data in order to solve problems. The collected data will
be used for the improvement of education processes like learning,
teaching, assessment, classroom dynamics and management.
Accept 2 terms X 5 marks each
C Applicability of qualitative research in educational research. 80
 Phenomenological inquiry, or qualitative research, uses a naturalistic

approach that seeks to understand phenomena in context-specific
settings. Educational research is about solving school based problems.
 Qualitative researchers seek illumination, understanding, and
extrapolation to similar situations. Placing the research in context-
specific settings helps in a way to explain and justify the decisions
made.
 Qualitative methods can be used to better understand any
phenomenon about which little is yet known. They can also be used to
gain new perspectives on things about which much is already known,
or to gain more in-depth information that may be difficult to convey
quantitatively.
 Qualitative methods are appropriate in situations where one needs to
first identify the variables that might later be tested quantitatively, or
where the researcher has determined that quantitative measures cannot
adequately describe or interpret a situation. Research problems tend to
be framed as open-ended questions that will support discovery of new
information.
77
 The ability of qualitative data to more fully describe a phenomenon is
an important consideration not only from the researcher's perspective,
but from the reader's perspective as well.
 Qualitative research reports are typically rich with detail and insights
into participants' experiences of the world, and thus more meaningful.
 Qualitative research uses the natural setting as the source of data. The
researcher attempts to observe, describe and interpret settings as they
are, maintaining what Patton (1990) calls an "empathic neutrality" (p
55).
 The researcher acts as the "human instrument" of data collection.
 Qualitative researchers predominantly use inductive data analysis.
 Qualitative research reports are descriptive, incorporating expressive
language and the "presence of voice in the text" (Eisner, 1991, p. 36).
 Qualitative research has an interpretive character, aimed at discovering
the meaning events have for the individuals who experience them and
the interpretations of those meanings by the researcher.
 Qualitative researchers pay attention to the idiosyncratic as well as the
pervasive, seeking the uniqueness of each case.
 Qualitative research has an emergent (as opposed to predetermined)
design, and researchers focus on this emerging process as well as the
outcomes or product of the research.
 Qualitative research is judged using special criteria for trustworthiness
The good candidate is expected to look at these points from all angles in the
context of educational research. It is important to emphasize the emergent
nature of qualitative research design. Because the researcher seeks to observe
and interpret meanings in context, it is neither possible nor appropriate to
finalize research strategies before data collection has begun (Patton, 1990).
Qualitative research proposals should, however, specify primary questions to
be explored and plans for data collection strategies.
Examination of any 4 points at 20 marks each = 80 marks
D Conclusion 5
E Total 100
78
NOVEMBER-DECEMBER 2013
Question 1
Examine The Role Of Review Related Literature In Education Research

A Introduction 5
 Review- reading through relevant literature
 Related literature- literature similar or having themes or content
similar to area of investigation
 Educational research- research having something to do with
education
Any 2 terms X 5 marks each

C Examination Of The Role Of Related Literature 80
There are several roles played review of related literature in educational
body of knowledge
79
were handled
others.
Examination of any 4 roles at 20 marks per role 80 marks
D Conclusion 5
E Total 100
Question 2
Discuss the advantages of interviews over observations as a method of data collection.

A Introduction 5
Highlights of salient aspects that emerge as the answer unfolds.
 Interviews- a two way method which permits an exchange of ideas
and information involving a researcher and research subject
 Observations – sustained, explicit, methodical observing of social
situations in relation to their naturally occurring contexts.
 Data collection- gathering research information
 Educational Research- imperial investigations conducted in
education
C Discussion Of Interview Advantages Over Observation 80
This question requires the candidate to discuss the advantages of interviews

over observations. The candidate is therefore to limit himself/herself to
advantages of interviews and not those of observations. If anything, the
candidate can make references to disadvantages of observations.
Below is a summary of interviews advantages

 More people are mere willing to communicate orally than in writing
80
 Interview is a two-way method which permits an exchange of ideas
and information
 Interviews add depth to study by qualifying some responses on the
formal questionnaire
 Interviews penetrate into complex topics or where investigation
concerns matters of a personal nature
 Interviews obtain valid and reliable data through the interviewee‘s
responses to questions
 Interviews involve friendly interactions on a face to face basis- allows
deeper probing
 Researchers in interviews can encourage interviewees to feel at home
and thus can bring out their feelings, views, feelings, views, feel at
home and thus can bring more readily
 Face to face interviews give background information on participants-
which cannot be accessed through questionnaires or observations.
On the other hand observations have the following Disadvantages
 Behaviour of research subjects changes

 The observer often changes the situation being observed, albeit
unintentionally
 Observation is not purely objective and functional
 All seeing is selective
 All reporting of what is seen is interpretive
Comparative discussion of advantages of interviews over

observation of 4 aspects at 20 marks
D Conclusion 5
Summary of main aspect that emerged in the answer
E Total 100
Question 2
Discuss the importance of sampling when carrying out education research.

A Introduction 5
 Importance- significance or value

 Educational Research- systematic investigation in phenomena in
81
education

C Discussion on the importance of sampling
The following could be cited in the answer
 Reduction of research population to a representative sample – smaller

and manageable
 Easy to come up with smaller sub-groups (strata) that are manageable
 Sampling hinges on the basis of the characteristics for which
representativeness is sought
 Sampling allows the researcher to choose strata from population that is
divided into homogenous groupings bearing the same characteristics
 Sample sizes for surveys to be representative should be more than 30%
of the research population that is divided into homogenous groupings 80
bearing the same characteristics
of the research population
Discussion on any 4 importance at 20 marks
D Conclusion 5
summary of main aspects from the answer
E Total 100
Question 4
Assess the use of action research in the teaching and learning process.

A Introduction 5
 Asses –systematic measuring the quantity and quality of learning.
 Teaching – professional action or process involving teachers
imparting knowledge and skills to learners – usually carried out at
schools in classrooms
 Learning – the acquisition of knowledge and skills by pupils usually
in schools
Any 2 key terms X 5marks

C Assessment of use of action in teaching and learning
82
the investigation of professional practice by teachers themselves with the
main aim of improving practice. The whole purpose of action research is to
generate reliable and valid data that enables the teacher to determine whether 80
or not teaching and learning have been effective.
Assessment of use of action research in teaching and learning involve the

following:
 What do I want to know or find out- problem area.
 Source of data needed to solace the problem
 Time available to carry out action research
 Resources available – eg funds
 How data is collected
 Consideration of ethical issues
 How best to analyse data and present it
 What changes are likely to emanate from the findings
 Poor result year in and out
 Poor performance by pupils at inter-school competition
So the answer should show how use of action research will improve
performance, effectiveness and efficiency
Credit marks for any relevant assessment of any 4 points at 20 marks each.
D Conclusion 5
E Total 100
Question 5
Evaluate the use of qualitative research when carrying out education research.

A Introduction 5
Qualitative research- stresses the socially constructed nature of reality, the

intimate relationship between the researcher and what is studied, and the
situational constraints that shape inquiry. Such researches emphasize the
value-laden nature of inquiry. They seek answers to questions that stress how
83
social experience is created and given meaning.
Educational Research- systematic investigation in phenomena in education

C Evaluation of the use of qualitative research:
Advantages of the qualitative research:-
 With qualitative research the researcher has an idea of what to expect.

They gather data in an effort to plug that data into the bigger picture.
With quantitative data, the bigger picture is not known. It is a way to
determine how often things happen.
 Instead of using surveys to compile and use different types of
information, this type of research figures out how often something 80
happens and why. It is also used to monitor behavior because it
produces notes and observations of not just behavior, but motivation as
well. The methods used in qualitative research are interviews, focus
groups, reviews, and observations.
 With qualitative research it will be easier to gain a better

understanding of the target group because the types of questions that
are asked during the research process begin with the word why. Why
is a much more powerful word than when, how much, and what. With
the understanding of why then they could reach out to even more
people with that knowledge in the event that they advertise new and
existing products.
 Another advantage is its low cost. Because it requires a smaller scale,
large surveys don't need to be taken. Instead the research focuses on a
sample of the population.
Credit any 3 advantages at 16 marks each (i.e. 3x 16= 48 marks)
Disadvantage of Qualitative research
 A disadvantage to this type of research is that assumptions really

cannot be made outside the scope of the sample. You can only gather
the information that the small group gave to you and a safe assumption
of the rest of the population would not be feasible.
 It's not a research method that allows for statistical data but that can
easily be overcome by adding in another research method; like mixed
research.
Credit any 2 disadvantages at 16 marks each (i.e. 2x 16= 32 marks)
84
D Conclusion 5
A summary of main aspects from the answer
E Total 100
NOVEMBER-DECEMBER 2013
Question 1
Examine The Role Of Review Related Literature In Education Research

A Introduction 5
 Review- reading through relevant literature
 Related literature- literature similar or having themes or content
similar to area of investigation
 Educational research- research having something to do with
education
Any 2 terms X 5 marks each

C Examination Of The Role Of Related Literature 80
There are several roles played review of related literature in educational
85
body of knowledge
were handled
others.
Examination of any 4 roles at 20 marks per role 80 marks
D Conclusion 5
E Total 100
Question 2
Discuss the advantages of interviews over observations as a method of data collection.

