AFRICA UNIVERSITY

(A United Methodist-Related Institution)

CHALLENGES IN ACCESSING AND ACQUIRING UNIVERSITY EDUCATION

IN STATE UNIVERSITIES. A CASEAT THE OF UNIVERSITY OF ZIMBABWE.

BY

SAMUEL GWENZI

A DISSERTATION SUBMITTED IN PARTIAL FULFILMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER IN HUMAN RIGHTS, PEACE
AND DEVELOPMENT IN THE COLLEGE OF BUSINESS, PEACE, LEADERSHIP
AND GOVERNANCE

2020
 Abstract

This study sought to identify economic and societal issues disturbing access to university or
tertiary education in marginalized populations of Zimbabwe. University of Zimbabwe (UZ), a
state university was chosen as a case study in which first year students were targeted. The
researcher used both the qualitative and quantitative research methods in which 191
participants were targeted. A sample size of 188 was adopted for the study through the use of
systematic random sampling, judgmental or purposive and the simple random sampling
techniques. Interviews and focus group discussions were conducted with respondents and
outcomes recorded. Findings of the study indicate that financial constraints and university entry
requirements were the major economic challenges restricting access to university education
while the quota based system, attitude of applicants, corruption and ignorance were the standout
social factors hindering access to university education in Zimbabwe. The study also discovered
that mediations such as resource mobilization, awareness, social research and lobbying and
advocacy can be operative in improving access to tertiary education in Zimbabwe. The study
thus recommends that civil society groups cooperate with each other in order to supplement
government efforts and that the government must also broaden its attention from achieving
universal education to achieving universal tertiary education in its Vision 2030 Agenda for
socio-economic transformation.

Key words: Universal access, Tertiary education, marginalized populations, dropouts, economic
factors, social factors
 Declaration

AFRICA UNIVERSITY

This research project is my original work except where sources have been
acknowledged. The work has never been submitted, nor will it ever be, to another
University in the awarding of a degree.

………………………………… ……………………
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DATE
GWENZI SAMUEL

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..

SUPERVISOR DATE
 Copyright

No part of this dissertation may be reproduced, stored in any retrieval system, or

transmitted in any form or by any means, electronic, mechanical, photocopying,
recording or otherwise for scholarly purpose, without the prior written permission of the
author or of Africa University on behalf of the author.
 Acknowledgements

I acknowledge the support and encouragement that was given by Miss Delia Jeranyama
who lifted me up when it was difficult. I would like to thank her for the assistance she
extended to me. WHY 1,5 SPACING?

I am indebted to Zimbabwe State Universities’ students, staff and many others without
whose contribution, facilitation and understanding this research would have failed. My
appreciation also goes to Dr Mataruse for working closely with me to ensure the success
of my studies and my research project. All those who I interviewed and students who
took time off their work to respond to questionnaires are warmly acknowledged.

I appreciate my study compatriots, Tungamirai Nyamakura, Kudzai, and Kitsephile with

whom we shared notes on our research areas. I warmly acknowledge the companionship
and encouragement from my close friends and brothers. I am grateful and may God
continuously bless them.
 List of Acronyms and Abbreviations

AUREC Africa University Research Committee

SPSS Statistical Package of Social Sciences

UFID United Fund for International Development

United States Agency for International

USAID
Development

WHY IS THE DOCUMENT NOT NUMBERED?

 DOUBLE SPACING PLEASE

CHAPTER 1: INTRODUCTION

1.1 Introduction

Despite the debate on whether university education must be a target towards those willing and
are deemed to possess the ability to avail themselves of such opportunities, (the Social demand
approach) or whether it is a structured education system that quantify the required manpower in
terms of quantity. The (Manpower requirement approach) in relation to the prevailing economy
or that higher learning is an investment good which is profitable to the lucky receiver (the Cost
benefit approach). Therefore there is no doubt that university education in Zimbabwe and the
world over is a universal good which men from different backgrounds strive to receive as a life-
long venture.

Education represents one of the most powerful instruments for reducing poverty and inequality
and lays foundation for sustainable economic growth (World Bank, 2009). Adequate investments
in education that gives every citizen an opportunity to pursue university education without
restriction facilitate the achievement of most other development goals and increases the
probability that economic progress will be sustained (USAID, 2005). Each year of schooling
increases individual output by 4-7 percent and countries that improve literacy rates by 20-30
percent have experienced increase in their gross domestic product (GDP) of 5-16 percent (Basic
Education Coalition, 2004). One major goal that derives from Zimbabwe’s philosophy of
education is the acquisition of appropriate skills and the development of mental, physical and
social abilities and competencies as equipment for the individual to live and contribute to the
development of the society.

However, in spite of the aforementioned benefits of university education and its attendant
multiplier gains, providing adequate access to university education for everyone in need of it is
still problematic in Zimbabwe. This represents a function of multiple challenges university
education faces in an attempt to widen access to the ever-increasing population demanding for it.
These challenges manifest more in the areas of funding, human capital resources, pedagogy,
quality assurance and relevance, curriculum reforms, attitudinal dispositions, among others.
1.2 Background of the study

Throughout history, as nations have developed from medieval traditional societies to the much
industrialized societies that they are today, university education has been very instrumental in
driving development (Kariwo, 2011). At independence the Zimbabwean government adopted a
deliberate policy of Education for all. The mandate of this policy was two-fold. Firstly it meant
to address the issue of equality of educational opportunities. Secondly it meant to address the
manpower needs and development of the country. The Ministry of Higher and Tertiary
Education was thus created to address the critical skills shortage experienced in many economic
sectors of the country.

