European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.59280
Volume 2│Issue 1│2016
AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE
COLLEGES TO EDUCATION IN ZIMBABWE: A CASE STUDY OF
TEN PRIVATE COLLEGES IN HARARE PROVINCE
Robson Mhandu1, Ignatius Isaac Dambudzo2i
1,2
Zimbabwe Open University, Harare, Zimbabwe
Abstract:
The research sought to examine the contribution made by private colleges to education
in Zimbabwe using a case study of ten private colleges in Harare Province, Zimbabwe.
The study was motivated by the discovery that while the private colleges are an
important phenomenon in Zimbabwe, some are failing to adhere to the requisite
education standards of the education system in Zimbabwe. The researcher made use of
a case study research design with a total sample of 609 respondents. Stratified random
sampling was used to select 3 principals, 3 expert educationists, 18 administration staff,
90 academic staff, 450 learners and 45 parents/guardians. The results are based on data
that was collected using questionnaires, observations and interviews as the research
instruments. Tables, charts, graphs and qualitative descriptions were used to analyse,
present and interpret the collected data. The research findings revealed that some
private colleges are located within areas that are not conducive for effective and
efficient teaching and learning. Aspects of culture, heritage and national history of
Zimbabwe were not being taught in private colleges. The majority of teachers employed
by private colleges are unqualified for the teaching profession. The author made
significant recommendations, including that education planners should consider the
location of private colleges in areas that are conducive for effective and efficient
teaching and learning, educational authorities must ensure conformity to the approved
national education curriculum being offered by all schools, including private colleges,
in Zimbabwe and private colleges must realize that investment in teacher development
is a pre-requite for effective and efficient teaching and learning.
i
Corresponding author: Ignatius Isaac Dambudzo, idambudzo@yahoo.co.uk
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
Keywords: private college, contribution, education, Zimbabwe, access, policy makers,
educational planners, teachers
1.
Introduction
There is a serious need for the government, educational planners, policy-makers and
policy implementers to be alert and knowledgeable about the existence of private
colleges for prudent educational planning. The Education Ministry should be clear on
the operations of private colleges to give direction and guidance. Tooley and Dixon
(2005), postulate that many observers in the field of education believe that private
education is concerned only with serving the elite or middle classes, not the poor in
society. There is a strong perception that unregistered and unrecognized private
colleges produce the lowest quality of education, which demands detailed regulation or
even closure, by governmental authorities. The findings of Tooley and Dixon (2005)
from a two-year in-depth study in India, Ghana, Nigeria, and Kenya suggest that
private education is not all about negative impact. They argue that private education
institutions have played and indeed, are playing an important role in significantly
reaching the poor and satisfying their educational needs. Ncube and Tshabalala (2014)
argue that due to financial constraints, governments especially in the developing world
are sometimes unable to meet the educational demands of their populations. This has
given rise to the establishment of private educational institutions to help augment the
efforts of the governments. Zimbabwe is no exception.
Mafa (2013) argues that during the past fifteen years, numerous private colleges
have sprung up throughout Zimbabwe. Both negative and positive perceptions exist to
this new phenomenon within the education field. Against the private colleges comes
the multipronged stigma that claims that firstly, some of these institutions operate in
unsuitable sites for educational business. Secondly, some allegedly use unqualified
personnel for teaching and learning purposes. Dube (2009) argues that child rights
activists in Zimbabwe are accusing private colleges of profiteering as desperate parents
lose patience with disgruntled government teachers and the plummeting standards in
mainstream state-run educational institutions. Social scientists like Gaidzanwa and
Mhloyi (2012) have revealed the claim that students who learn in some of these private
colleges possess some characteristics which are negatively associated with education.
This is because some of the students who come from private colleges portray lower
levels of motivation towards learning than those who come from public schools,
Shumba (2008) however, applauds private colleges for offering education
services to a number of children who could not be accommodated in the government
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
and council run schools because of overcrowding. In addition to broadening access to
education, private colleges have also introduced an element of diversification. This
involves having high levels of flexibility in terms of learning timetables and the amount
of subjects per student. This enables students to specialise in their areas of interest.
Harare Province, Zimbabwe s largest and the fastest growing urban settlement
provides the most fertile ground for a thorough investigation into the contribution, both
negative and positive, of private colleges to education. Harare has a high concentration
of both the old private colleges and the newly established institutions. While the city
centre hosts most of the old private colleges, residential areas have become the main
attraction for the newly established private colleges.
Table 1.1: List of Private Colleges in Harare
Names of Private Colleges
Speciss College
Herentals College
B & P College
Central African Correspondence College
Ranch House College
Zimbabwe Distance Education College
PACE College
People s College
Trust Academy
Maranatha Private College
2.
Statement of the Problem
As demand for education is continuously rising, mainstream schools are no longer able
to accommodate all the children who want to pursue education in Zimbabwe. This has
resulted in the increase in the number of private colleges in order to curb for the
increasing demand for education. While some of the private colleges are fully furnished
in terms of equipment, teaching and learning materials and better paid and qualified
personnel, some private colleges are not up to the same standard. Hence there is need to
answer the research question: What is the role played by private colleges in the
provision of education in Zimbabwe?
3.
Research Objectives
To find out if the location of the private colleges are conducive for effective
learning.
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
To investigate whether the curriculum being taught at the colleges is the one
prescribed by education authorities.
and efficient learning.
and efficient teaching and learning.
4.
To determine whether the private colleges have adequate resources for effective
To establish whether the teachers at private colleges are qualified for effective
To determine the impact of private colleges on secondary school education.
Research Questions
The study sought to provide answers to the following research questions;
Is the location of the private colleges conducive for effective teaching and
learning?
mainstream schools?
efficient teaching and learning?
subjects?
Is the curriculum offered by private colleges comparable to that offered by
Do the private colleges avail adequate resources to students for effective and
Do the private colleges employ properly qualified teachers for all the various
Are the private colleges making a positive or negative impact to education in
Zimbabwe?
5.
Significance of the Study
In the challenging economic environment in which Zimbabwe finds itself presently, this
study seeks to clarify whether parents hard earned income is being put to effective and
efficient use by sending their children to private colleges. Are the children missing out
on any educational gains by not enrolling at mainstream formal secondary schools? The
study will highlight the advantages and disadvantages to parents and the children
themselves in attending the private colleges. The study will highlight the extent to
which Zimbabwe stands to benefit in terms of broadened access to education through
private colleges as they complement the traditional formal schools. The study will also
highlight how the Ministry of Education in Zimbabwe will benefit in terms of revising
its policy and practices through addressing the challenges being experienced in private
colleges which need redressing will also be.
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
6.
Limitations
Targeting only ten private colleges, is a serious threat to the validity of the research as
only ten private colleges may not give a clear representation of the general scenario
obtaining in Zimbabwe. The ten colleges chosen represent the typical private college
types found in Zimbabwe ranging from those that were established more years ago to
the new ones, established inside the last decade with some real young ones with barely
enough classrooms from which to operate.
7.
Delimitations of the Study
Due to time limitations, ten colleges were chosen from the Harare area only. The
examination catered for the views of the college principals and students through
questionnaires and interviews. However, the total contribution of the parents views
was not addressed by this research because of time constraints. The research was
confined to the period July 2015 to October 2015.
8.
Literature Review
8.1
Education in Zimbabwe and Private Colleges
The hallmark of education policy in Zimbabwe is enshrined in the supreme law of the
land. Article 75 of the Constitution of Zimbabwe, focuses on the right to education. It
explains that Every citizen and permanent resident of Zimbabwe has a right to a basic
state-funded education, including adult basic education; and further education, which
the State, through reasonable legislative and other measures, must make progressively
available and accessible. The education system in Zimbabwe now consists of two
distinct categories. First is Primary and Secondary Education. Second is Higher and
Tertiary Education.
Primary education is now nine years in Zimbabwe. This includes two years of
early childhood development known as ECD “ and ECD ” and then seven years
from Grade One to Grade Seven. A national examination under the auspices of the
Zimbabwe Schools Examinations Council [ZIMSEC] is conducted in the final year of
primary, which is Grade Seven. The Grade Seven Certificate determines entry into
secondary education.
Secondary education in Zimbabwe is six years. The first four years end with
students sitting for Ordinary Level national examinations, also managed locally by the
Zimbabwe Schools Examinations Council. An Ordinary Level pass of at least five
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CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
subjects at Grade C or better determines entry into Advanced Level which has Lower
Sixth Form and Upper Sixth Form or entry into a college for diploma courses or
university for degree programmes. The Zimbabwe Schools Examinations Council also
manages the national examinations at Upper Sixth Level, which determines entry into
colleges for diploma courses or universities to take up degree programmes.
Higher and tertiary education is done at colleges and universities. Teacher
training colleges, polytechnics and agricultural colleges offer mainly certificates and
diploma courses ranging from one to four years, combining theory and practical work.
Universities offer degree programmes ranging from three to four years at ”achelors
level. Two to two and a half years for Masters Degree programmes and three to five
years for Doctoral programmes.
Mandaza (1995), argues that at independence in 1980, the new Zimbabwe
Government adopted a human capital development model, driven by an expansionist
and socialist ideology. This approach was aimed at addressing colonial imbalances
which favoured the minority white population discriminating against the black
majority. Zvobgo (1986) says the bulwark of this expansionist and socialist policy was
free primary education under-pinned by the policy of education for all.