A Introduction 5
Highlights of salient aspects that emerge as the answer unfolds.
 Interviews- a two way method which permits an exchange of ideas
and information involving a researcher and research subject
 Observations – sustained, explicit, methodical observing of social
situations in relation to their naturally occurring contexts.
86
 Data collection- gathering research information
 Educational Research- imperial investigations conducted in
education
C Discussion Of Interview Advantages Over Observation 80
This question requires the candidate to discuss the advantages of interviews

over observations. The candidate is therefore to limit himself/herself to
advantages of interviews and not those of observations. If anything, the
candidate can make references to disadvantages of observations.
Below is a summary of interviews advantages

 More people are mere willing to communicate orally than in writing
 Interview is a two-way method which permits an exchange of ideas
and information
 Interviews add depth to study by qualifying some responses on the
formal questionnaire
 Interviews penetrate into complex topics or where investigation
concerns matters of a personal nature
 Interviews obtain valid and reliable data through the interviewee‘s
responses to questions
 Interviews involve friendly interactions on a face to face basis- allows
deeper probing
 Researchers in interviews can encourage interviewees to feel at home
and thus can bring out their feelings, views, feelings, views, feel at
home and thus can bring more readily
 Face to face interviews give background information on participants-
which cannot be accessed through questionnaires or observations.
On the other hand observations have the following Disadvantages
 Behaviour of research subjects changes

 The observer often changes the situation being observed, albeit
unintentionally
 Observation is not purely objective and functional
 All seeing is selective
 All reporting of what is seen is interpretive
Comparative discussion of advantages of interviews over

observation of 4 aspects at 20 marks
D Conclusion 5
Summary of main aspect that emerged in the answer
E Total 100
87
Question 2
Discuss the importance of sampling when carrying out education research.

A Introduction 5
 Importance- significance or value

 Educational Research- systematic investigation in phenomena in
education

C Discussion on the importance of sampling
 Reduction of research population to a representative sample – smaller

and manageable
 Easy to come up with smaller sub-groups (strata) that are manageable
 Sampling hinges on the basis of the characteristics for which
representativeness is sought
 Sampling allows the researcher to choose strata from population that is
divided into homogenous groupings bearing the same characteristics
of the research population that is divided into homogenous groupings 80
bearing the same characteristics
of the research population
Discussion on any 4 importance at 20 marks
D Conclusion 5
summary of main aspects from the answer
E Total 100
Question 4
Assess the use of action research in the teaching and learning process.

A Introduction 5
88
 Asses –systematic measuring the quantity and quality of learning.
 Teaching – professional action or process involving teachers
imparting knowledge and skills to learners – usually carried out at
schools in classrooms
 Learning – the acquisition of knowledge and skills by pupils usually
in schools
Any 2 key terms X 5marks

C Assessment of use of action in teaching and learning

the investigation of professional practice by teachers themselves with the
main aim of improving practice. The whole purpose of action research is to
generate reliable and valid data that enables the teacher to determine whether 80
or not teaching and learning have been effective.
Assessment of use of action research in teaching and learning involve the

following:
 What do I want to know or find out- problem area.
 Source of data needed to solace the problem
 Time available to carry out action research
 Resources available – eg funds
 How data is collected
 Consideration of ethical issues
 How best to analyse data and present it
 What changes are likely to emanate from the findings
 Poor result year in and out
 Poor performance by pupils at inter-school competition
So the answer should show how use of action research will improve
performance, effectiveness and efficiency
Credit marks for any relevant assessment of any 4 points at 20 marks each.
D Conclusion 5
E Total 100
89
Question 5
Evaluate the use of qualitative research when carrying out education research.

A Introduction 5
Qualitative research- stresses the socially constructed nature of reality, the

intimate relationship between the researcher and what is studied, and the
situational constraints that shape inquiry. Such researches emphasize the
value-laden nature of inquiry. They seek answers to questions that stress how
social experience is created and given meaning.
Educational Research- systematic investigation in phenomena in education

C Evaluation of the use of qualitative research:
Advantages of the qualitative research:-
 With qualitative research the researcher has an idea of what to expect.

They gather data in an effort to plug that data into the bigger picture.
With quantitative data, the bigger picture is not known. It is a way to
determine how often things happen.
 Instead of using surveys to compile and use different types of
information, this type of research figures out how often something 80
happens and why. It is also used to monitor behavior because it
produces notes and observations of not just behavior, but motivation as
well. The methods used in qualitative research are interviews, focus
groups, reviews, and observations.
 With qualitative research it will be easier to gain a better

understanding of the target group because the types of questions that
are asked during the research process begin with the word why. Why
is a much more powerful word than when, how much, and what. With
the understanding of why then they could reach out to even more
people with that knowledge in the event that they advertise new and
existing products.
 Another advantage is its low cost. Because it requires a smaller scale,
large surveys don't need to be taken. Instead the research focuses on a
90
sample of the population.
Credit any 3 advantages at 16 marks each (i.e. 3x 16= 48 marks)
Disadvantage of Qualitative research
 A disadvantage to this type of research is that assumptions really

cannot be made outside the scope of the sample. You can only gather
the information that the small group gave to you and a safe assumption
of the rest of the population would not be feasible.
 It's not a research method that allows for statistical data but that can
easily be overcome by adding in another research method; like mixed
research.
Credit any 2 disadvantages at 16 marks each (i.e. 2x 16= 32 marks)
D Conclusion 5
A summary of main aspects from the answer
E Total 100
EXAMINATION MARKING GUIDE FOR COURSE PGDE106:

COMPUTER APPLICATIONS IN EDUCATION
NOVEMBER 2014
Question 1: With the aid of a diagram, analyse the components of a computer

system
91
ITEM DESCRIPTION MARK(%)
A Introduction 5
A brief overview of the paper highlighting the major
issues to be discussed in the paper including the key terms
to be defined.
Components
The term refers to the different parts that make up a
computer.
Computer system
This refers to a system of interconnected computers that
share a central storage system and various peripheral
devices such as a printers, scanners, or routers
2X5 marks
C Main components of a computer system 10
Diagram showing the main components of a computer

system
Award 10 marks for the diagram and accept any

version that depicts a computer system
D The functions of the main components of a computer 70

system
1. The Central Processing Unit

92
 is the brains of the computer where most
calculations take place. And in terms of computing
power, the CPU is the most important element of a
computer system.
 manages the computer's various components
 reads and interprets (decodes) the program
instructions, transforming them into a series of
control signals which activate other parts of the
computer.
 may change the order of some instructions so as to
improve performance.
 The CPU`s program counter keeps track of which
location in memory the next instruction is to be read
from.
 reads the code for the next instruction from the cell
indicated by the program counter.
 decodes the numerical code for the instruction into a
set of commands or signals for each of the other
systems.
 increments the program counter so it points to the
next instruction.
 reads whatever data the instruction requires from
cells in
memory or from an input device.
 provides the necessary data to an ALU or register.
 If the instruction requires an ALU or specialised
hardware to complete, instruct the hardware to
perform the requested operation.
 writes the result from the ALU back to a memory
location or to a register or perhaps an output device.
(14 marks)
2. Input devices
 are any peripheral or non basic used to provide data
and control signals to an information processing
system
 are necessary to provide ways to communicate with
the computer.
 input data into the computer
93
 include the keyboard and the mouse which are the
most common of all input devices.
 The list of input devices includes modems,
joysticks, digitising pens and tablets, microphones,
touch screens, scanners and cameras which are used
for different purposes in the inputting of data into
the computer
(14 marks)
3. Output devices
 are used to provide information to a user in
different forms.
 Output information in formats that include visual,
audio and digital.
 are responsible in outputting the processed
information depending on the type of output device.
 are needed to in order to communicate with the
computer and get the results of the data you have
put into the computer.
 output information as screen information, printed
on paper, or output as sound.
 example include monitors and printers
(14 marks)
4. Memory
 is just like a human brain and is used to store data
and instruction.
 is the storage space in computer where data is to be
processed and instructions required for processing
are stored.
 is a temporary storage area that holds the data and
instructions that the Central Processing Unit (CPU)
needs.
 Before a program can be run, the program is loaded
from some storage medium into the memory. This
94
allows the CPU direct access to the program.
 Memory is a need for any computer
 usually consists of two parts: Read only memory
and Random access memory
 Read only memory (ROM) is the permanent
memory which is used to store important control
programs and systems software to perform a variety
of functions, such as booting up or starting up
programs.
 ROM is non-volatile. That means the contents are
not lost when the power is switched off. Its contents
are written at the time of manufacture, but in
modern (2012) computers may be changed using
special software.
 Random access memory (RAM) is used as the
working memory of a computer system. It stores
input data, intermediate results, programs, and other
information temporarily. It can be read and written.
It is usually volatile, that is all data will be lost
when the power is turned off.
(14 marks)
5. Storage devices
 store data in the computer for future retrieval.
 The component that holds the data in the computer
is the hard drive
 hard drive, also called the hard disk or fixed disk, is
the primary storage unit of the computer.
 The hard drive always labelled the C drive.
 Additional drives are labelled after it as the D, E, F
and so on.
 They have several read/write heads that read and
record data magnetically on platters, a stack of
rotating disks inside the hard drive.
 Hard drives store programmes that must be installed
to the hard drive before they can be used.
 Hard drives store data files that can be accessed
later.
95
 Hard drives organise files like a file cabinet so they
can be accessed more easily.
(14 marks)
Accept any other relevant points discussed
E Conclusion
A brief summary of the paper highlighting main points
raised in the paper
F Total 100
Question 2: Examine the use of an electronic spreadsheet in the teaching and

learning process.

