MSUIR Repository

The models of democracy that can be suitably applied to Zimbabwe school education system

Show simple item record

dc.contributor.author Magama, Trust
dc.date.accessioned 2019-04-29T13:49:49Z
dc.date.available 2019-04-29T13:49:49Z
dc.date.issued 2017
dc.identifier.uri http://hdl.handle.net/11408/3587
dc.description.abstract The study explored the models of democracy that can be suitably applied to Zimbabwe school education system. This was driven by the fact that most African countries have not adopted proper models democracy in their institutions including schools. The study was also necessitated by the fact that democracy has historically proved to be closely to human flourishing. (Glaeser, Ponzetto & Shleifer, 2006; Halperin and Weinstein, 2005; Mangu, 2004; Pinar, 2003; and Carr, 2000). In light of the foregoing, the study argued that there are many models of democracy that can be suitably applied to Zimbabwe school education system. The theoretical analytical approach was used to critically analyze the issues under study. The study established that six models of democracy can be suitably applied to Zimbabwe school education system and these are classical democracy, direct democracy, indirect democracy, protective democracy, deliberative democracy and cosmopolitan democracy. The study, therefore, recommends that the government ensure that democracy is a chief ingredient in the education system. Various models of democracy ought to be embraced in the Zimbabwean education and be implemented in an integrated approach. There is also a need to have ubiquitous workshops with all the stakeholders in the education system on the importance of democracy in school. Learners must be allowed to have their freedom freely expressed in the schools without threats from the responsible authorities. There is need by the government and other organizations to enlighten learners in the schools so that they are empowered in regard to democracy. The study also recommends that any change in the education system ought to be a brain child of all the stakeholders and not a reform from above. There is also a need to jealously guard the freedoms, rights and opportunities of teachers, pupils and other stakeholders from infringement by the government. Deliberation ought to characterize the education institutions in the country and every learning must be characterized by critical thinking and rationality by all and finally any decision in the schools must be rendered valid after having voted for it and the majority endorsed it. en_US
dc.language.iso en en_US
dc.publisher Midlands State University en_US
dc.subject Democracy en_US
dc.subject School education system en_US
dc.subject Zimbabwe en_US
dc.title The models of democracy that can be suitably applied to Zimbabwe school education system en_US
dc.type Other en_US


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search MSUIR


Advanced Search

Browse

My Account