Primary schools increased by 200 percent by 1990 and secondary schools more
than doubled, increasing from one thousand five hundred to three thousand and fortyeight as demand for education rose astronomically. The government also introduced
Adult Literacy to provide opportunities for Zimbabweans especially those who were
disadvantaged by the liberation struggle to take up both primary and secondary
education. The first 10 years of independence recorded remarkable success in terms of
broadening access to education and increased infrastructure development, for both
primary and secondary education.
However, after the year 2000, Zimbabwe experienced an economic meltdown,
that witnessed a serious negative impact on the education system. Schools, colleges and
universities lost teachers and lecturers while students dropped out of the schools
because of lack of financial and material resources.
Chetsanga (2011) reveals that Botswana, South Africa, Britain, the United States
of America, Australia and Canada were major destinations during this exodus.
“ccording to Hapanyengwi
during the country s socio-economic crisis, service
provision in education suffered severely in Zimbabwe, especially in 2007 and part of the
2008, as teachers and lecturers concentrated on meeting basic survival needs through
alternative means, leaving core academic business unattended. Besides the economic
crisis, there were problems of localization of examinations which led to corruption and
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CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
cheating through the opening and selling of exam papers, deterioration of learning,
teaching and examination standards.
A new wave of private colleges mushroomed in Zimbabwe, driven by the
objectives of making money, especially outside government employment. The majority
are run by indigenous black Zimbabweans in high-density, middle density, low density
and the central business districts in cities and towns, with varied and diverse features
and characteristics.
This new phenomenon of private colleges is significantly evident within the
country s urban areas, where proprietors seek to make quick financial gains at the
expense of high demand for education services particularly secondary education.
Nziramasanga (2009), says establishing private colleges has become part of business
ingenuity for Zimbabweans who have made substantial savings and are willing to
invest for the future.
Mafa (2012) argues that there are rising fears that private colleges, once
frequented by those who had initially failed their public examinations especially at
Ordinary and Advanced Levels, are compromising education standards. Ncube and
Tshabalala (2012), point out that private colleges have come in to help the situation
where government is finding it difficult to finance education services under the ever
rising demand. Therefore private colleges have aided in meeting the rising demand of
education in Zimbabwe. However, due to improper management of the institutions in
some cases, the private colleges are negatively affecting educational standards in
Zimbabwe.
Thus, a combination of pre-colonial educational enterprises, post-independence
era educational enterprises and modern era enterprises born in the midst and aftermath
of the economic challenges, make the whole cast of private colleges in Zimbabwe. In
modern era, some started offering primary education and have grown to offer
secondary education; some began offering secondary education and professional
courses partnering other colleges and universities. Some started as church-run
institutions that have grown to become universities.
8.2
Private Colleges
Makura (2011) postulates that private colleges, also known as independent schools or
non-state schools, are not administered by local government authorities or national
state government. Hein (2004) reveals that although there are statutory rules and
regulations governing the establishment and final approval for running private
colleges, these educational enterprises, retain the right to select their students, run their
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CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
operations independently and are funded in whole or in part by charging their students
tuition fees, rather than relying on mandatory taxation through public funding.
According to Kaitev (1999) private colleges are all formal schools that are not
public, and may be founded, owned, managed and financed by individuals or
organisations other than the state, even in cases where the state provides most of the
funding and has considerable control over these schools (teachers, curriculum,
accreditation, approval and quality assurance).
Mandaza (2001) argues that private colleges are not a new phenomenon in
Zimbabwe. They date back to pre-independence era, where correspondence educational
enterprises helped the marginalized African majority who were eager to pursue their
studies despite having been pushed out of the formal system by the colonial
discriminatory policies of the white racist political regime. Central African
Correspondence College, Ranche House College and People s College were prominent
in offering academic programmes as well as professional courses like bookkeeping,
clerical, typing and secretarial, and salesmanship. These were established and owned
by white proprietors, as business entities.
The modern era has seen the birth of private colleges established, wholly-owned
and run by indigenous Zimbabweans, the majority of them former education
employees with some of them being business persons who partner with educationists.
The founding of private colleges by indigenous Zimbabweans was through Zimbabwe
Distance Education College, ZDECO, founded and run by the late national hero, Dr
Sikhanyiso Ndlovu. Then comes Speciss College, Herentals College, Ezekiel Guti
College and a wide range of indigenous-owned private educational enterprises now in
existence nationwide.
The table below shows the classification of private schools or colleges:
Table 2.1: Classification of Private Colleges
Type
Origin
Community
The
Context
majority
emerged
when These
colleges
are
normally
communities wished to complement registered by public authorities.
insufficient
provision
of
public They are regulated under public
education, while some developed from legislation
missionary institutions.
Religious
and
receiving
public
subsidies.
Developed for historical reasons, often These
colleges
are
normally
appearing before the arrival of public registered by public authorities.
education.
They are also regulated under
public
legislation
and
receiving
public subsidies.
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
Spontaneous
Arose in specific learning conditions to Normally
not
approved
or
meet particular demands of the rural registered and they do not receive
and urban poor.
public funding. Funds accrued from
minimal
fees
levied
by
the
community.
Profit Making
Arose as a result of diversification Conformity to registration process
/unmet rising demand for education.
varies. The well-established colleges
Usually, but not always, urban based are the most likely enterprises for
and serving the middle and upper class adherence to the system. The less
in society. Volume of the fee payment established
varies considerably from class to class.
evade
rules
and
regulations set by state authorities.
Source: Adapted from Kitaev (1999)
8.3
Private Education in a low-Income Country
Figure 2.1: The proportion of schools by type
Percentage
Source: Tooley, J., Dixon, P., 2005. Private Education Is Good For The Poor: A Study Of Private Schools
Serving The Poor In Low-Income Countries. Cato Institute
Figure 2.1 above shows the proportion (in percentage) of government schools and
different types of private schools in three low income countries. The low income
countries are India, Ghana and Nigeria. There are three types of private schools that is,
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
private unaided recognized/registered, private unaided unrecognized/unregistered and
private aided schools. As shown, in the three countries government schools constitute
less than forty percent (40%) of the total number of schools while the remainder are
different types of private schools.
According to Tooley and Dixon (2005) the notion that private schools are
servicing the needs of a small minority of wealthy parents is misplaced. Zimbabwe,
being one of the low-income countries in Africa, is also characterized by private schools
that service the needs of more than the small minority of wealthy parents.
9.
Empirical evidence
9.1
Positive Contribution
According to Nziramasanga (2011) one of the positive contributions that are brought
about by private colleges to education in Zimbabwe is the broadening of access to
education. This is because private colleges are able to provide education to those who
may not be able to go into the formal system.
Another positive contribution of private colleges is that they help in reducing the
percentage of school dropouts in Zimbabwe while increasing literacy levels. Therefore
private colleges promote the need for all individuals to be educated. This is supported
by the Education Management System Report (2013) which revealed that the level of
school dropouts was at 43 percent by end of 2013. Additionally, Private Colleges have
significantly contributed to the 92 percent literacy rate.
Furthermore, private colleges provide a new and fresh form of approach to the
education system in Zimbabwe. This is because private colleges help in teaching
practical life skills and diversity in language skills locally and internationally. In
addition, some private colleges operate manageable class sizes and moderate teacherstudent ratio, all aimed at enhancing effective and efficient teaching and learning.
Maponga (2015) says that one of the important positive contributions by private
colleges to education in Zimbabwe is that they are flexible and convenient for those
different individuals who do not suit or are no longer eligible for the formal school
especially in terms of age, number of subjects, learning timetable and fee payment
structures. This means that private colleges can help those who need to supplement
different subjects at different levels.
In addition, Maponga (2015) states that private colleges help to reduce
unemployment in the country. This is because private colleges provide employment for
teachers failing to get employment in the formal system, especially those returning from
the diaspora. Furthermore, Maponga 2015 states that private colleges are evidence and
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
practical examples of entrepreneurship in line with indigenization policies and the
Zimbabwe Agenda for Sustainable Socio-Economic Transformation (ZIMASSET). This
is because some of the private colleges are owned by local individuals which are a
benefit to the country.
Furthermore, Ncube and Tshabalala (2012) point out that one of the positive
contributions by private colleges is easing the Government s budget problems in
handling the critical field of education allowing it to allocate financial resources to other
critical areas. UNICEF (2010) argues that the Government of Zimbabwe allocates about
12 percent of its national budget to primary and secondary education, with enrolment
standing well over 90 percent at primary school level.
Private colleges have also helped the government in supporting the education for
all policy, promoting human rights, reducing the spread of HIV and AIDS and
promoting public health through education (Ncube and Tshabalala, 2012).
9.2
Negative Contribution
Nziramasanga (2011) reveals that there are several negative factors brought about by
private colleges within education in Zimbabwe. Private colleges lack a formal school
culture in terms of norms and values. This is supported by Ahmed (2013) who states
that some private colleges are located near sites that negatively affect pupil behaviour.
Therefore the choice of non-conducive sites for private colleges is one way in which the
rise of private colleges has negatively affected education; for example, conducting
lessons under high tension cables, near market places or beer gardens.
In addition, the infrastructure for some private colleges does not support
practical subjects as well as conducive environment for effective and efficient teaching
and learning. For example, high-storey buildings in the central business district, in the
middle of residential areas, where there are no playing grounds and adequate water
and sanitary facilities.
Nziramasanga (2011) also states that private colleges create class distinctions
based on fee structures. This means that some private colleges end up creating a
discriminatory environment through fees structures that are not affordable to all
members of the public.