A Introduction 5
A brief overview of how the paper unfolds including the
key terms to be defined
Electronic spreadsheet
This is computer related software meant to help in work
primarily with numbers, including performing calculations
and creating graphs.
Teaching and learning process
This refers to a systematic and logical process whereby
learners and the providers of instruction get together to in
an effort to improve the learners` attitudes, knowledge and
abilities.
2x5 marks
C The use of an electronic spreadsheet in the teaching and 40
learning process
 It is easy to make calculations as the teacher just
needs only enter values, variables and formulas into
a spreadsheet once to calculate results
 Spreadsheets prevent errors by enforcing data
integrity.
 They boosts productivity because of their ability to
96
re-calculate the entire sheet automatically after a
change to a single cell is made
 Spreadsheets have now replaced paper-based
systems throughout the business world because of
the much greater productivity that they make
possible
 They are now used extensively in any context where
tabular lists are built, sorted, and shared.
 Spreadsheets can secure sensitive data from prying
eyes by revealing a file only with a correct user code
and password.
 They can hide individual cells, like those showing
wholesale cost, depending on users, like customers.
 They can also lock numbers and formulas so they are
not accidentally erased during data entry
 Charts make numerical information understandable
can be created using spreadsheets
Accept any other relevant point raised in the paper
Any 4X10 marks
D Drawbacks in the use of the electronic spreadsheet 40
The drawbacks of electronic spreadsheets include the
following:
 They have significant reliability problems.
 The practical expressiveness of spreadsheets can be
limited unless their modern features are used.
 Formulas expressed in terms of cell addresses are
hard to keep straight and hard to audit.
 The alteration of a dimension demands major
surgery. In large spreadsheets, this can be extremely
time consuming.
 Adding or removing a dimension is so difficult; one
generally has to start over.
 Collaboration in authoring spreadsheet formulas can
be difficult when such collaboration occurs at the
level of cells and cell addresses.
 Productivity of spreadsheet modellers is reduced by
the antiquated cell-level focus of spreadsheets that is
seldom used today.
97
Any 4X10 marks

E Conclusion 5
A brief summary of the paper showing the major point
raised in the paper
F TOTAL 100
Question 3: Assess the challenges associated with the use of computers in

instruction in an educational setting.

A Introduction 5
Computers
These are machine that can accept data; process the data by
following a set of instructions, store the results of the
processing, and display the results so that people can use
them.
Instruction
The term refers to the teaching and learning that goes on in
schools/colleges under the auspices of a teacher/ This
refers to a systematic and logical process whereby learners
and the providers of tuition get together to in an effort to
improve the learners` attitudes, knowledge and abilities.
Educational setting
These are teaching and learning institutions offering tuition
to learners from Grade Zero to Form six
Any 2x5 marks
C Challenges associated with the use of computers in 80
instruction in an educational setting
These include the following:
 Lack of qualified teachers to teach the subject
98
 Lack of funding for the purchase and repairing of
computers. Funding for the computer project may
not be available.
 Fear of the unknown
 Computers require electricity to function and schools
where electricity is inadequate or not available, their
use becomes a problem. Some schools have no
power source.
 Maintenance and repairs are costly.
 Learners may get carried away at the expense of
learning
 Computers are very engaging and can exercise a
strong "holding power" on both teachers and learners
and can mesmerise them at the expense of
instruction.
 If the software is not age-appropriate, learners are
likely to become frustrated and associate a computer
with failure.
 Learners with access to software that is not age
appropriate may be exposed to such negative
influences as violence, strong language, and
pornographic material.
 Frequent and prolonged computer sessions may pose
physical health risks for both teachers and children.
The most frequently cited are visual strain, harmful
effects of radiation, and posture and skeletal
problems.
Any 5X16 marks
D Conclusion 5
raised in the paper
E TOTAL 100
Question 4: Discuss any four ways of connecting to the internet that a school
or educational setting may adopt.
99
A Introduction 5
Internet
It is a network of networks that consists of millions of
private, public, academic, business, and government
networks, of local to global scope, that are linked by a
broad array of electronic, wireless and optical networking
technologies/a worldwide interconnection of computers
and computer networks that facilitate the sharing or
exchange of information among users such as schools,
teachers and students.
School/educational setting
These are educational institutions offering tuition to
learners from Grade zero form tertiary level
2x5 marks
C Four ways of connecting to the internet that a school or 80
educational setting may adopt
These include the following:
 Wireless connection
 Use of modems
 Fibre optics/Broadband
 Asymmetrical Digital Subscriber Line
(ADSL)/Telephone line/Dialup system
 Microwave
 Satellite
Candidates to provide the advantages and disadvantages of
the stated means of connecting to the internet
Accept any other possible way of connection described
Any 4X20 marks
D Conclusion 5
raised in the paper
E TOTAL 100
Question 5: Analyse the role of computers in educational research.

100
A Introduction 5
Computers
These are machine that can accept data; process the data by
following a set of instructions, store the results of the
processing, and display the results so that people can use
them.
Educational research
The term refers to refers to a variety of methods ]in which
individuals evaluate different aspects of education
including student learning, teaching methods, teacher
training, and classroom dynamics/A systematic way of
gathering and analysing data in order to solve an
educational problem.
2x5 marks
C The role of computers in educational research 80
Computers can be used in educational research for the
following:
 Review of related literature
 Typing of the research document through the use of
word processing software
 Data analysis and interpretation through the use of
software such as spreadsheets
 Sending the document to the supervisor through the
use of electronic mail
 Dissemination of information through online
publication
 Distribution and receiving research instruments via
e-mail
 Soliciting for comments on the research project
through the various computer mediated
communication platforms
 Safe keeping of the research document in the
computer
Any 4X20 marks
101
D Conclusion 5
raised in the paper
E TOTAL 100
102
POST GRADUATE DIPLOMA IN EDUCATION (PGDE)
PGDE112 INTRODUCTION TO MEDIA AND TECHNOLOGY
November 2014
103
Item 1
Examine the use of non projected media in the teaching and learning process. [100]
ITEM DESCRIPTION MARKS %

A INTRODUCTION
As a prelude, the candidate will present an outline of how the essay will
unfold, specifically:
a) How the essay is introduced = x1 mark
b) The key terms;
i. that will actually be defined OR
ii. the intent to define these terms = x1 mark
c) What the body will comprise – a discussion, an examination or
analysis of issues under scrutiny = x1 mark
d) How he/she intends to conclude or wind up the essay = x1 mark
*****Credit for being clear and to the point = x 1 mark 5
B DEFINITION OF TERMS
Teaching – The process of passing information to other persons such as
students (educating)
Learning – the process of acquiring knowledge that persists for some
time
Non projected media – apparatus that pass information without being
beamed onto a screen
Accept definitions of two KEY words in the task = x 5 marks each 10
C BODY
In this item to examine will be understood as to scrutinise something
giving strengths and weaknesses
Strengths Weakness
a) Permanently displayed in class. a) It‘s quality may be
b) Teacher can take his/her time compromised if made by
to explain displayed concepts inexperienced persons
for the benefit of slow learners
c) Media can be tailor made to b) Only use 2 out of 5 human
suit classes and conditions senses (only sight and the
d) Media can be made locally teacher‘s voice)
cheaper and using local c) May be challenging to store
materials due to their bulk
e) Media such as chalkboards are d) Materials used for construction
large for pupils to see clearly tend to deteriorate with time
104
and sketches and writing can e) Media tend to have little or no
be used to develop lessons movement at all
f) Work on the chalkboard can be f) The element of novelty
rubbed off to make way for associated with motion pictures
new one is absent
Any 5 points identified in each category 10 x 2 marks = 20

The 10 points thrashed out 10 x 6 marks = 60
OR any 10 points identified and thrashed out (10 x 8 marks each) 80
ACCEPT ANY OTHER RELEVANT POINTS
ITEM DESCRIPTION (continued from page 2) MARKS %

D CONCLUSION
Student provides one or a combination of the following:
 An outline of how the essay was developed
 A summary of the main points
 A strong or captivating statement on his/her views or standpoint
 A judgmental statement on issues dealt with 5
E TOTAL MARKS 100
Item 2
Discuss the factors to consider when selecting media for use in instructing learners in your
curriculum subject. [100]

A INTRODUCTION
b) The key terms;
Media – the various means of communicating information
Instructing – the process of imparting skills to learners
Learners – persons who are still in a position to obtaining knowledge
from experienced persons
10
Accept definitions of two KEY words in the task = x5 marks each
105
C BODY
In this item to discuss will be understood as to thrash out / hammer out
something fully
a) The age of pupils (appeal to colour and movement as some of the
sub-factors)
b) Preferred learning styles (seeing, touching, memorising etc)
c) Type of lesson (practical of theoretical)
d) The curriculum (differences between e.g. geography, maths and
English)
e) Cost of production or purchase of media (capacities of different
schools to purchase media)
f) Provision for storage in the school (availability of safe storage)
g) Threat to pupils‘ safety (use of toxic materials or live snakes for
example)
ITEM DESCRIPTION – continued – MARKS %

