Abstract:
Teaching and learning in Chivi South District of Zimbabwe had been on a rosy path up until the construction of Tokwe-Mukosi Dam in 2014 which triggered educational challenges. Using interviews and observations, data were generated from six purposively sampled participants made up of four teachers and two school heads. The study, informed by the chaos theory, adopted the case study within the qualitative paradigm to solicit information from those who experienced the disaster. It came to light that upstream flooding at Tokwe-Mukosi Dam caused by unpredictable heavy rains displaced people within the vicinity, and subsequently disrupted teaching and learning activities. School children experienced a break in education, a delay in the accomplishment of the study programme and a miss of some vital concepts necessary for continuity. The study recommends detailed pre-project baseline surveys to be conducted in order to draft a resettlement plan first before commencement of dam construction. It also recommends the introduction of holiday lessons, Performance Lag Address Programme, Accelerated Learning Programme, extra lessons and injection of educational resources among others in order to put back on track the teaching and learning processes.