In addition, private colleges teach their own curriculum which is not in line with
approved government curriculum. Private colleges exclude culture issues in their
curriculum and this is because they offer non-local curricula such as Cambridge
Syllabus discarding ZIMSEC Syllabus. Therefore this leads to private colleges
impounding and injecting foreign ideologies and cultural beliefs. Bowora (2013) argues
that one of the reasons why private colleges bring about negative factors is because they
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CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
do not enjoy formal government benefits as public schools such as School Improvement
Grants (SIG) presently sponsored by UNICEF in Zimbabwe, Basic Education Assistance
Module, presently sponsored by the Swedish Development Aid. Therefore in the end
private colleges refuse to align with centralized curriculum and this negatively affects
the national strategic economic and development programmes such as ZIMASSET.
In addition, Bowora (2013) states that private colleges do not address vital
aspects of modern development such as sport in schools. This does not align with the
requirement for schools in Zimbabwe to offer physical education for all children which
involves sporting activities.
Private colleges also fail to offer practical subjects like agriculture, metalwork,
woodwork, fashion and fabrics, food and nutrition (Bowora, 2013). This also does not
align to Zimbabwean education standards that require school children to do practical
subjects.
Private colleges employ and use unqualified personnel (both in teaching and
administration) resulting in ineffectiveness and inefficiency. Unqualified personnel are
not equipped with the knowledge of using school resources and the proper teaching
methods. This leads to misuse of school resources, ineffectiveness and inefficiency.
Dube (2009) argues that private colleges focus too much on making profit hence
they are accused of profiteering by hiring untrained and unqualified teachers who lack
the basic competencies of the teaching profession. In addition, they do not follow good
corporate governance practices in terms of being formally transparent and accountable.
This is because some of the private colleges are not even registered as required by the
Education Act (1987) in Zimbabwe.
Dyanda and Mavhuna (2004) point out that private colleges lack administration
personnel, administration and finance systems required to run educational institutions
for effective teaching and learning. This means that private colleges promote corruption
by evading rules and regulations, sometimes bribing education authorities not penalize
them for lack of requisite materials and infrastructure, even for lack of proper
registration.
Hapanyengwi (2012) reveals that one of the significant grey areas about private
colleges is that the teachers at private colleges are not aware of the rights of the child.
This means that they are not aware of their rights under the Universal Declaration of
Human Rights (UDHR).
Mhandu (2010) raises concerns about the health of students and everyone at
private colleges. Private colleges, particularly in the high density areas subject students
to overcrowded conditions, without provision of health services, adequate water and
sanitation facilities or staff with knowledge of public health.
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9.3
Location of Private Colleges
Kuenne
in Private Education and Entrepreneurship in East “frica. “ Case
Study of private schools in Kibera, argues that the ideal location for private colleges for
effective teaching and learning, should be away from heavy industrial sites to ensure
safety and security of learners.
Peterson
in Quality Education, the Role of the Teacher reveals local
government regulations and by-laws designate areas for land use in urban areas and
there is land allocated for educational institutions in line with local government plans
and regulations.
Freire
in Ideal Private Colleges and the Right Environment says private
colleges must not be isolated from key social and economic facilities like health care
centres, business and shopping complexes and efficient water, sanitary and electricity
supplies.
”oateng
in Private Schools and Conducive Environment for Education ,
emphasizes the importance of effective transport network, water, power and energy
networks and internet connectivity in establishing a private college conducive for
effective teaching and learning. Schaenen (2014) says this has a direct impact on the
time allocated to every subject, every day, every week and every month and year.
9.4
Curricula offered
Oxford Royale Academy (2012) argues that in the modern world both academic and cocurricula activities are important in preparing learners practically for the future. Life
survival skills in line with the interests and passion of the learners lay a strong basis for
a strong and more meaningful future.
“ndrews
in Production of Learners of Integrity and Innovation , says
learners should be given the best opportunities to shape their future. Schaenen (2013)
argues that technical and vocational subjects like woodwork, food and nutrition, art and
agriculture are vital for producing learners who will not be slaves of the formal
employment system. Ann-Barge (2015) argues that co-curricula activities in the form of
clubs, debate, technology and web-designing, all other subject clubs, ensure the
teaching of practical life survival skills. These include time management as well as
developing talents, interests and passions for the learners.
9.5
Provision of Resources
Nziramasanga (2001), argues that time is an important resource in the field of
education. Time must be well managed through clear-cut time-tables that are used with
strict discipline and effective and efficient supervision, to ensure every subject is
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allocated adequate time to the maximum benefit of the learner. Every subject. Swartz
(2013) argues that learning media, instruments, ideal infrastructure including
classrooms, laboratories, libraries, computers, health, water and sanitary facilities as
well as qualified teachers are vital resources that must be adequately availed to learners
for effective teaching and learning. Mabodile (2001) emphasizes the importance of
investing in teacher development as a pre-requisite for effective teaching and learning.
UNICEF (2013) has highlighted the importance of having qualified teachers,
instructional materials like textbooks, inspection and supervision personnel and the
right techniques for inspection, supervision and conducive working conditions. Koper
(1998) argues that the human resources aspect in terms of well-trained teachers is the
key to effective teaching and learning.
Lewis (2007) while safety and security are paramount at private colleges,
supervision of instruction through ideal methods and techniques, helps to ensure
effective and efficient teaching and learning. Ideal resources for planning, scheming,
report writing and staff development programmes are the key for successful teaching
and learning.
It is against this background that UNICEF (2013) injected millions of dollars in
teacher training in Zimbabwe. They argue that investing in the teacher is the best
strategy for ensuring quality education through effective and efficient teaching and
learning. On the other hand,
hundred percent (100%) of principals reported that
limited financial resources hindered all efforts to get the best teachers for all subjects
even though the will power and plans are in place.
10.
Research Methodology
The study employed qualitative and quantitative research methodologies. This enabled
detailed description of private colleges and their contributions to the education in
Zimbabwe. The qualitative allowed expression of feelings and perceptions of different
stakeholders about the contributions private colleges made to the education in
Zimbabwe. The combination of the two methodologies enabled a detailed examination
of private colleges as learning institutions. The mixed approach also enabled
triangulation thereby increase validity and reliability of the outcomes of the study.
The research was a case study focusing on ten private colleges in Harare
Province of Zimbabwe.
Questionnaires, interviews and observations were employed as the data
collection instruments.
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10.1
Research Design
10.1.1 Case Study
According to George and Bennett (2004), a case study refers to a research that is
characterized by process tracing. Yin (2003) categorises case studies into three i.e.
explanatory, exploratory or descriptive. Explanatory case studies were used to explore
and explain the presumed causal links between private colleges and education in
Zimbabwe. Descriptive case study was used to describe interventions or phenomena in
this case experiences of private education offering. This research adopted the
explanatory case study in order to examine the contribution of private colleges to
education in Zimbabwe using ten private colleges in Harare Province.
10.1.2 Target Population
Ten private colleges were the unit of analysis. This research target ten private colleges,
ten principals, sixty members of the administrative staff, three hundred members of the
academic staff, one thousand five hundred students and six eminent educationists
(Education Officers, Directors etc).
10.1.3 Sample Size
In this study a sample size of 30% of the targeted population was used. This research
targeted a sample size of three principals, eighteen members of the administrative staff,
ninety members of the academic staff, four hundred and fifty students and 2 eminent
educationists.
10.1.4 Sampling Technique
In this research stratified random sampling technique was used because the population
from which the sample was drawn did not comprise a homogeneous group. This means
that there were different categories of respondents within the population that is
principals, academic staff, administrative staff and students. A total of six hundred and
nine (609) participants took part as shown in table 3.1.
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Table 3.1 Population and Sample Structure
Population
Principals
Eminent Educationists
Administrative staff
Academic staff
Students
Parents/Guardians
Total
Sample
10
3
9
3
60
18
300
90
1500
450
150
45
2029
609
10.1.5 Research Instruments
The researcher used interviews, questionnaires and observations to gather data.
10.1.6 Questionnaires
In this research both open ended and close ended questions were used because they
ensured confidentiality of the respondents. They also encouraged honesty from the
respondents due to anonymity involved particularly for biographical data. However,
using questionnaires posed some problems. For example, some of the respondents
forgot to complete the questionnaires. Reminders were sent to the participants and
completed questionnaires were returned. In this study questionnaires were used to
gather data from students and academic staff only.
10.1.7 Interviews
Interviews were used in this research because they allowed prompt responses. They
also helped the researcher to have a personal contact with the respondents to enable
observation of emotional expressions and other non-verbal communication forms.
However, using interview involved some challenges. The interviewees may have given
information just for the sake of talking therefore the researcher explained clearly the
importance of the study to ensure seriousness of the respondents. In this study
interviews were used to gather data from principals, administrative staff, expert
educationists, teachers and learners. Focus of the questions was on the positive and
negative contributions of private colleges to education. The questions and answers were
meant to provide rich data on the research question.
10.1.8 Observations
Observations took place during interviews, group discussions, participation and
planned inspections of physical infrastructure and documentation. In this research
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study observations were used to gather data from teachers during instructional
processes, principals, expert educationists, teachers and learners during interviews.
Critical documents such as record books, registers, scheme books, exercise books, plan
books, reports and inspection forms were also examined to get insight into the
operations of private colleges/schools.
10.1.9 Data Collection Procedures
The researcher contacted the appropriate authorities to obtain permission to
enter the ten private colleges where the research was conducted. This helped to
clearly identify the respondents to receive questionnaires and to be interviewed.