D CONCLUSION
E TOTAL MARKS 100
Item 3
Examine the merits and demerits of using films in the teaching and learning of your
curriculum subject. [100]

A INTRODUCTION
b) The key terms;
106
5
*****Credit for being clear and to the point = x 1 mark
Teaching – The process of passing information to other persons
(educating) such as students
time
Curriculum subject – An individual course (area of specialisation)
within a broad set of courses or learning programme
10

C BODY
In this item to examine will be understood as to scrutinise something
giving merits and demerits.
Merits are that: Demerits are that:

a) Learners learn through sight, a) Learners may be thrilled by the
movement and sound colour story at the detriment of
learning
b) Novelty of films has a strong b) Novelty may dominant be the
attraction to learners‘ attention factor while learning is
and is very motivating peripheral
c) Films show images of real c) There is a need for a source of
things electricity to view films
d) Films can be easily stored and d) Buy or hiring films may be
will last for a long time costly to most schools in
without deteriorating marginalised communities
e) Films can be rewound and e) The initial cost of filming
shown over and over to equipment can be a daunting
emphasise certain points prospect for poorly funded
schools
f) Films are produced by experts f) Use of film equipment requires
who are good at graphic trained personnel
107
communication
Identification of any 5 points 5 x 2 marks = 10
D CONCLUSION
E TOTAL MARKS 100
Item 4
Assess the use of a computer as a teaching and learning aid in your curriculum subject.
[100]

A INTRODUCTION
b) The key terms;
ii. he intent to define these terms = x1 mark

d) analysis of issues under scrutiny = x1 mark
e) How he/she intends to conclude or wind up the essay = x1 mark
Computer – an electronic device that receives data in a particular form
and performs a sequence of operations according to a predetermined
but variable set of procedural instructions to produce information
/signals
Teaching – the activity of causing students to learn something
Learning aid – the acquisition of knowledge or skills through study,
experience, or being taught
10
108
C BODY
In this item to assess will be understood as to measure or weigh up
something providing pros and cons.
The pros of computer use The cons of computer use

a) Learners are fascinated by the a) Fascination can degenerate into
novel technology (attracts and play, thus reducing learning
maintains attention) time
b) Internet is used for research b) Certain websites show
purposes (for teachers and inappropriate material (porno)
learners) for school going children
c) Used for immediate c) Instead of learning, children
communication through email can opt for social
communication
d) Keeps teachers and learners d) Internet has a vast amount of
abreast with developments in information some of which
the global village may be interesting, but not
relevant to work on hand
e) If desired, it can be used for e) Typing and word processing is
word processing (teachers and mechanical: computation and
learners) spelling skills may be
compromised
f) Can be used by teachers to f) Not all schools can afford to
produce work sheets, registers buy computers and those
and mark records without are short-changed
D CONCLUSION
E TOTAL MARKS 100
Item 5
Discuss the challenges associated with the setting up of learning centres. [100]

A INTRODUCTION
b) The key terms;
109
time
Learning centre – A place (room, area or space) where consciously
planned knowledge acquiring activities are expected to occur.
10
C BODY
In this item to discuss will be understood as to thrash out / hammer out
something fully.
In setting up learning centres in secondary schools the challenges
include:
a) The little space available in the standard classroom (not possible to
position stations against walls so that there is space in the middle of
the room to avoid congestion and to provide safety in case of
emergency)
b) Prospect of distractions as groups tackle their work vocally and
energetically (Facing the chairs or the focal point of each centre to
the wall to reduce the amount of distraction from other surrounding
stations)
c) Likelihood of ‗active/noisy‘ stations distracting quiet ones
(strategically, placing ‗active‘ stations besides other active ones and
doing the same for the quiet ones. The more active stations, the
more distraction to those pupils engaged in quiet activities.
d) Selecting learning groups that are socially tuned to work together
(need for serious planning concerning who works with whom,
evenly dispersing the well behaved and not so well behaved pupils
around the room).
e) The problem of shortages in resources to provide comfortable
sitting, writing facilities for all stations, learning aids and so on
f) Use of classrooms by other classes in the school makes permanent
set ups impossible.
Any 5 points identified in each category 5 x 2 marks = 10 80
OR any 5 points identified and thrashed out (5 x 16 marks each)
110
D CONCLUSION
E TOTAL MARKS 100
THE END TO THE EXAMINATION!!!!!!!!

Structure
FACULTY OF ARTS & EDUCATION
PGDE 113 EDUCATIONAL MANAGEMENT
111
NOVEMBER, 2014
112
QUESTION 1
Citing relevant examples, discuss the applicability of the bureaucratic model in a school or
college.
SECTION MAIN POINTS POSSIBLE

MARKS
A Introduction
Candidates focus the topic showing how the essay is going to unfold 5
The bureaucratic model
It is a theory which describes organisations that are marked by
division of labour, hierarchy, rules and regulations and impersonal
relationships.
Schools or colleges
They are learning and training educational institutions for pupils and
students.
(2 terms x 5 marks = 10 marks)
10
C Characteristics of the bureaucratic model
 Division of labour
 Tall chain of command
 Short spans of control
 High formalisation: rules, regulations, clear procedures,
policies
 Impersonal relations
 Consideration of merit in recruitment and promotion
(Any 4 x 5 marks = 20 marks) 20
D Application of the bureaucratic model
 Most educational organisation like schools and colleges have
many levels of management
 Tall hierarchy ensures checking of organisational activities
 Schools and colleges have rules and regulations
 Schools and colleges are good examples of institutions with
clear division of labour
 Communication in schools and colleges is often impersonal-
you address an office and not a specific person
 The recruitment process ensures that the best person is
hired
 Any other relevant point
(5 points x 8 marks = 40 marks) 40
E Limitations of the model
 Takes time to make decisions
113
 Tends to kill creativity, initiative and innovation
 Short spans of control are not economic
 Bureaucratic organisations are known for routine and
monotony
 Bureaucratic organisations are centralised structures where
decisions are made by top management
 Impersonal relationships removes the feeling of belonging or
attachment to an organisation
 Specialisation makes workers capable of operating in one
limited area 20
(Any 4 points x 5 marks = 20 marks)
F Conclusion
A summary of the main points discussed. 5
Total 100
QUESTION 2
Discuss the importance of any four critical managerial skills required by effective educational
leaders.

MARKS
A Introduction
Focusing of the topic showing how it is going to unfold. 5
Managerial skills
It is the expertise in different areas required by organisational leaders
Effective educational leaders

They are managers in learning/training institutions who accomplish
organisational goals
10
C The managerial skills
 Conceptual skills
 Human/interpersonal skills
 Technical skills
 Diagnostic skills
 Communication skills
 Problem solving skills
 Decision making skills
(Any 4 skills identified x 5 marks = 20 marks) 20
114
D The importance of the managerial skills
Candidates explain the importance of the four identified skills.
(4 skills explained x 10 marks = 40 marks) 40
E Some limitations
 Educational leaders may not have the expertise in all the
operations of their organisations ,eg a school head may not
have the expertise to teach all the subjects
 Decision making skills are stifled by centralisation in
bureaucratic organisations
 Some communication skills are stifled by financial constraints
eg lack of internet service
(2 points x 10 marks = 20 marks) 20
F Conclusion
Total 100
QUESTION 3
Giving relevant examples, show how the human relations theory can be applied to schools or
college.

MARKS
A Introduction
Candidates focus the topic and show how the essay shall unfold. 5
Human Relations theory
It is a management model that emphasises the consideration of
interpersonal relations.
Schools or colleges
students. 10
C How the human relations management theory can be applied to
schools/colleges
 Create a feeling of belonging to the organisation among the
workers
 Fostering good working relationships
 reduce or eliminate dysfunctional conflicts
 motivating workers for high productivity
 Educational managers should know that people do not work
115
like machines
 Encouraging people to work as a team
 Initiating staff development programmes
 decentralisation of responsibilities
 The educational manager is expected to work like a facilitator.
 Educational personnel is given the opportunity for growth
 Promote innovations and initiating of new activities among 60
staff
D Limitations
 People are not the only resource that matter in an
organisation
 Workers may be satisfied but not productive
 Staff development may lead to workers leaving the
organisation for better ones
 Some automated organisations may not consider the role of
human relations as critical
 Any other relevant point 20
E Conclusion
Total 100
QUESTION 4
Discuss any four challenges confronting educational managers in performance appraisal.

Suggest strategies to overcome these challenges.

