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Managing the quality of education in Zimbabwe: the internal efficiency of rural day secondary schools

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dc.contributor.advisor Steyn, G. M. en
dc.contributor.author Ncube, Ndabazinhle J. en
dc.date.accessioned 2009-08-25T10:45:14Z
dc.date.available 2009-08-25T10:45:14Z
dc.date.issued 2009-08-25T10:45:14Z
dc.date.submitted 2004-11 en
dc.identifier.uri http://hdl.handle.net/10500/619
dc.description.abstract The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof. The study found out that the internal efficiency of Rural Day Secondary Schools was low. At least 30% of students entering Rural Day Secondary Schools were overage; and the overall survival rate was 57.4% Dropouts were mainly caused by inability to pay school and examination fees and long distances walked by students to school. Students repeated classes mainly at Form 4. The average "O" level examination pass rate was 9.8%. The reasons for the low pass rates include the calibre of students enrolled; lack of resources; low teacher morale; long distances walked by students to school, and an unsuitable curriculum. BSP (Z) has been the most effective programme in addressing the quality of education, while the Quality Assurance Division is the least effective. ZIMSEC has improved access to "O" level examinations and the relevance of the examination questions, but is fraught with mismanagement, while the Clients' Charter has not been fully implemented due to inadequate training. SDCs have improved the supply of resources in the schools, but lack basic understanding of education policies. The study recommended that more funding be allocated to Rural Day Secondary Schools to boost resources and curtail dropouts, and that low-cost boarding facilities be introduced to deal with the problem of long distances walked by students. There is also a need to re-engineer the curriculum and make it more responsive to the plight of rural students. Training is needed for SDCs, on the Clients' Charter. It was further recommended that BSP (Z) should try to reach out to remote schools; ZIMSEC should improve examinations management, and the Quality Assurance Division should be revamped to carry out effective teacher supervision. en
dc.format.extent 1 online resource (xiv, 263 leaves)
dc.language.iso en en
dc.subject No keywords available en
dc.subject.ddc 371.20096891
dc.subject.lcsh School management and organization -- Zimbabwe
dc.subject.lcsh Education, Secondary -- Zimbabwe
dc.subject.lcsh Rural schools -- Zimbabwe
dc.subject.lcsh School improvement programs -- Zimbabwe
dc.title Managing the quality of education in Zimbabwe: the internal efficiency of rural day secondary schools en
dc.type Thesis en
dc.description.department Further Teacher Education en
dc.description.degree D. Ed. (Education Management) en


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