A pilot test was carried out to determine the strengths and weaknesses of the
questionnaires. This involved running a mini survey to ensure validity and
reliability of research instruments.
After the pilot study necessary corrections were made before the actual
administration of the research instruments.
10.2
Reliability and Validity
10.2.1 Reliability
A pilot study was carried out to identify some problems in relation to the questionnaire.
The questionnaire was piloted first in randomly selected colleges in Harare. The pilot
study re-assured that the instrument to be used by the researcher would yield
consistent results. The researcher used both questionnaires and interviews as means to
obtain consistent results. The questionnaire was designed to guarantee reliability
because there was anonymity of the respondents as well as the institutions.
10.2.2 Validity
Validity is to ascertain exactly what was expected or intended. The pilot study gave the
researcher an overview of how the participants would understand the questions, the
format to answer them as well as the relevance of the questions to the study. Results of
the pilot study enabled the researcher to make some changes, thus clarity of the
questions and the type of feedback received enabled re-visiting the questionnaire.
Through the pilot study, content and face validity of the questions were addressed.
10.2.3 Ethical Issues
“ccording to Saunders
ethics refers to the appropriateness of one s behaviour in
relation to the rights of those who become participants of one s work or are affected by
it. In this research the researcher observed four ethical rights of participants which are
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the right to confidentiality, informed concernt, anonymity, freedom from harm and
invasion of privacy.
10.2.4 Informed Consent
Cornmark (2000) explains that informed consent is a legal procedure to ensure that a
patient, client and research participants are aware of all the potential risks and costs
involved in a treatment or procedure. Therefore in this research the researcher informed
the participants about what would happen during the research so that they decide to
participate or not from an informed point of view.
10.2.5 Confidentiality
The right to confidentiality - the researcher gave assurance that information they gave
would not be divulged to third parties.
10.2.6 Privacy
Privacy is an issue that is of importance to participants. According to Smith (2005),
experts say that researchers need to device ways to ask whether participants are willing
to talk about sensitive topics without putting them in awkward situations. In this
research, the researcher explained the reasons that help secure permission, enable
private behaviour to be recorded, enable potential participants to volunteer to give
themselves willingly.
11.
Data Analysis, Presentation and Interpretation
Data was collected to answer the following research questions:
Is the location of the private colleges conducive for effective teaching and
learning?
mainstream schools?
efficient teaching and learning?
subjects?
Is the curriculum offered by private colleges comparable to that offered by
Do the private colleges avail adequate resources to students for effective and
Do the private colleges employ properly qualified teachers for all the various
Are the private colleges making a positive or negative impact to education in
Zimbabwe?
Data collected through questionnaires and interviews were presented. All categories of
participants responded to questionnaires and /or interviews as shown in Table 1.
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11.1
Questionnaire Responses
Table 4.1: Questionnaire Response Rate
Questionnaires
Usable
Unusable
Response Rate
distributed
returns
returns
(%)
Principals
3
3
-
100%
Expert Educationists
3
3
-
100%
Administrative staff
18
18
-
100%
Academic staff
90
90
-
100%
450
450
-
100%
45
45
-
100%
609
609
-
100%
Learners
Parents/Guardians
Total
Source: Primary Data 2015
The above table shows that all the 609 (100%) respondents returned completed
questionnaires. There was a high response rate which is important because it ensured
that the results were representative of the total population. Furthermore, the high
questionnaire response rate also helped to enhance the validity of the conclusions made
about the study and supports the recommendations from the study.
11.2
Ages of Respondents
Figure 4.1: Ages of all Respondents
Ages of Respondents
350
300
250
200
Staf
150
100
Lear
50
0
Source: Primary Data
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As shown in Figure 4.1, the majority of the respondents were 49.26% consisting of
learner aged between 16 and 20 years. The age range with the second highest number of
respondents was 16.42% consisting of learners aged 21 to 25 years. The third highest
was 8.21% consisting of learners aged 10 to 15 years. 5.75% of the respondent consisted
of staff members aged 31 to 35 years, 5.58% were staff members aged 26 to 30 years,
4.93% were staff members aged 21 to 25 years, 1.97% were staff members aged 36 to 40
years. 3.28% of the respondents were parents/guardians aged 31 to 35 years, 1.64% was
parents/guardians aged 36 to 40 years, 1.48% was parents/guardians aged 41 to 45 years
and 0.99% was parents/guardians aged 26 to 30 years. 0.49% of the respondents were
education experts aged 45 to 50 years.
11.3
Gender
Figure 4.2: Statistics on the Gender of Respondents
Gender of Respondents
250
200
150
100
Male
Female
50
0
Source: Primary Data
Figure 4.2 shows that the majority of the respondents were females, comprising 68
members of staff, 250 learners and 15 parents/guardians. On the other hand, the males
constituted of 53 members of staff, 200 learners and 30 parents/guardians.
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11.4
Highest Level of Education of Staff
Figure 4.3: Level of Education of the members of Staff
Highest Level of Education of staff
70
60
50
40
30
Number of staff
20
10
0
A'Level
Diploma Degree in Degree in Masters Masters
Education another degree in degree in
in
Education another
field
Education
field
Source: Primary Data
Figure . shows that the majority s highest level of education is a degree in another
field which is not education.
degree in another field.
.
% of staff members highest level of education was a
% of the staff members highest level of education was a
diploma in Education, followed by 13.27% of the staff members who had a degree in
Education. In addition, .
level while .
% of the staff members highest level of education was “
% of the staff members highest level of education was a master s degree
in another field.
11.5
Highest Level of Education of Learners
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Figure 4.4: Highest Level of Education of Learners who responded
Source: Primary Data
Figure 4.4 above shows that amongst all the learners who participated in the research,
there were 41% of the respondents whose highest level of education was Grade 7 while
there were
.
% respondents whose highest level of education was O level. This
means that 250 of all the learners who participated in the research 300 respondents are
doing forms 1, 2, 3 or 4 while 150 are doing forms 5 or 6.
11.6
Distribution of Learners
Figure 4.5: Distribution of Learners
Source: Primary Data
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Figure 4.5 above shows that there were 450 learners who participated in the research.
11.11% of them in Grade 1 to 7, 55.56% in forms 1 to 4 while 33.33% were in forms 5 to 6.
11.7
Positions of the Staff that responded
Figure 4.6: Positions of the Staff that responded
Positions of Staff that responded
18
3
Principal
Teacher
Administration staff
90
Source: Primary data
As shown in Figure 4.6 above, there are 111 members of staff who participated.
Amongst the 111 members of staff who participated in the research, 3 of them were
principals, while 18 were administrators and 90 members were teachers. This implies
that the majority of the members of staff that participated were the teachers.
11.8
Increase or decrease in the A Level pass rate of the private colleges
Figure 4.7: Increase or decrease in the “ Level pass rate
'A' Level Pass Rate
40%
60%
Increase
Decrease
Source: Primary Data
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Figure 4.7 clearly shows that 60% of the respondents indicated that their private
colleges managed to record an increase in “ level pass rates in the year
. On the
other hand 40% of the respondents indicated that their private colleges recorded a
decrease in the “ level pass rate in the same year. This implies that out of the ten
private colleges that participated in the research, six of them recorded an increase in
their “ Level pass rate while four private colleges recorded a decrease in the pass rate
of “ Level learners.
11.9
Distribution of pass rate per subject at A Level
Figure 4.8: Distribution of pass rate per subject at “ Level
Distribution of Pass Rate
90%
80%
70%
60%
50%
40%
Distribution of Pass Rate
30%
20%
10%
0%
Source: Primary Data
Figure 4.8 indicates that the subjects that are popularly known to be passed by learners
at “ Level in private colleges are ”usiness Studies, Economics, “ccounting, Divinity,
History and English Literature. On the other hand the subjects that usually have low
pass rates at “ Level in private colleges are Chemistry
% , Physics 20%), Biology
(25%), Geography (30%), Shona (40%) and Mathematics (35%).
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11.10 Increase or decrease in the O Level pass rate of the private colleges
Figure 4.9: Increase or decrease in the O Level pass rate
'O' Level Pass Rate
45%
55%
Increase
Decrease
Source: Primary Data
Figure 4.9 clearly shows that 45% of the members of staff indicated that their private
colleges managed to record an increase in O level pass rate in the year
. On the
other hand 55% of the respondents indicated that their private colleges recorded a
decrease in the O level pass rates in the same year. This implies that out of the ten
private colleges that participated in the study, six of them recorded a decrease in their
O level pass rate while four private colleges recorded an increase in the pass rate for
O level learners.
11.11 Distribution of pass rate per subject at O Level
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Figure 4.10: Distribution of pass rate per subject at O Level
Distribution of Pass Rate
80%
70%
60%
50%
40%
30%
Distribution of Pass Rate
20%
10%
0%
Source: Primary data
Figure 4.10 indicates that the subjects that are popularly known to be passed by learners
at O Level in private colleges are Integrated Science
% , “ccounts
% , History
(65%), Bible knowledge (60%), English Literature (55%) and English Language (50%).
On the other hand the subjects that usually have low pass rates at O Level in private
colleges are Chemistry (10%), Physical Science (15%), Biology (25%), Geography (35%),
Shona (35%) and Mathematics (40%).
11.12 Location of Private Colleges
Figure 4.11: Location of the Private colleges
Location of Private Colleges
Within an industrial area
Location of private colleges
Within a residential area
0
1
2
3
4
5
6
Source: Primary Data
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As shown in Figure 4.11 there are six private colleges that are located near a residential
area while the rest were located within an industrial area. This implies that 40% of the
private colleges under study are operating within an industrial area while 60% of the
schools are operating within a residential area.