MARKS
A Introduction
Candidates focus the topic and show how the essay shall 5
unfold.
Performance appraisal
It is a process which makes a comparison of an individual‘s job
116
performance to set standards or objectives developed for the
individual‘s position in the organisation.
Educational managers
They are leaders of training/learning institutions like schools
and colleges. They achieve organisational objectives through
their subordinates. 10
C Challenges in performance appraisals
 Basing assessment on a single criteria when the teacher
or lecturer performs several tasks.
 Leniency error emanating from the appraisers value
system and orientation.
 Halo error which is the tendency of an evaluator to let
the assessment of an individual on one trait influence
his or her appraisal of that person on other traits.
 When a superior rates subordinates by giving special
consideration to those qualities that himself perceives to
be good (e.g hand-writing) he will be making similarity
error.
 low or high differentiation: In appraising teachers‘
performance, some evaluators use all of the scale while
others use a limited range of the scale. A low
differentiator may leave out some of the elements
needed in a complete evaluation.
 Forcing the information to match non-performance
criteria. The evaluator will not be basing the evaluation
on actual observed performance but on other non-
performance criteria eg closeness to the head.
 The evaluator may not be an expert in the areas that are
being evaluated e.g a head who majored in history
evaluating a science teacher.
117
 Any other relevant point.
(Any 4 points x 10 marks = 40 marks) 40
D Strategies to overcome the challenges
Candidates suggest strategies to overcome the challenges
identified above.
(4 strategies x 10 marks = 40 marks) 40
E Conclusion
Total 100
QUESTION 5
Discuss the applicability of the human relations theory to a school or college

MARKS
A Introduction
Candidates focus the topic and show how the essay shall unfold. 5
Human Relations theory
It is a management model that emphasises the consideration of
interpersonal relations.
Schools or colleges
students. 10
C Applicability of the human relations management theory to
schools/colleges
 Create a feeling of belonging to the organisation among the
workers
 Fostering good working relationships
 reduce or eliminate dysfunctional conflicts
 motivating workers for high productivity
 Educational managers should know that people do not work
like machines
 Encouraging people to work as a team
 Initiating staff development programmes
 decentralisation of responsibilities
 The educational manager is expected to work like a
118
facilitator.
 Educational personnel is given the opportunity for growth 60
 Promote innovations and initiating of new activities among
staff
D Limitations
 People are not the only resource that matter in an
organisation
 Workers may be satisfied but not productive
 Staff development may lead to workers leaving the
organisation for better ones
 Some automated organisations may not consider the role of
human relations as critical
 Any other relevant point 20
E Conclusion
Total 100
Question 1
Evaluate any four purposes of mentoring in a school or college
Item Description Marks

A Introduction
Candidate presents a brief outline of the structure of his/her
Introduction
approach to the answer—showing understanding of the
5
question; including how the student will breakdown the
answer
B The following are baseline definition that can be broadened
Definition of according to how candidates understand the concepts 10
key Terms 1. Mentoring: Is any the process whereby a teacher
works in schools with student teachers to improve
their practice, or the acts of coaching and helping
the student teacher to gain skills, and to be able to
reflect on their practical teaching experiences
119
2. School: an organization in which students teachers
(mentees) and their experienced teachers (mentors)
practice their roles of mentee-mentor to improve the
art of teaching children
C Students discuss any three of the following four mentee
Discussion behavior outcomes associated with exposure to the teacher-
mentor behaviors include
1. Modeling as a mentoring purpose and teacher
development—especially with the beginning teacher:
helps to focus student learning the rules, rituals and
establishing authority
2. Coaching—influences the teacher to observe, Any
collaborate and improve teaching competencies three
through observing, feedback from the teacher to 80
demonstrate learning outcomes and teaching behavior points
change. Provides basis for teacher reflection and
critical thinking
3. Improvement of the art of teaching—focuses on student
learning, understanding students/pupils, learning
development on the part of the mentee teacher, leads
to effective teaching, developing critical thinking skills,
and lesson planning
4. Autonomous teaching—student teacher starts to
investigate how effective teaching works, the mentor
becomes a partner in the inquiry process. Mentee
becomes a partner in effective teaching and auto-
supervision
D Student summarizes the characteristics of developmental
Summary model of mentoring and declare that each of the behaviors of
and the mentor promotes the three mentee behavior outcomes 5
Conclusions which in turn improve learning outcomes of the students
120
Question 2
Discuss the applicability of the apprenticeship model in the mentoring of student

teachers

A Introduction Introduction
Candidate presents a brief outline of the structure of
his/her approach to the answer—showing understanding
5
of the question; including how the student will
breakdown the answer.
B Definition of key terms may include:
Definition of 1. Apprenticeship model: a mentoring model 10
key Terms whereby student teachers are attached to
highly skilled mentors to help them develop
skills that involve effective teaching and
learning
2. Mentoring: is the process of working with
student teachers to help them copy, imitate
and implement best practices related to
teaching and learning
3. Student teachers: Also known in this course
as mentees, these are teachers in training who
are sill in the process of undergoing teaching
practice training in order to perfect or improve
their own understanding of the practice of
teaching
C
Discussion
C.1 Candidate outline what the apprenticeship model

Apprenticeship involves. Characteristics cited in the module include
Model  It involves itself with student teachers on teaching
121
practice
 Student teachers are attached to experienced
qualified school teachers
 Promotes effective teaching practices through
student teachers emulating, copying and imitating
experienced teachers 30 points
 It is reflective in nature
 Ensures thoroughness/meticulousness in
scheming
 Detailed lesson planning is assured
 Improves artistry in teaching
 Improves personal mannerisms such as gestures
and promotion of voice projection
C.2 Candidates should use the following points with specific
Applicability of examples from the teaching contexts
the a. Focus on skills improvement for student
Apprenticeship teachers on TP 50 points
model in b. Experienced school teachers act as sounding for any 4
mentoring boards for students teachers’ ideas points
c. Promotes effective teaching practices through raised
student teachers emulating, copying and and
imitating experienced teachers discussed
d. Promotes teacher reflective skills and ensures with
quality examples
e. Task perfectness through meticulousness in
scheming
f. Sequencing of lesson activities
g. Improves artistry in teaching
h. Improves personal mannerisms such as
gestures and promotion of voice projection
D The student provides basis for concluding that the model

Summary and helps to increase mentee effectiveness and the process
122
Conclusions should be practiced in ways that allow the mentee to 5
grow out of the mentee role to become an effective mentor
in future
123
Question 3
Examine the factors to be considered when selecting a mentor for a student teacher

A Introduction
Introduction
5
answer. A good introduction will include naming the factors
to be considered when selecting a mentor for a student
teacher
B 1. Mentor: Is any teacher who works in schools with
Definition of student teachers to improve their practice, or one who
key Terms acts as a coach, helping the student teacher to gain
skills, to reflect on their practical teaching experiences
2. Student teachers: Also known in this course as
mentees, these are teachers in training who are sill in 10
the process of undergoing teaching practice training in
order to perfect or improve their own understanding of
the practice of teaching
C The following factors need to be considered when matching
Discussion Mentor and Mentee. Candidates should be able to use
education examples to illustrate how these mentor
characteristics match the needs of mentees
a. Ability of the mentor to promote skills in the concept of
professional development
b. Improving performance 80
c. Promoting problem solving-skills/techniques points
d. Supportive to the mentee’s (student’s) growth for any
e. Good listenership from the mentor 8 x10
f. Mentor with highly organized skills points
g. Flexibility and approachability raised
h. Empathetic and sympathetic at the same time
124
i. Ability to raise students’ awareness to effective
classroom practices
j. Mentor should be accessible
k. Providing constant feedback to the student
l. Effective observation and communication skills
D The candidate the examples identified to support the
Summary conclusion that mentee-mentor matching is supposed to
and benefit the students. Examples should have also been pulled 5
Conclusions from the mentee’s lived experiences as a student-teacher
125
Question 4
Analyze the extent to which the competence based model of mentoring can be adopted
for use in teacher education

A Introduction Introduction
Candidate presents a brief outline of the structure of
5
his/her approach to the answer—showing
understanding of the question; including how the
student will breakdown the answer.
B 1. Mentoring: Is any the process whereby a teacher
Definition of key works in schools with student teachers to
Terms improve their practice, or the acts of coaching 10
and helping the student teacher to gain skills,
and to be able to reflect on their practical
teaching experiences
2. Teacher education: the program and or the

process of training new teachers in the teacher’s
colleges
126
C Discussion
C.1
The Competency According o Furlong and Maynard (1995), it is through
based Model separating the different elements of teaching that
(CBM) students can systematically be prepared for their
performance. The following characteristics of the
competence based model of mentoring focus on final
mentee competencies
a. Lesson planning and preparation 20
b. Introducing lessons
c. Motivating pupils
d. Developing the lesson concept
e. Class management
f. Reflection
g. Reinforcement of concepts
h. Concluding the lesson
C.2 Adopting the competence based model (CBM) of
Use of the CBM mentoring to Teacher Education. Candidate uses the
for teacher above examples to show how mentees develop their
education competencies
a. Beginning teaching or developing professional
knowledge by
 Helping mentee cope with established
routines and teaching strategies of the
teachers and lecturers
 Undertaking preliminary periods of 60
classroom observations—looking at
various aspects of lesson development
 Engaging them in collaborative teaching
participation
 Modeling teaching strategies
 Providing examples of modeling teaching
b. Supervised teaching—for developing
127
competencies
 Mentors should be capable of identifying
and articulating all sediment knowledge of
classroom practice
 Use interpersonal skills to support
mentees in dealing with all forms of
personal learning skills to achieve early
learning classroom control skills
c. From teaching to learning—once mentees have
been under mentorship they are released to
teach as independent teachers
 They will be able to re-examine their
teaching—reflective teaching
 Motivating others for success
 Ability to observe and understand
students in classrooms
 Engaging children in heir classrooms
d. Autonomous teaching by the mentee—when the
mentee has acquired all skills he is able to
manifest the following skills
 Confidence
 Becoming more responsible for their own
teaching
 Widened their repertoire of teaching
strategies
 Show understanding that teaching and
learning are complex processes
D The candidate uses the general strengths of the
Summary and competence model of mentoring to be able to make a 5
Conclusions standard stand point position for concluding that the
model may be used in teacher education
128
Question 5:
Discuss the importance of relationships in mentoring and show how they can help to
ensure effectiveness of the mentoring process

