Robson Mhandu, Ignatius Isaac Dambudzo


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. 


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