11.13 Distance of Private College from Home
Figure 4.12: Distance of Private College from Home
Distance of Private College from home
200
180
160
140
120
Learners
100
Teachers
80
60
40
20
0
Within 1km
Within 2km
4km and above
Source: Primary Data
Figure 4.12 shows that 110 learners and 10 teachers confirmed that their homes were
within a distance of 1 km from their private college. 190 learners and 66 teachers
indicated that the distance that they travelled from their homes to their private college
is within the 2 kilometers. On the other hand, 200 learners and 61 teachers confirmed
that they travelled a distance of at least 4 kilometres and above from their homes to
their private college.
11.14 Availability of Road Network
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Figure 4.13: The availability of a Road Network
Availability of Road Network
100%
100%
80%
60%
Number of Respondents
40%
20%
0%
0%
Number of Respondents
Yes
No
Source: Primary Data
As shown in Figure 13, 100% of the respondents confirmed that their private colleges
were located where a road network is available nearby.
11.15 Curricula being offered
Figure 4.14: The Curricula that is Offered at the Private College
Curricula being offered
100%
90%
80%
70%
60%
Curricula being offered
50%
40%
30%
20%
10%
0%
ZIMSEC
Cambridge
HEXCO
Source: Primary data
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Figure 14 shows that all ten private colleges under study offer ZIMSEC curriculum. 60%
of the private colleges under study also offer Cambridge while 50% of the private
colleges also offer HEXCO curriculum
11.16 Academic Subject offered per curriculum
Table 4.2: Academic Subject Offered per Curriculum
ZIIMSEC
Cambridge
HEXCO
O Level
A Level
O Level
A Level
Mathematics
Mathematics
Mathematics
Mathematics
Secretarial
Studies
English
Accounting
Language
English
English
Accounting
Language
Business Studies
Literature
English
Technical
Drawing
Business Studies
Dress Making
Metal Work
Literature
Shona
Economics
History
Economics
Ndebele
Divinity
Bible Knowledge
Divinity
History
English
Accounts
English
Literature
Literature
Bible Knowledge
Biology
Geography
Biology
Accounts
Chemistry
Integrated
Chemistry
Science
Geography
Geography
Biology
Integrated
Shona
Chemistry
Geography
Science
Biology
Physical Science
Chemistry
Physical Science
Source: Primary Data
Table 4.2 shows that ZIMSEC and Cambridge curricula offer similar subjects. However,
the two curricula differ in that ZIMSEC also offers, at O Level, Shona and Ndebele
which is not offered by Cambridge. In addition ZIMSEC also offers Shona at “ Level
which is not offered by Cambridge. On the other hand, HEXCO offers different subjects
from ZIMSEC and Cambridge. HEXCO offers technical subjects that include Secretarial
Studies, Technical Drawing, Dressmaking and metalwork among others.
11.17 Number of Subjects Taken by Learners at O Level
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Figure 4.15: Number of subjects being taken by O Level learners
Number of subject being taken by 'O' Level
Learners.
300
200
100
Number of Learners
0
More than five
Less than five
Source: Primary Data
Figure 15 shows that 220 out of 350 students doing forms 1 to 4 are taking five or more
subjects while the remaining 130 students are taking less than five subjects. This implies
that at least 220 learners within form 1 and 4 are full time learners while 130 were parttime supplementing failed subjects.
11.18 Resources that are availed for effective teaching and learning process in
private colleges
Figure 4.16: Resources that are made available
Resources that are made available
100%
80%
60%
40%
20%
0%
Number of respondents
Source: Primary Data
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As illustrated in Figure 16, 100% of the respondents confirmed the availability of text
books, classrooms, water and sanitary facilities and furniture, 70% agreed that they
have adequate lighting, 40% had computer labs, first aid kits and the library, 30%
sporting equipment and adequate and qualified teachers, and 35% have playing
grounds. There was no response about equipment for practical subjects.
The findings of the primary data therefore show that in all private colleges, text
books, classrooms, water and sanitary facilities and furniture were made available. In
most private colleges there is adequate lighting. However, the findings show that
computer labs and first aid kits are available in a few colleges. In addition, evidence
from the data gathered also shows that most private colleges are still facing challenges
in availing sporting equipment, adequate and qualified teachers as well as equipment
for practical subjects.
11.19 Statistics of Qualified and Unqualified Teachers
Figure 4.17: Statistics of Qualified and Unqualified Teachers
Number of Qualified and Unqualified
Teachers
70
60
50
40
Number of teachers
30
20
10
0
Qualified
Unqualified
Source: Primary Data
As shown in Figure 17 out of 90 teachers there were 30 qualified teachers while the
remaining 60 teachers were not qualified for the teaching profession.
11.20 Statistics of supplementing and full time Learners
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Figure 4.18: The statistics of Learners who are supplementing and those who are full time
Supplementing and full time Learners
150
Suplementing learners
Full time learners
300
Source: Primary Data
Figure 18 show that out of the 450 learners who participated in the research, 300
learners were full time learners while the remaining 150 learners were supplementing.
11.21 Frequency of Teacher Supervision
Figure 4.19: The frequency of Teacher Supervision
Frequency of Teacher Supervision
80
70
60
50
40
Frequency of supervision
30
20
10
0
Zero times
Once a
month
Twice a
month
More than
twice a moth
Source: Primary Data
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As shown in Figure 19, 72 (80%) teachers highlighted that they were supervised twice a
month while 18 (20%) teachers indicated that they were supervised only once in a
month.
11.22 After supervision, is feedback given and is the feedback satisfactory?
Figure 4.20: Is feedback given and is it satisfactory?
Is feedback given and is it satisfactory?
Yes but, supervision is not
satisfactory
Number of respondents
Yes and supervision is satisfactory
No
0
10 20 30 40 50 60
Source: Primary Data
As shown in Figure 20, all teachers were supervised. However, 55 (61%) out of 90
teachers indicated that they get supervised but feedback for the supervision is not
satisfactory. On the other hand, 35 (39%) out of 90 teachers indicated that they get
supervised and the feedback is satisfactory.
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11.23 Does Supervision Improve Your Work Progress?
Figure 4.21: Does supervision improve work progress
Does supervision improve your work
progress?
29%
Yes
71%
No
Source: Primary Data
Figure 21 shows that 64 (71%) of the teachers supported the view that supervision
improved their work while 26 (29%) of the teachers were against the view that
supervision improved their work. This implies that
responded yes while
responded no .
12.
Qualitative evidence
12.1
Pull factors to the Private Colleges
12.1.1 Flexible Conditions
The section presents responses on why private colleges have increased in popularity in
recent years. Responses were gathered from college principals and administrators,
education experts, parents, teachers and learners.
12.1.2 Principals
Principal “ said most learners are attracted to private colleges by flexible conditions.
There is a one tier fee system at private as opposed to formal government schools where
there is a multiple fee structure broken down into levies, general purpose and tuition
fees. In most cases, the fees for government schools are paid at different banks.
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Principal ” said there are too many rules and regulations as well as other stringent
conditions at government schools which parents do not want. Some parents have
gained confidence in private colleges because of the effort by private colleges to recruit
and retain the best qualified and best performing teachers for every subject.
The environment at private colleges is more relaxed as compared to the formal
education system. For example, learners are allowed to bring in their mobile phones to
the private colleges while at formal schools mobile phones are strictly forbidden
100% of the learners interviewed agree that authorities at private colleges are not as
strict as authorities at formal government schools. They revealed that principals,
administrative staff and teachers all focus largely on academic work. Responsible
authorities at private colleges are not against learners bringing mobile phones and
using them to research at the educational institutions
Principal C said learners who fail to get places at formal schools find a safe
haven in private schools. Those learners who want to study for less than 5 subjects at
secondary school level are readily accepted at private colleges, where there is the
flexibility of paying only for the number of subjects a learner is studying.
12.1.3 Education Experts
100% of the education experts believe private colleges have over the years managed to
provide a unique style and form of education offering longer time per subject and
flexibility of studying the number of subjects a learner can afford at any given time. The
education experts believe this attracts learners and their parents/guardians to private
colleges.
In addition, 100% of the education experts agree that private colleges exist to
provide a chance for education advancement for learners who will have failed to get
places in the formal school system. This is usually the case with those learners seeking
for places for Form One to begin secondary education and those learners who will have
completed Ordinary level and seeking places for Advanced Level. Formal schools are
not enough to absorb all the learners coming out of Grade 7 wanting to register for
Form One and all learners completing Ordinary Level wanting to study Advanced
Level.
100% of the education experts interviewed agreed that a major pull factor at
private colleges is that learners are allowed to enroll for any number of subjects they
want to study as well as paying specifically for the subjects they want to study.
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12.1.4 Teachers
80% of the teachers interviewed agreed that learners were attracted by teachers who
give them maximum attention at private colleges. The teachers revealed that the
remuneration systems at private colleges are reliable and consistent compared to the
current government system and this motivates them to give 100% concentration to the
work and the learners.
Private colleges are making a deliberate effort to identify, recruit and retain the
best teachers for every subject, in order to attract learners to their education institutions.
100% of the education experts also agreed that authorities at private colleges have
adopted a business-oriented approach to all their operations and parents are attracted
to enroll their children at these private colleges.