A Introduction
Introduction
5
answer. A good introduction will include different stages of
the mentoring process
B Relationships
Definition of Mentoring process 10
key Terms
C
Discussion
C.1 Candidate outlines the mentoring process—which involves
a. Introducing the mentee to the concept of teaching 20
b. Supervised teaching in the classroom
c. Moving the mentee to learning how to teach
d. Autonomous reaching by the mentee
Using examples from the education context, for each of the

C.2 above points, the candidate uses school based examples to
illustrate importance of relationships in mentoring and how
relationships can help ensure mentoring effectiveness. To
achieve the mentoring process above, the mentor needs to
ensure positive relationships for reasons that include 60
a. Meeting the social needs aspect of the students For any
b. Productivity levels automatically increase three
c. Creating the he feeling of satisfaction among students points
teachers raised
d. Valuing or showing interest in teachers as people
e. Achieves collaboration among institutional members
129
f. Encourages participatory approaches
g. Promotes mutual partnerships during
supervision/mentoring process
h. Instills the feeling that students/mentees are useful
and important to the organization or school
D The candidate uses the general points that support the fact
Summary that to make a standard stand point position for concluding 5
and that the model may be used in teacher education
Conclusions
NOV/DEC 2013
Question 1
Discuss mentoring in a school as a form of teacher professional development [100]
ITEM DESCRIPTION GRADE

A Introduction
The candidates will make a brief outline of the structure of the response
to the question; including how they will approach the break up the 5
components of the model.
B Definition of key terms may include any two of the following
1. Mentoring: is a school-based activity undertaken by experienced
teachers or practitioners to provide some form of support and
guidance for student teachers who need to learn how to become
effective teachers 10
2. Professional development: refers to the form of on the job training
that helps to continuously develop skills in teachers to enable them to
130
grow professionally.
3. Teacher professional development: refers to the form of on the job
training that is directed at teachers within a school or district in order
to help them to continuously develop skills in teachers to enable them
to grow professionally.
C The following are suggestions of how mentoring helps teachers to
develop professionally. Candidates should identify examples within each
characteristic and illustrate how teacher professional development is
achieved 80
1. Sufficient time to correct mistakes: The extended T.P., availed to
students allows mentors more time to experiment with ideas that
work with the student
2. Experienced teachers ensure students do their best: Observations
of student teachers by experienced teachers helps to ensure gradual
improvement in the teaching strategies by the teachers
3. Consistent feedback to teachers: students receive positive
feedback in real time and are corrected right as the activities go on.
The allows for increased learning curve
4. Best practices: Student teacher observed experienced teachers
during everyday lesson presentations and that allows them to learn to
see theory unfolding in real time
5. Cross-pollination of ideas: The expert teachers are always forced to
be at their best when they present lessons in front of student
teachers—it becomes a personal habit
6. Increased observations from Lecturers: Students are deployed
nearer to the colleges to also allow lecturers to make more visits to
students and help the mentors to empower their students
7. Extended T.P. includes more time with experts: Devotion of more

time to teaching practice (5 school terms out of a total of 9) had
already been tested and proved to be an effective working approach
that developed both experienced teachers and students
8. Two-way benefit: Experienced teachers are also exposed to new
and current ideas from colleges, thus providing them with a
scaffolding ladder to their instruction approaches.
Candidate(s) may also raise other legitimate sources 4 x 20
D Conclusion 10
Candidate(s) shows significant understanding of how the knowledge of
the how mentoring student teachers helps to professionally grow the
skills of the student teachers and the teachers themselves in a school
setting
E TOTAL 100
Question 2
131
How does reflection during mentoring in education help the mentee and the mentor to improve?
Use examples to lustrate your answer [100]

A Introduction
The candidate(s) will make a brief outline of the structure of his/her 5
response to the question; including how the they will approach the break up
the components of the model. Basically there are two forms of reflection in
teaching—[ A] Reflection in action during teaching and [B] Reflection-
on-action after the teaching process
B Definition of key terms ay include any two of the following
1. Mentoring: is a school-based activity undertaken by experienced
teachers or practitioners to provide some form of support and guidance 10
for student teachers who need to learn how to become effective teachers
2. Mentee: refers to any teacher to whom school-based coaching and help
are directed and provided to help them gain improved instructional
skills
3. Reflection: refers to the mental processes of evaluating one‘s own
behaviors during teaching to ensure that methodologies are effective
C The following ways are some examples of how reflection during mentoring
in education helps the mentee and the mentor to improve. In the education
context, reflection is normally done in the following broad areas. This helps
to improve teaching-learning outcomes.
[A] Reflection in action during teaching. The role of the mentor is to act as
a coach, helping the mentee to reflect on their practical teaching during
teaching.
1. Lesson plan execution and following the preparation
2. How am I introducing the lesson, are students responding?
3. Teacher-pupil interaction- How am I motivation the pupils
4. Lesson development—how are the steps connected and how do they
relate to the topic
5. Class management—how are activities distributed across the class
and level of control
6. Reflection—how are the pupils involved in their own reflection
through the mentees teaching behaviors
7. Lesson closure/conclusion—how does the mentee evaluate student
learning
[B] Reflection-on-action after the teaching process. The role of the mentor
is to act as a coach, helping the mentee to reflect on their practical teaching
during teaching
1. Lesson plan execution and following the preparation
2. How did I introduce the lesson, could I have done something
differently?
3. Teacher-pupil interaction- did I respond effectively to the needs of
my students
132
4. Lesson development—how do I know my pupils learned what I
intended them to learn. Did I achieve the objectives?
5. Class management—did I cater for students learning differences and
cultural needs?
6. Reflection—how did pupils show understanding of the purpose of
the lesson? Who needs further help and how do I provide it before
the next lesson? How could my own teaching behaviors improve
students understanding of the topic?
7. Lesson closure/conclusion—how does the mentee evaluate student
learning
Candidate may discuss any 4 x 20
D Conclusion
Candidate highlights the importance of mentoring to the mentee and the
mentors and how the process of mentoring helps to improve teacher skills 5
of reflecting on his own practice through the two steps
E TOTAL 100
133
Question 3
How would you overcome the weaknesses of the competence based model of training? [100]

A Introduction
Candidate provides a brief outline of the structure of the answer the 5
candidate will give, including how the candidate(s) will approach the
question.
B Definition of key terms Any one
(a) Competence based model: a mentoring model that emphasizes a definition
systematic development of skills on how to teach based approach to 10
learning
(b) Training: refers to a form of caching directed to a novice teacher in
order to help that new teacher to gain skills, competencies and
attitudes that are professionally productive.
C Candidate should identify some of the following as the weaknesses of the

competence based model of training or mentoring. Secondly, they should
use school based examples to illustrate how they may overcome any
selected weaknesses of the competence based model of training or
mentoring
 It is time consuming because it requires mentors to always be
systematic regardless of the problem
 When a problem is identified, the mentor needs to trace the

problem to the lesson planning stage and then identify how to
solve it 80]
 Is de-motivating to the mentee since it requires too many steps

that may include aspects which the mentee is fluent with
 It assumes that the mentee should use the teaching philosophy of

the mentor hence the idea of retracing the stages to the origins
 The mentee is viewed as the know-it-all meaning that it is a one

size fit all approach
 It is mentor based hence it disregards the strengths of the mentee

as a cross pollination process. Instead of allowing the mentor to
use the mentee‘s strengths, it only accepts the mentor‘s position
Discuss any 4 x 20
D Conclusion
Candidate highlights the importance of reducing the impact of the model
and how it strengthens the teaching-learning outcomes. The value of the 5
model to mentee and the mentors relationships is also important
134
G TOTAL 100
Question 4
Discuss fully the historical evolution of mentoring in education [100]

A Introduction 5
Candidate provides a brief outline of the structure of the answer the
candidate will give, including how the student will approach the
question.
a. Historical evolution: Refers how the concept of mentoring
evolved in Zimbabwe and in other countries abroad
b. Mentoring in education: is a school-based coaching activity
undertaken by experienced teachers or practitioners to provide
some form of support and guidance for student teachers who need
to learn how to become effective teachers
C The following include the some of the aspects related to the historical
evolution of mentoring in education. Candidates will need to identify and
then discuss examples that help them show a clear understanding of
those historical evolution characteristics of mentoring in education
contexts
1. Mentoring in education was introduced in the 1970s through the
teacher education programmes and then it was called induction
2. In the 1970s-1990s, mentoring in education spread to Europe and
the United Kingdom
3. In the 1970s, school-based mentoring was introduced in schools
to help pre-service teachers, help with induction and continuing
professional development—meaning teacher growth was seen as
unending
4. The purpose f introducing school-based mentoring was a political
move that was intended to move away teacher education from
higher education institutions to schools
5. Current features of school-based teacher mentoring include:
 Emphasis of time to be spent in schools in front of
expert teachers (66%)
 Training in higher education institutions and is directed
at developing day-to-day competencies of a newly
trained teacher
 In the early 1990s governments changed the structure
increasing the percentage of time sent in the school
under the mentorship of expert teachers—hence training
is moving away from teacher training colleges to the
schools in terms of the practical elements of the course.
6. In Zimbabwe, prior to independence teacher training was heavily
135
tilted towards teachers training institutions –more theory than
practice 80
7. Teaching practice sessions were done with student teachers for a
shorter period of time when compared to time spent at university
8. Supervision was done by lecturers once to asses competencies
9. There was no formal mentoring between 1980 to 1995
10. To counteract the teacher shortages after independence, the
methodology for training teacher increased the teaching practice
module two years of attachment in which they had student
teacher had to work side by side with trained teachers
11. The total years for training a teacher were 4 years and 2 were
dedicated to theory while another 2 were dedicated to mentorship
attachment
Points for discussing
D Summary and Conclusion
Candidates summarizes the points raised and been discussed and goes on 5
to acknowledge that the model has an impact in improving teacher
effectiveness and school learning outcomes
E TOTAL 100
136
Question 5
Analyze any four factors to be considered when choosing a mentor for a student teacher [100]

