The researchers set out to identify the gaps between the Republic of Zimbabwe National Water Policy and its implementation. A qualitatively-oriented desk review provided the step-by 61 Contribution/ OriginalityThis is an original and unique article on the qualitative gaps between Zimbabwe's NationalWater Policy and its implementation as social policy issues. The study contributes to the limited empirical knowledge and literature on effective policy implementation.

In Zimbabwe there are no comprehensive programmes to assist visually impaired school leavers to find employment. The problems faced by visually impaired people in getting employment were the thrust of this study. The study was carried out in Mashonaland East, Mashonaland West, Masvingo and Harare provinces. Using questionnaires, data were collected from 20 unemployed and 20 employed visually impaired persons respectively and also from 10 employers of visually impaired persons. The data collected were analysed by using descriptive statistics. The study proved that visually impaired people were productive, loyal and capable of doing a number of jobs. It was further established that gender was not a factor in the employability of visually impaired people. The study revealed that lack of information by employers about visual impairment was a major cause of the problems faced in the labour market by visually impaired people. The general scarcity of jobs in the country had very little to do with the unemployment of visually impaired people. Recommendations on the employability of the visually impaired were made. The conclusion summarised the findings of the study.

In the Zimbabwe education system, there are comprehensive programmes in the area of supervision. These programmes are offered by different institutions. Regrettably, none of these programmes has been extended to cover supervision of specialist teachers teaching in special schools, resource units and special classes. Determining the effectiveness of supervision of these teachers was the thrust of this research study. The study was carried out in two provinces of Mashonaland East and Harare. A qualitative descriptive survey was used to collect data from a sample of fifty teachers. Results indicated that supervision of specialist teachers left a lot to be desired. It was revealed that supervision by supervisors who were not trained in the area of special education was not benefiting the teachers. The study also found out that supervision was regarded as a way of finding faults and destroying the confidence of supervisees. On the whole, it was established that supervision of specialist teachers was not being carried out effectively. Recommendations made included the following: that teacher education colleges should offer a supervisory component in special needs education, that school heads needed staff development in supervision of specialist teachers and that there was urgent need to invest in financial and material resources to realize effective supervision. Attitudes of mainstream teachers and supervisors towards special needs education also needed to change for the better, since these were found to be a major factor in impeding effective supervision. The appointment of Education Officers and District Education Officers who are trained in special needs education also needed to be attended to as a matter of urgency.