12.1.5 Parents
More than 90% of the of the parents/guardians interviewed agreed that private colleges
are making a serious effort to identify and recruit the best performing teachers for each
category either Early Childhood Development or Infants at primary school level and
every subject at secondary school level both Ordinary Level and Advanced Level.
The parents/guardians agreed that due to the provision of the best qualified
teachers, it positively contributed to high pas rates of more than 90% at Grade Seven
and at secondary schools for both Ordinary Level and Advanced levels.
Parents/guardians agreed that assurance of passes for the learners is paramount.
12.1.6 Academic Performance/High Pass Rate
All the principals interviewed agreed that high pass rates of more than 90%, mainly for
learners who were studying less than five subjects at Ordinary level and learners
studying at least two subjects at Advanced level were major pull factors for learners to
private colleges.
All the learners reported satisfaction and confidence with the high pass rates of
more than 90%, recorded at private colleges especially for learners studying for less
than five subjects at Ordinary Level and those studying at least two subjects at
Advanced Level.
12.1.7 Prompt Attention to Customers
All administrative staff interviewed revealed that learners were attracted by prompt
attention and customer service at private colleges as opposed to formal schools where it
is difficult and cumbersome to see responsible authorities. The administrative staff
members agreed that parents/guardians and learners hated waiting for long hours at
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educational institutions reception areas without anyone attending to them. “t private
colleges, parents/guardians and learners are treated as kings because of the business
approaches adopted at private colleges.
12.1.8 Low Teacher-Learner Ratio
More than 90% of the teachers agreed that the teacher-learner ratio obtaining at private
colleges usually 1: 30 on average are less stressful than the ratios in formal schools
where one teacher can be in charge of 60 learners. They argued that the government
does not take this situation into consideration with regards to remuneration. 20% said
the general flexible conditions at private colleges where the main focus is on academic
work, attracted learners to these colleges. Flexibility is in terms of rules and regulations
including strict conditions about uniform at formal government schools.
All the learners also agreed that teachers gave maximum attention to the learners
and time spent on academic work per subject is at least one hour per day, between
Monday and Friday. Learners expressed satisfaction with exercises given by teachers
and the timely marking of the exercises in every subject as well as corrective feedback
received from the teachers.
The teachers agreed that every learner was given maximum attention regarding
the issue of discipline and they encouraged working together with parents/guardians to
ensure the highest levels of discipline for all learners.
12.1.9 The Cambridge Curriculum Attraction
All the education experts also revealed that some well up parents/guardians were
attracted to enroll their children at private colleges which have continued to offer
Cambridge Curriculum and examinations, which they believe are recognized
internationally more than the localized examinations run by the Zimbabwe School
Examinations Council.
More than 80% of the learners agreed that it is beneficial in terms of acquiring
knowledge to study both local ZIMSEC and Cambridge curricula usually offered at
private colleges as the examinations can be written at different times.
12.1.10
Extra curricula activities
Extra curricula activities are not given prominence at private colleges. More than 90% of
the learners expressed happiness with the new wave of up-market uniforms introduced
by authorities at private colleges which they argue was a source of inspiration for
academic work.
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12.1.11
Provision of Transport
The majority of learners agreed that the provision of transport with designated pick-up
and drop-off points especially in the high density areas of Harare is a major pull factor
to private colleges. They revealed that provision of convenient transport is an effective
and efficient strategy for managing time as well as ensuring safety and security for the
learners.
12.1.12
One-tier Fees Structure
80% of the parents/guardians agreed that a one tier fee structure is convenient at private
colleges as compared to the formal system where fees is separated into tuition, general
purpose levy and in some instances boarding fees. The parents/guardians also agreed
that provision of convenient transport facilities even at a cost is a major pull factor to
private colleges as the move helps to ensure accountability, safety and security for the
learners. They say it is also an important factor influencing effective and efficient time
management for effective and efficient teaching and learning.
12.2
Private Colleges Contribution to the Education System in Zimbabwe
12.2.1 Literacy and Numeracy Rate
All the principals and teachers interviewed agreed that private colleges were
contributing significantly to the more than 90 % high literacy and numeracy rates
recorded by Zimbabwe over the years.
12.2.2 Broadening Access to Education Services/Education for All
The principals all agreed that private colleges have contributed positively and
significantly to the policies of compulsory primary education, adult education and
education for all adopted by the black majority government in 1980. These policies
witnessed a quadrupled demand for education in Zimbabwe between 1980 and 2000.
However, owing to budgetary constraints, government failed to provide adequate
school infrastructure to accommodate the increasing numbers. Private colleges have
played a critical and significant positive contribution to absorb the increasing numbers
of learners willing to pursue education at all levels in Zimbabwe.
The principals also revealed that private colleges have helped accommodate all
those willing learners who were disadvantaged by the war of liberation. Private
colleges provided this critical group of learners with a chance to fulfill their dreams and
access meaningful educational services in independent Zimbabwe. All the learners
interviewed agreed that private colleges have contributed greatly to the education
system in Zimbabwe through broadening access to education services especially at
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secondary school level, where the government is constrained by limited resources to
provide adequate schools to meet the ever increasing demand.
12.2.3 Full Localisation of O-Level and A-Level Examinations
The administrative staff members also said that private colleges contributed
meaningfully to the success of full localization of examinations at Ordinary Level in
Zimbabwe in 1995 and the full localization of Advanced Level examinations in 2003.
The private colleges embraced the ZIMSEC curriculum in full and are practically
implementing it with 100% being examination centres for ZIMSEC examinations. The
administrative staff revealed that private colleges have adopted a typical business
approach to education in Zimbabwe, battling to provide quality education services as
well as creating employment.
12.2.4 Education for Liberation Struggle Stalwarts
100% of the education experts interviewed went down memory lane, back to the preindependence era and revealed that private education contributed greatly to the
education of liberation struggle stalwarts like eminent political and civic leaders and
many others who were forced to pursue their studies in custody under the bondage of
the racist Ian Smith colonial regime.
Church missionary educationists like Father Emmanuel Ribeiro helped many
liberation war heroes, acquire vital education while in prison, risking his life to link up
with private colleges to influence access to education materials. This group of liberation
war stalwarts form the basis and foundation of what is to date the highest levels of
political leadership in Zimbabwe. The education experts say that after independence
private colleges provided access to adult education especially for those learners who
were disadvantaged by the liberation struggle.
12.2.5 Employment Creation for Teachers
90% of teachers interviewed said private colleges contribute to meaningful employment
for teachers as well as providing a new form of education in Zimbabwe. The issue of
flexibility was topical as teachers said private colleges were always agreeable to be used
only for examination purposes by parents /guardians who cannot afford fees at formal
government schools. Private colleges have a strict business approach, they chase away
learners who fail to pay school fees ensuring that parents/guardians were responsible to
fully support the learners. Only paid up learners are allowed to have access to
education services at private colleges.
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12.2.6 Healthy Competition to Formal Schools
Majority of parents/guardians interviewed agreed that private colleges offer an
important and refreshing alternative in terms of access to education services. They say
private colleges offer healthy competition to the formal schools which are jacked off
their slumber to be motivated to perform better and achieve positive results.
12.2.7 Improvement in education standards
If private colleges did not exist in the education system, formal schools would be
enjoying a monopoly without motivation to improve on their standards. Critical
personnel like teachers can make choices and benchmark for the improvement of
standards and quality in education. There is room for comparison between the two
forms of education, which helps to improve on pass rates, standards and quality. 90 %
of the parents/guardians agreed that the new STEAM/STEM-driven education
curriculum crafted for primary and secondary education under Minister Dr Lazarus
Dokora, can witness wider practical implementation with the involvement of private
colleges.
12.2.8 More Examination Centres
Private colleges operate as examination centres allowing even learners who are not
enrolled with them to sit for national examinations usually in June and/or in November
and December every year.
12.2.9 Support for Gender Equality
The majority of learners agreed and commended private colleges for being gender
sensitive by taking on board both female and male learners as they come and providing
the ideal infrastructure for co-educational teaching and learning.
12.3
Challenges faced by the private colleges
12.3.1 Lack of Financial Resources
100% of the principals interviewed agreed that private colleges are negatively affected
by lack of human, financial and material resources in the effort to achieve effectiveness
and efficiency in teaching and learning.
The majority of teachers interviewed agreed that private colleges were mostly
consistent in paying teachers to ensure continuous attendance to duty, but were not
very consistent in providing requisite material resources for effective and efficient
teaching and learning processes.
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12.3.2 Lack of Material Resources
Key resources like textbooks, library facilities, computers, internet connectivity, printing
and photocopying machinery, high flying teachers for every subject including technical
subjects and land for expansion purposes are major challenges to private colleges.
Inadequate water and electricity supplies are also major challenges negatively affecting
teaching and learning processes. The majority of these challenges are requisite factors
and conditions for approval to set up and operate private colleges in Zimbabwe.
100% of administrative staff interviewed agreed that private colleges were
negatively affected by lack of adequate resources, human, financial and material.
Stakeholders
expectations were high that private colleges must have the best
classrooms, furniture, computers, adequate and latest textbooks, educational
infrastructure in terms of buildings, well stocked libraries and generally teaching and
learning environments.
12.3.3 Lack of Qualified/Trained Human Resources
80% of the principals agreed that they sometimes resort to using personnel without
requisite qualifications because some qualified teachers prefer to be engaged on parttime basis to allow them to keep their permanent jobs in the formal sector.
12.3.4 Lack of Loyalty
Part-time work at private colleges works as added income to the qualified teachers.