A Introduction 5
The candidates will make a brief outline of the structure of the response
to the question; including how they will approach the break up the
components of the model.
c. Mentor: refers to any teacher who provides school based
coaching and helping the student teacher to gain improved
instructional skills to reflect effectiveness
d. Student teacher: refers to any teacher to whom school-based
coaching or mentoring activities are directed and the mentoring
activities help to them gain improved instructional skills,
knowledge and attitudes
C The following include factors to be considered when choosing a mentor
for a student teacher. Candidates will need to identify any four factors
that they will discuss to illustrate how they influence effective choice of
a mentor for a student teacher
1. The level of support that the mentor is able to provide to the
mentee
2. The environment in which the mentee will operate from should
be conducive to the needs of mentee-mentor relationships
3. Mentor is capable and well trained to minimize the impact of the
problems faced by the student teacher (mentee)
4. Mentor should be able to induce a motivating influence on the
mentee
5. Mentor should be capable of model teaching-practices that help
propel the student to higher levels of performance
6. Mentor enjoys his/her work and helps mentee to enjoy teaching
practice and to ask for help whenever need arises 80
7. The school environment is supportive through the leadership and
encourages mentee to feel part of faculty
8. Both the school administration and the mentor have the capacity
to encourage students (mentees) to open up and be proactive
whenever they have teaching practice problems
9. Mentee has historical record of achieving mentee successes that
show relationship with deployment under the mentor and the
school in general
10. Ensuring that quality of relationships at school are generally
cordial to be able to enhance mentoring achievement.
Unproductive/unprogressive or unfriendly relationships in a
school are normally related to inadequate support and
supervision, and less support that is seen through lack f resources
11. Adequate housing to ensure student is comfortable
137
12. Clean water
13. Adequate classroom space that is welcoming to pupils and the
mentee
points for analyzing any 4 x 20
D Summary and Conclusion
Candidates make a stand point regarding how the four factors discussed 5
are critical to influencing choice of a mentor for a student teacher. They
will emphasize the importance of how the factors help in overcoming
barriers to mentoring that helps to improve quality of education in their
schools
E TOTAL 100
DEPARTMENT OF TEACHER EDUCATION
Course Code: PGDE 143

138
Course Narration: A Guide to School Experiences
AUGUST/DECEMBER 2014
Question 1: Discuss the role of teaching practice in teacher education. (100 marks)

Mark
A Introduction
A brief description of how the answer is going to be presented. 5

 Teacher education – Teacher education refers to the policies

and procedures designed to equip prospective teachers with the
knowledge, attitudes, behaviours and skills they require to
perform their tasks effectively in the classroom, school and
wider community
 Teaching practice – student teacher experience that involves
assuming the responsibilities for creating a learning
environment and constructing a learning experience for children
in a classroom.

C Role of Teaching Practice
 Teaching practice gives the student teacher the opportunity to

develop and assess his/her competencies and aptitudes in the
major areas of school activities.
139
 TP provides a practical transition from the role of student
teacher to that of a full-time teacher.
 It is a transitional period which is meant to provide
opportunities to the student teacher to grow in the desired
direction and to the lecturer, to monitor and help nurture that
growth.
 TP is meant to help reduce feelings of classroom fear among
student teachers and to prepare them to more confidently take a
class.
 TP experience provides the student teacher with invaluable
opportunities to develop certain knowledge and skills crucial to
effective teaching.
 The perceived mysteries of classroom teaching normally held
by those who have not taught before are supposed to be erased
by a well-structured teaching practice experience.
Any four points raised at twenty marks each (4x20) 80

D Conclusion
A summary of the key issues discussed. 5
Question 2: Evaluate the importance of a syllabus in your curriculum subject. (100 marks)

Mark
A Introduction
An outline of the direction that the answer is going to take. 5

 Syllabus – An official document that summarises the aims,

content to be covered, suggested approaches/strategies, and
assessment procedures of a specific subject to be studied over a
defined course of study such as ―O‖ and ―A‖ levels.
 Curriculum subject – An area of specialisation that the
teacher teaches in the secondary school.

C Importance of a syllabus
 The syllabus sets the standard in each curriculum subject,

 The syllabus expresses the interests of government, parents,
teachers, religious groups, pressure groups and many other
140
stakeholders.
 The syllabus pronounces the common values of society,
 It provides the content to be covered for a specific subject over
a specified period,
 The syllabus helps the teacher with suggested teaching
strategies,
 A curriculum subject syllabus ensures that learning content is
equalised for all students in a country,
 The syllabus, through the aims, reflects the intentions on what
sort of knowledge, skills, and attitudes learners should have
achieved at the end of the course,
 The syllabus acts as a road map for the teacher,
Any four points by twenty marks each (4x20) 80
D Conclusion
A summary of the main ideas discussed in the answer. 5
Question 3: Assess the merits and demerits of pupil centred instruction in your curriculum
subject. (100 marks)

Mark
A Introduction
Clear signposts showing the direction the answer will take. 5

 Pupil centred instruction –an approach or strategy in which

the student/learner plays a more central role in the planning,
implementation and evaluation of the processes of teaching and
learning
 Curriculum - all learning which is planned and guided by the
school and that it consists of content, methods and purpose. It
also includes the hidden curriculum.
 Curriculum subject - An area of specialisation that the teacher
teaches in the secondary school.
141
C Merits of using pupil-centred instruction
 They provide for understanding of the subject matter as
opposed to rote learning
 Pupils are actively engaged in the process of acquiring
knowledge instead of being passive learners.
 Pupils are taught concepts or principles which are easier to
remember than isolated facts
 When pupils are involved and they find out things for
themselves, they become more interested in their learning and
remember what they learn.
 Pupil-centred approaches generate enthusiasm in pupils
 Pupil-centred instruction enhances research and critical
thinking skills in the learners.
Any four points discussed by fifteen marks each (4x15)
D Demerits of pupil-centred instruction
 They tend to require much time for the teacher to organize and
implement.
 Their usefulness tends to be limited to certain subject areas,
particularly the sciences.
 They require a great deal of materials for them to be effective
and some teachers may fail to execute them.
Any two points raised by ten marks each (2x10)
E Conclusion
Candidates are expected to summarise the main points of the 5
discussion.
Question 4: Examine the advantages and disadvantages of teaching practice assessment by

various assessors. (100 marks)

Mark
A Introduction
A brief explanation of how the candidate will present the answer. 5

 Teaching Practice – student teacher experience that involves

assuming the responsibilities for creating a learning
environment and constructing a learning experience for children
in a classroom.
 Assessment – systematic collection of data on all aspects of
teaching in order to rate a teacher‘s competencies.
142
 Assessor – an individual charged with the duty of rating a
teacher‘s competencies.

C Advantages of teaching practice assessment by various assessors
 It provides a wide range of opinions about the teaching

competencies of the student teacher.
 Various assessors work as a means to triangulate the data
collected about the student teacher.
 The use of various assessors counteracts biases that may be
encountered in the assessment process of a student teacher.
 It authenticates the student teacher‘s final grade
 The use of various assessors works as a quality assurance
measure in teacher education
Any four points at fifteen marks each (4x15) 60

D Disadvantages of teaching practice assessment by various assessors
 The approach is resources intensive and therefore inhibitive to

most teacher education institutions
 There is often lack of adequate assessment skills among some
participants which could lend to student teacher discontent
 Assessment is summative and therefore does not help the low
performing student teacher
Any two points at ten marks (2x10) 20

E Conclusion
A summary of the key points raised. 5
Question 5: Analyse any four types of leave that may be granted to a teacher. (100 marks)

Mark
A Introduction
An expression of the intention of the essay should be clearly stated. 5

 Leave – time away from official duty that is applied for and
granted by management
 Granted – approved as permissible
143
C Types of leave that may be granted to a teacher
 Annual leave provides a teacher with an opportunity to handle

private business and the teacher is entitled to 12 days annually.
The 12 days may not be commuted to the next year.
 Maternity leave may be granted to a female teacher who would
have completed at least one year in service.
 Special leave is granted for the purpose of writing
examinations, quarantine when infected by a contagious
disease, subpoenaed to attend court, attend conferences,
military duties, attend special training and other circumstances
approved by the Commission.
 Sick leave may be granted if the teacher is injured or ill to the
extent of being prevented from reporting for duty.
Four points at twenty marks each (4x20) 80

D Conclusion
A round up of the key issues discussed in the answer. 5
144
POST-GRADUATE DIPLOMA IN EDUCATION
PGDE201 - CURRICULUM SUBJECT OPTION 2
NOVEMBER - DECEMBER 2013
145
QUESTION 1
Using examples from secondary school situation, discuss the characteristics of effective
teaching. [100]
ITEM DESCRIPTION MARK (%)

A Introduction 5
Highlights of how the essay will unfold.
B Definition of key terms
Secondary school situation – This is when the teacher is involved in
the teaching of students who are above the age of 13 up to say 22 years.
A school that is intermediate in level between elementary school and 10
college and that usually offers general, technical, vocational or college
– preparatory curricula.
Effective teaching – Is that process which successfully achieves the

learning by pupils intended by the teacher. It promotes maximum
learning outcomes in learners.
Award 5 marks each to the above.

