The prospects and complexities of quality education in satellite primary schools of Makonde District, Zimbabwe

Abstract

The Fast Track Land Reform Programme, which the Government of Zimbabwe implemented in 2000, culminated in the emergence of unregistered satellite primary schools in former White-owned Large Scale Commercial Farming areas. The satellite school type provides education to the children of the fast track land reform beneficiaries. Existing research studies focused on the impact of contextual and resource inputs factors on the provision of quality education in satellite primary schools. This multiple case study sought to address the knowledge gap on the nature and quality of pedagogical and management processes in satellite primary schools. The study was held at four selected satellite primary schools in Makonde District of Zimbabwe. Data were generated from a purposive sample of four Teachers in Charge and 16 teachers using in-depth interviews and Focus Group Interviews, respectively. The data were analysed using Thematic Analysis and Constant Comparative Analysis. The Teachers in Charge who perform multiple administrative roles simultaneously with full teaching loads head satellite primary schools. This administrative set-up leaves the Teachers in Charge with limited time to effectively teach their classes and supervise curriculum implementation by the teachers. Regardless of the prevalence of multi-grade classes in satellite primary schools, no Teachers in Charge and teachers staffing the schools are trained in multi-grade pedagogy. The Teachers in Charge and teachers are not receiving Multi-grade Teaching support from Cluster Heads and School Inspectors who also lack professional training in multi-grade pedagogy. Due to a lack of financial support from the government, there is deplorable accommodation and an acute shortage of classrooms and instructional materials in the schools. Some satellite primary schools adopted the Double-sessioning schooling system to contend with the acute shortage of teaching and learning space. However, Double-sessioning poses time management challenges that compel the teachers to focus on teaching examinable learning areas. Large class sizes, high teacher turnover, and infrequent supervision visits by School Inspectors further thwart the prospects of quality education in satellite primary schools. The study concludes that the satellite primary school has pedagogical and management process deficiencies that complicate the provision of quality education. The participants proffered recommendations that can engender the provision of quality education in satellite primary schools.