Teachers employed on part-time basis cause problems of failing to report for duty
regularly and on time, negatively affecting time for the core business of teaching and
learning. Degreed university products with non-teaching degrees have become an
important asset to private schools but they can abandon ship as soon as they get
employment related for their field of study especially if they are recruited on short-term
contract basis.
12.3.5 Infrastructure Ownership
Owners of the private colleges sometimes do not own the infrastructure used by the
private colleges. When they fail to pay rentals, when owners of the infrastructure raise
rentals or when the owners feel they need to change use of the infrastructure for
business reasons, the core business of teaching and learning is heavily and negatively
affected. To make matters worse learners parents/guardians will have paid the
requisite fees for a particular month or term and it becomes difficult to manage the
situation. The owners of the private college may not even bother to come and explain
the situation to the valued stakeholders (learners and parents/guardians). Lack of
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adequate support from the government, in terms of human, financial and material
resources, in an environment where the government is also seriously affected by
financial limitations in the face of highly competing needs.
12.3.6 Electricity and Water Shortages
Lack of adequate water and electricity supplies has hampered all efforts to fulfil
stakeholders expectations.
12.3.7 Criticism
100% of the education experts interviewed agreed that private colleges are always
operating under pressure to perform better than their counterparts in the formal
system. Everything that happens in the private colleges is under serious scrutiny and
always compared against the activities in the formal system. Teacher-learner ratio, pass
rates, human and material resources, financial management systems, teaching and
learning
methodologies
and
standards,
supervision,
assessments,
evaluation,
measurement and staff development programmes are always measured against what
obtains in the formal sector. The three teacher labour unions are also putting pressure
on the personnel working in private colleges battling and jostling for membership, in
some instances affecting teaching and learning processes.
12.3.8 Curriculum Challenges
Implementation of the national curriculum developed under the auspices of the
government vis-à-vis the demands of the owners and other stakeholders especially well
to do parents/guardians always pauses challenges for private colleges.
12.3.9 Lack of Education Management Expertise
90% of the teachers interviewed agreed that most of the owners of private colleges are
wealthy business persons who are not necessarily educationists. These business persons
are driven by the idea to make money, profiteering sometimes at the expense of
qualitative, effective and efficient teaching and learning processes.
Teachers revealed that some money unnecessarily gets misdirected to other
business interests like farming with serious negative consequences on the quality of
education. Sometimes there were no clear-cut policies, rules and regulations to guide
operations. Lack of educational planning strategies and organizational development
plans pause challenges to the delivery of quality education. Lack of proper school
development committees means parents/guardians issues are haphazardly dealt with,
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as a result uniform policies for strategic direction exist. Strict following of the dictates of
the Education Act (1987) is heavily compromised.
12.3.10
Profit-making/Business Approach
100% of the parents/guardians interviewed agreed that private colleges lack the will
power to provide adequate material resources for enhancing qualitative education.
They get negatively affected by too much focus on profit making at the expense of the
core business of teaching and learning processes, achieving high pass rates and
producing high calibre products for industry and national development. Private
colleges are negatively affected by the failure to create a typical school culture and
environment, where lifelong survival skills are learnt and developed, embedded within
the educational processes. Shoe-string budgets result in lack of adequate resources for
effective and efficient teaching and learning processes.
12.3.11
Less Attention to Extra-Curricula Activities
100% of the learners interviewed agreed that private colleges lack the typical school
environment where activities other than academic work obtain. Sporting activities,
music, dance, debates, agricultural and cultural issues were not given prominence at
private colleges. Owners of the private colleges view these activities as cost centres
which interfere with the efforts of profit-making. Private colleges lack adequate space
for playing and all other recreational activities, especially when infrastructure is rented
for education purposes. This negatively affects the provision, teaching and learning of
life skills to the learners.
12.4
What factors influence drop-outs in the private colleges?
12.4.1 Poor socio-economic status
100% of the principals interviewed agreed that dropouts are caused by lack of adequate
incomes for consistent payment of fees. Children of those parents/guardians who come
from low income or poor socio-economic backgrounds have the highest drop-out rates
because of failure to pay the requisite fees. Private college owners have adopted a
profit-making/business approach and they do not accommodate the pleas from the low
income groups. Parents/guardians who enroll their children while in sound
employment but get negatively affected by the harsh economic challenges, fail to
receive regular salaries or even get retrenched, will always be forced to have the
learners dropping out of the private colleges.
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12.4.2 Teenage Pregnancies
The majority of administrative staff interviewed agreed that lack of adequate money to
pay school fees influences dropouts from private colleges. High unemployment
situation in Zimbabwe is a major influencing factor on dropouts from private schools.
However, efforts are being made to reduce cases of pregnancies through massive
awareness campaigns by pro-women non-governmental organizations and their
massive counseling messages. The National AIDS Council and Ministry of Health and
Child Care are also carried out massive campaigns promoting contraceptives and
public health.
12.4.3 Unplanned Fee Hikes
100% of the education experts revealed that when parents/guardians are frustrated at
private colleges especially through unplanned fee hikes, they react by withdrawing
their children, even going to the neighbouring private college or going back to the
formal schools. Learners, especially those studying for one or two subjects easily dropout when they fail national examinations.
12.4.4 Poor Academic Performance/Examination Failure
100% of the teachers interviewed agreed that lack of school fees and failure in national
examinations influence drop-outs in private colleges. The economic environment
fraught with high unemployment has influenced dropouts at private colleges, as
parents/guardians fail to pay school fees.
12.4.5 Loss of Best Performing Teacher
The majority of learners interviewed said change of teachers in the subjects can
influence dropouts in private colleges. Private colleges are notorious for identifying the
best teachers and luring them to their colleges and where these high performers leave
learners. Dropouts can occur if the losing college is not proactive in finding a
replacement quickly. Mathematics and Science teachers tend to be the most nomadic.
Most learners also agreed that failure to pay school fees by parents/guardians as well as
failure in national examinations can influence learners to dropout of private colleges.
12.4.6 Relationship between the Private Colleges and the Parents/Guardians
100% of principals interviewed agreed that relations with parents/guardians were
cordial because they are treated using a business oriented approach. They say the
customer is king approach prevails. Parents/guardians however, are not usually
represented by a group or committee like in formal government schools. The
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parents/guardians come in their individual capacities but their concerns are promptly
addressed. The majority of administrative staff interviewed agreed that relations with
parents/guardians remain cordial when nothing bad happens. The slightest of mishaps
like a breakdown of regular transport for the learners will always cause unpleasant
outcry from parents/guardians, some of whom will be quick to throw accusations about
misuse of funds or poor management.
100% of the education experts say lack of committee representation at private
colleges causes problems of communication and poor management of information
critical for the smooth running of the educational institutions. Some parents/guardians
were forced to grievances or complaints because they lack adequate information about
what is happening at the private colleges.
100% of the teachers interviewed agreed that relations with parents/guardians
were good as they regularly interact with them on the progress or concerns about the
learners.
13.
Discussion of Findings
13.1
Is the location of the private colleges conducive for effective teaching and
learning?
The case study revealed that most private colleges are located in residential areas
especially high and middle density suburbs of Zimbabwe s capital, Harare. However,
there are some private colleges that are located in the central business district and
outskirts of the city centre specifically in industrial areas. The premises for private
colleges are normally approved by local government authorities and the Ministry of
Primary and Secondary Education as conducive for the establishment and operation of
private colleges. Kuenne
, in Private Education and Entrepreneurship in East
“frica. “ Case Study of private schools in Kibera, argues that the ideal location for
private colleges in order to achieve effectiveness in teaching and learning, should be
away from heavy industrial sites to ensure safety and security of learners. The noise,
chemical emission, industrial vehicles, heavy duty and multi-task machinery all have
negative effects on environment for effective teaching and learning.
Private colleges should be located away from night clubs and beer halls, huge
food storage tanks, electricity generation plants, water treatment and sewerage plants.
Peterson
, in
Quality Education, the Role of the Teacher , reveals local
government regulations and by-laws designate areas for land use in urban areas and
there is land allocated for educational institutions in line with local government plans
and regulations. Freire
, in
Ideal Private Colleges and the Right Environment ,
says private colleges must not be isolated from key social and economic facilities like
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health care centres, business and shopping complexes and efficient water, sanitary and
electricity supplies. ”oateng
, in Private Schools and Conducive Environment for
Education , emphasizes the important effective transport network, water, power and
energy networks and internet connectivity in establishing a private college conducive
for effective teaching and learning. Conducive location for effective teaching and
learning also involves the buildings and all education infrastructure, as well as the
distance which learners have to travel to and from the private colleges. Schaenen (2014),
says this has a direct impact on the time allocated to every subject, every day, every
week and every month and per annum.
13.2
Is the curriculum offered by private colleges comparable to that offered by
mainstream schools?
The case study revealed that private colleges followed the curriculum approved by the
Government through the Ministry of Primary and Secondary Education. However, 90 %
of the private colleges under this study offer other curriculum aspects outside the
national curriculum such as the University of Cambridge curriculum and Hexco
curriculum. 100% of the colleges said they do not teach culture, heritage and national
history. In addition, the study shows there is heavy concentration on academic subjects
at private colleges. Learners pay per subject and they have more flexibility to choose the
subjects they want to study.
Oxford Royale Academy (2012), argues that in the modern world both academic
and co-curricular activities are important in preparing learners practically for the
future. Life survival skills in line with the interests and passion of the learners lay a
strong basis for a strong and more meaningful future. “ndrews
in Production of
Learners of Integrity and Innovation , says learners should be given the best
opportunities to shape their future.