C Discussing characteristics of effective teaching
 Clarity of teachers‘ explanations and directions.
 Establishing a task-oriented classroom atmosphere.
 Making use of a variety of learning activities. 80
 Establishing and maintaining momentum and pace for the class.
 Encouraging pupil participation and getting all pupils involved.
 Monitoring pupils‘ progress and attending quickly to pupils‘ needs.
 Delivering a well-structured and well-organised lesson.
 Providing pupils with positive and constructive feedback.
 Encouraging coverage of learning objectives.
 Making good use of the questioning technique.
4 x 20 marks
D CONCLUSION 5
A brief outline on how the essay has been handled.
E TOTAL 100
146
QUESTION 2
Discuss four factors that contribute to effective use of the questioning technique in teaching
and learning encounters.
DESCRIPTION MARK (%)

A Introduction 5
A brief outline on how the essay will unfold.
Effective use – Means maximum use of the questioning method to the
benefit of pupils.
Questioning technique – Is a teaching method by which the teacher

asks pupils a number of questions to ensure that they have grasped the 10
concepts taught.
Teaching and learning encounters – Implied the process of directing
learners in a learning activity.
Award 5 marks to any two of the above. (2 x 5)
C Discussing four factors that contribute to effective use of the
questioning technique. 80
 The teacher to know why, what, when, how and whom he/she is
going to ask the question.
 Write down the key questions you are going to ask at various stages
of the lesson.
 Write down the expected responses from pupils.
 Ask both open and closed questions that covers the categories of:
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
 Develop the appropriate voice pitch to capture the attention of the
class.
 Ask the question once and wait a while to allow pupils to think.
 Move around the class and ensure equitable distribution of questions.
 Use promoting and probing to allow pupils to think in desired ways
and more deeply.
 Develop a logical sequence of questioning.
4 x 20 marks
D Conclusion 10
Highlights of salient points raised in the discussion.
Total 100
147
QUESTION 3
Discuss the importance of any four record books in the teaching and learning process.

A Introduction 5
Highlights of salient points to be discussed in the essay.
Record books – Are documents where information about teaching and
learning is recorded or entered. 10
Teaching and learning process – Is when pupils are directed by the teacher
towards the intended goal.
2 x 5 marks
C Discussing the importance of any four record books in the teaching and
learning process.
Scheme Book
 Contains the content to be covered, objectives to be achieved, references
used, teaching strategies to be used and evaluative comments that are
reflective.
 Content should be logically and sequentially arranged.
80
Plan Book
 Contains or focuses on the content to be covered during the lesson, has
objectives to be achieved, activities to reinforce learning, conducting
remarks and evaluative comments that are comprehensive and reflective.
Progress Records
 Consists of marks achieved by pupils during the term as the work is
covered.
 Marks from individual exercises or tests are entered and this establishes
how the pupils is progressing with learning.
Remedial / Extension Work Record Book

 Enables the teacher to study how the child is progressing with his / her
work.
Social Record Book

 Social aspects such as behaviour, family background, etc. are recorded.
 These enable the teacher to understudy the child and to device corrective
measures in the child‘s learning.
Any other justifiable record.
4 x 20 marks each.
D Conclusion 5
Highlights of salient points discussed.
E Total 100
148
QUESTION 4
Assess the effectiveness of the field trip in the teaching of your curriculum subject.
A Introduction 5
Highlights of how the essay shall be treated.
Field trip – Is a form of planned method of discovering in which a

teacher prepares learning situations in the field from which pupils learn
facts and ideas in a particular subject for themselves.
Curriculum subject – an area of specialisation the teacher is 10

comfortable in teaching.
2 x 5 marks each
C Assessing the effectiveness of the field trip in the teaching of your
curriculum subject.
 Field trips increase motivation and enthusiasm amongst pupils.
 Improve technical competency in a range of field, laboratory and 80
data handling skills.
 Pupils are given enough opportunity to relate to peers and teachers
in a new physical and sound setting.
 Field trips increase understanding of concepts by pupils.
 Field trips promotes intellectual skills.
 Field trips contribute to personal and social development and
growth in self-confidence and self-esteem.
 They also enable pupils to grow regarding respect for others and
emphasis on collaboration rather than competition.
 However, field trips need more preparation and a lot of
responsibility on the part of teachers.
5 x 16 marks each
D Conclusion 5
Highlights of the salient points discussed.
E Total 100
149
QUESTION 5
Evaluate the importance of formative and summative assessment in the teaching and
learning process.

A Introduction 5
Highlights on how the question shall be treated.
Formative assessment – Is a form of evaluating pupils‘ work during

the course of instruction.
Summative assessment – is a form of evaluating pupils‘ work at the

end of the course. 10
Teaching and learning process
2.x 5 marks each

C Evaluating the importance of formative assessment in the teaching
and learning process.
 Enables the teacher appraise pupil progress.
 Enables the teacher diagnose problems. 40
 The teacher checks if objectives are being achieved. Improves pupil
performance.
 Indicates what is needed for future preparation.
 Enables pupils to adjust to the depth of content required.
Any 4 x 10 marks each
D Evaluating the importance of summative assessment in the teaching
and learning process
 Assist curriculum designers to revise the curriculum.
 Helps in selecting pupils for placement in jobs, vocations or
streaming them in the school
 Enables pupils to get certification requirements.
E Conclusion 5
Highlights of how the essay has been treated.
F Total 100
150

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FACULTY OF ARTS AND EDUCATION

DEPARTMENT OF TEACHER DEVELOPMENT

POST GRADUATE DIPLOMA IN EDUCATION

PGDE110: CURICULUM SUBJECT OPITON 1

Item Description Mark (%)

C Assessing the value of pupil talk in the teaching and learning 80

Curriculum subject – is an area of specialisation by the teacher for

Item Description Mark (%)

Item Description Mark

C Examining the use teacher made tests in the teaching of one‘s 80

DEPARTMENT OF TEACHER DEVELOPMENT

POSTGRADUATE DIPLOMA IN EDUCATION

PGDE215: ENTREPRENEURSHIP IN EDUCATION

Abridged model answer

1. Discuss any four factors that influence entrepreneurial development

Any two key terms x 5 marks each

A discussion of any 4 factors x 20 marks each 80

2. Evaluate the benefits of vocational and technical education.

3. Analyse the significance of resource utilization in entrepreneurial strategy formulation.

Any two key terms x 5 marks each

4. Discuss the management skills needed at various levels of management.

ITEM DESCRIPTION SCORE

Any two key terms x 5 marks each

Any two key terms x 5 marks each

DEPARTMENT OF TEACHER DEVELOPMENT

POST GRADUATE DIPLOMA IN EDUCATION

PGDE101: PHILOSOPHICAL PERSPECTIVES IN EDUCATION

1. Examine how group work promotes critical thought processes

Item Description Mark (%)

Item Description Mark (%)

C Challenges the teacher faces in implementing democracy in 80

3. Critically examine the tenets of John Dewey’s philosophy of pragmatism.

Item Description Mark (%)

4. Analyse the strengths of the responsible professionalism approach to teaching.

Item Description Mark (%)

5. Membership to professional organisations enhances professional growth of a teacher. Discuss

Item Description Mark

FACULTY OF ARTS AND EDUCATION

A review of points raised above

(iii) learning process

(iv) hierarchy of needs

The student to identify any four strategies

5. Examine any four elements in an individual counseling relationship. [100]

FACULTY OF ARTS AND EDUCATION

DEPARTMENT OF TEACHER DEVELOPMENT

Abridged model answer

PGDE 103 Sociological Perspectives in Education

Item Description Possible

2. Society is state of equilibrium/balance. Disequilibrium caused by external forces or

c) State is a neutral moral force, a neutral arbiter in any conflict in society.

[Any Two tenets 2X20 = 40]

(b)Implications of Functionalism on PURPOSE of Education in Zimbabwe [40 marks]

Education develops people to take up different roles (occupational specialization). Society

[Any FOUR purposes linked to functionalism: 4X10 = 40]

Item Description Possible

[Explanations of the two concepts: 2X5 = 10] 10

[Any FIVE socialising practices: 5X16 = 80]

Item Description Possible

C (a) Discussion on three different approaches to explain deviance

The Interactionist Approach

[Any three of the above: 3X20 = 60]

ii. Making the classroom experience rewarding and pleasurable.

iii. Counseling problem pupils rather than demeaning or castigating them.