Schaenen (2013), argues that technical and vocational subjects like woodwork,
food and nutrition, art and agriculture are vital for producing learners who will not be
slaves of the formal employment system. Ann-Barge (2015), argues that co-curricula
activities in the form of clubs in debate, technology and web-designing, all other subject
clubs, ensure the teaching of practical life survival skills like time management as well
as developing talents, interests and passions for the learners. The study shows that most
private colleges do not avail sporting equipment and they show low support to such
activities. Furthermore, they do not support practical subjects. This indicates that
private colleges in Harare province are less keen on co-curricular activities like clubs
and academic competitions. Teaching of language, culture as well as sport and music
are not given prominence.
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13.3
Do the private colleges avail adequate resources to learners for effective and
efficient teaching and learning?
The study shows that private colleges are negatively affected by limited financial
resources in the effort to avail adequate resources to learners for effective and efficient
teaching and learning. Lack of adequate land and space are other impediments to the
provision of adequate resources to learners for effective and efficient teaching and
learning. However, private colleges under study show that they are able to allocate
adequate time for all subjects per day, per week, per month and annually, to enhance
effective and efficient teaching and learning. Nziramasanga (2001), argues that time is
an important resource in the field of education. Time must be well managed through
clear-cut time-tables that are used with strict discipline and effective and efficient
supervision, to ensure every subject is allocated adequate time to the maximum benefit
of the learner. Every subject Swartz (2013), argues that learning media, instruments,
ideal infrastructure including classrooms, laboratories, libraries, computers, health,
water and sanitary facilities as well as qualified teachers are vital resources that must be
adequately availed to learners for effective teaching and learning. Mabodile (2001),
emphasizes the importance of investing teacher development as a pre-requisite for
effective teaching and learning.
UNICEF (2013), has highlighted the importance having qualified teachers,
instructional materials like textbooks, inspection and supervision personnel and the
right techniques for inspection and supervision and conducive working conditions.
Koper (1998), argues that the human resources aspect in terms of well-trained teachers
is key to effective teaching and learning. Lewis (2007), while safety and security are
paramount at private colleges, supervision of instruction through ideal methods and
techniques, helps to ensure effective and efficient teaching and learning. Ideal resources
for planning, scheming, report writing and staff development programmes are key for
success in teaching and learning.
13.4
Do the private colleges employ properly qualified teachers for all the subjects?
The study shows private colleges employ unqualified staff that includes those who
recently finished their “ level and those who have a degree in another field that is not
education. This can be attributed to Education entrepreneurs who are accused of taking
purely business approach with a thrust of lowering costs, in their process disturbing
plans to recruit qualified teachers for effective and efficient teaching and learning. This
is against the view of UNICEF (2013). UINCEF (2013), which has injected millions of
dollars in teacher training in Zimbabwe, says investing in the teacher is the best strategy
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for ensuring quality education through effective and efficient teaching and learning. On
the other hand, principals reported that limited financial resources hindered all efforts
to get the best teachers for all subjects even though the will power and plans will be in
place.
13.5
Are the private colleges making a positive or negative impact to education in
Zimbabwe?
13.5.1 Positive Impact
A.
Academic Performance
Nziramasanga (2015) argues that private colleges employ low teacher-learner ratios and
are able to give maximum attention to learners to maximize on effective and efficient
teaching and learning. Provision of exercises, revision sessions, remedial lessons,
supervision and feedback provision for both the learner and the teacher are made
easier, to influence academic performance positively. Mandaza (1989) and Zvobgo
(2001), point out that private colleges use the business approach to get the desired
results. Low teacher-learner ratios and the highest concentration on academic work
results in high pass rates on small learner numbers as compared to formal schools
where there is high teacher-learner ratio and high learner numbers per class.
B.
New Form of Education
Nziramasanga (2015), argues that private colleges have brought a new form of
education into the Zimbabwean education system, bringing in more flexibility, purely
business approaches and high level thrust on academic subjects. Private colleges
accommodate more readily those learners who will have failed to get places in the
formal system giving them a chance to fulfill dreams in education.
C.
Access to Education for Liberation War Leaders
Ribeiro (2015) argues that private colleges gave the liberation war heroes and heroines
vital education, with which to craft strategies and policies right from the war zones into
independent Zimbabwe. The majority of the present top leadership of the President
Robert Gabriel Mugabe administration are beneficiaries of private education, which
they used fruitfully to address colonial imbalances in Zimbabwe at independence from
1980 to date.
D.
Filling the Gaps
Ncube and Tshabalala (2012), argue that private colleges have come in to help broaden
access to education, filling the gaps where the government is constrained by limited
financial resources because of highly competing national demands at a time when
demand for education is continuously increasing at fast pace. As more and more urban
settlements get established, the need for more educational institutions becomes critical.
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The government has turned to motivating private players to increase their investments
in establishing private colleges to meet the growing demand. The study has shown that
private colleges have now established new educational branches in critical high density
areas where demand has significantly risen.
E.
Promoting Education for All
Zvobgo (2001) and Mandaza (1989), argue that private colleges have also contributed
significantly to enhancing the government policies of adult education, compulsory
primary education and education for all. Private colleges have also immensely
contributed to the country s status of attaining the highest literacy and numeracy rates
in Africa. Thousands of people in Zimbabwe have been able to acquire the requisite five
Ordinary Levels, for entry into Advanced Level as well as colleges and apprenticeship
training, because of the flexibility of private colleges which allow learners to study for
less than five subjects.
F.
Promoting Higher and Tertiary Education
The same can be said for Advanced levels subjects which are a basic entry into
universities and colleges as well as critical apprenticeship training in Zimbabwe. There
are now 16 universities in Zimbabwe are now filled with learners from both private
colleges and the formal schools.
13.5.2 Negative Impact
A.
Failure to Promote National Curriculum
Nziramasanga (2015), however, argues that private colleges have a negative
contribution to the education system in Zimbabwe, through their teaching of foreign
curriculum, failing to prioritise the national curriculum. Private colleges fail to give
prominence to Zimbabwean culture, heritage and national history education. Mafa
(2012), says private colleges are doing a dis-service to the country by failing to offer
inclusive education, paying no attention to people with disabilities. Ncube and
Tshabalala (2012), point out that private colleges have a tendency of focusing on profitmaking and entrepreneurship at the expense of quality, effectiveness and efficiency in
teaching and learning. Sometimes private colleges go for cost cutting measures that
include employing unqualified teachers, in the process compromise education
standards and quality.
Therefore, private colleges are making a positive contribution to the education
system in Zimbabwe through reaching out to those areas which have great need of
education sources specifically the high density areas. However, in their efforts to service
the education needs of the population, they face challenges in matching to the
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Robson Mhandu, Ignatius Isaac Dambudzo AN EXAMINATION OF THE CONTRIBUTION OF PRIVATE COLLEGES TO EDUCATION IN ZIMBABWE: A
CASE STUDY OF TEN PRIVATE COLLEGES IN HARARE PROVINCE
universally accepted standards of a normal school environment while some of the
private colleges are motivated by profit.
14.
Summary, Conclusions and Recommendations
14.1
Summary of findings
1. It was discovered that some private colleges are located within sites that are not
conducive including the city centres and industrial areas.
2. The findings showed that all private colleges follow the ZIMSEC curriculum,
however aspects of culture, heritage and national history are not being taught. In
addition, most of the colleges also consider foreign curriculum aspects such as
the University of Cambridge in United Kingdom.
3. The research findings also revealed that the majority of teachers that are being
employed by private colleges are unqualified for the teaching profession.
4. The findings of the research also show that private colleges do not have
challenges in availing resources such as textbooks, water and sanitary facilities
and furniture. However, private colleges are facing challenges in providing
equipment for practical subjects, computer labs, first aid kits, sporting
equipment, adequate and qualified teachers and playing grounds.
5. In addition the research revealed that private colleges are making a positive
contribution to the Zimbabwean education system, however they are still facing
various challenges in aligning to the required standards of the education system.
14.2
Conclusions
The following conclusions were made from the research:
1. Most private colleges are located within residential areas; however other private
colleges are located within industrial areas.
2. Majority of the teachers employed in private colleges are unqualified.
3. All private colleges follow the ZIMSEC curriculum, however aspects of culture,
heritage and national history are not being taught
4. Resources that include textbooks, water and sanitary facilities and furniture are
made available in all private colleges. However, in most private colleges
equipment for practical subjects, computer labs, first aid kits, sporting
equipment, adequate and qualified teachers and playing grounds are not being
made available.
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14.3
Recommendations
In consideration of the research conclusions, the following recommendations were
made:
1. Education planners should consider ideal planning for conducive location of
private colleges.
2. Educational authorities must ensure conformity to education curricula being
offered by all schools, including private colleges, in Zimbabwe.
3. Private colleges must realize that investment in teacher development is a prerequisite for efficient and effective teaching and learning. Therefore they need to
make serious efforts to identify and retain the best qualified and the best teachers
for every subject.
4. Adequate, regular and expert supervision by principals and school heads should
be promoted in all private colleges. This will ensure effectiveness and also
satisfactory feedback to be provided.
5. More time should be allocated to the core business of teaching and learning per
subject.
14.4
Recommendations for Future Research
The researcher recommends that further research should be done on:
1. Contribution of private colleges to the poor in Zimbabwe.
2. Contribution of private colleges to people with disabilities to promote the policy
of inclusion in Zimbabwe.
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