Accordingly university education would play a major role towards the realization of achieving
the manpower needs and objectives of Zimbabwe. The University of Zimbabwe (UZ), the only
university in the country then, could not cope with the demand for university education which
culminated to several stakeholders meetings comprising of politicians and civil servants to
deliberate on the need for a second university in the country and the specific type of university
this would be. The stakeholders expressed much enthusiasm and recommended the need for
extensive government support, materially, financially and infrastructure. These meetings further
recommended the institution of commissions to investigate the national problem in detail. Two
commissions were thus set up, namely the Williams Commission (1981) and the University of
Zimbabwe Feasibility Study (1986). The commissions again recommended that there was
growing need for the establishment of a second and many other universities in the country. With
the much needed support from student representative bodies like the Zimbabwe National
Students Union (ZINASU) who lobbied for increased, affordable access and equal opportunities
to education for students from various backgrounds in Zimbabwe, the transformation process
began that led to the multiple university system we have in the country today.

However, to this day, 39 years post-independence, with such perceived education transformation
and consistent pressure from student representative bodies and political masses, still the demand
for university education could not be met, particularly that of normal entry students who have
completed their high school studies and educationists who needed to upgrade their levels in order
to improve on their management skills. In fact, ESAP is widely blamed for having derailed the
country’s university educational vision as it inflicted financial challenges and poverty on families
of prospective students (Moyo, 2013). According to Atbach, (2009) the result was most families
choosing to send male students ahead of female students to university thereby increasing the
number of average male enrolment as compared to their female counterparts. This is supported
by (Lumumba, 2004) who argues that the gender inequality in University education is a serious
reflection of a broader societal structural inequality. Thus according to (Canning & and Chan,
(2005), enrolment rates in university education in Africa are by far the lowest in Zimbabwe.

Thus, the various challenges facing state university education institutions in Zimbabwe and most
developing countries of the world especially in areas of effective, efficient productive function,
widening of access and participation, have dwarfed the various visions and missions of these
institutions (Zvobgo, 2014). The funding dilemma; massification of higher education; curriculum
and pedagogical deficiencies; quality assurance bottlenecks; outdated technologies for learning,
teaching and research; lack of academic freedom and autonomy, weak knowledge creation;
limited access and regional disparities; corruption and inefficiency; political interference among
other problems have ambushed higher education and held it hostage in most countries of the
world especially in Sub-Saharan Africa and Asia.

This study observes that the aforementioned problems have negatively impacted on access and
meaningful participation of citizens in university education. In a globalized-knowledge based
economy therefore, this study seeks to institute action plans geared towards strategizing
university education for optimal performance

1.3 Statement of the problem

The Zimbabwe populace, particularly prospective university students are faced with a plethora of
challenges in pursuing university education. These challenges are mainly evident in areas of
effective, efficient productive function, widening of access and participation, and have dwarfed
the visions and missions of both students pursuing university education and institutions
providing it. The funding dilemma; massification of university education; curriculum and
pedagogical deficiencies; quality assurance bottlenecks; outdated technologies for learning,
teaching and research; lack of academic freedom and autonomy, weak knowledge creation;
limited access and regional disparities; corruption and inefficiency; political interference among
other problems have ambushed university education and has held it hostage in Zimbabwe.
Several attempts have been initiated to try and solve the problems including the establishment of
other universities in the country between 1980 and to date through a multi university education
system recommended by the Williams Commission (1981) and the University of Zimbabwe
Feasibility Study (1986). Moreover, even with the much needed support from student
representative bodies like the Zimbabwe National Students Union (ZINASU) who lobbied for
increased, affordable access and equal opportunities to education for students from various
backgrounds in Zimbabwe, a solution to this educational crisis remains a mirage. To this day, 39
years post-independence, still the demand for university education could not be met, particularly
that of normal entry students who have completed their high school studies and educationists
who need to upgrade their levels in order to improve on their management skills.

This specific study observes that the aforementioned problems have negatively impacted on
access and meaningful participation of Zimbabwean citizens in university education and
therefore, seeks to institute action plans geared towards strategizing university education for
optimal performance.

1.4 Research Objectives

The general objective of this study is to identify the challenges facing students in their pursuit for
higher education in Zimbabwe.

i. To assess enrollment challenges faced by students in pursuit of university education

in state universities.
ii. To identify government funded education support schemes available for students in
state universities.
iii. To establish strategies that can best improve access to university education in
Zimbabwe.
What happened to the 4 objective and question??
1.5 Research Questions
i. What are the enrollment challenges facing students pursuing university education in
state universities?and here too, your objective is broad when you narrowed down to
the UZ!!
 ii. Which government funded education support schemes are available for students in
state universities?
iii. Which strategies can best improve access to university education in Zimbabwe?

1.6 Research Assumptions

An assumption is a condition that is granted and without which the research effort would be
impossible which is believed to be a fact but cannot be verified as one. The researcher assumed
that there are challenges being experienced in getting enrolled for university education in
Zimbabwe.

1.7 Significance of the study

This study could contribute to literature on factors hindering increased access to university
education in Zimbabwe. Findings could contribute towards crafting education policies that could
improve access to university education for all citizens. The researcher hopes that the study will
assist deans of students, policymakers and university institution’s administrators. The deans of
students would be able to know the barriers to enrollment of students at their institutions.
Policymakers would revise their policies when it comes to entry requirements and legislations
that have a bearing to the advancement of academic freedom. Other stakeholders could know the
importance of university education in Zimbabwe and could increase participation.

1.8 Delimitations

This study focuses on the factors inhibiting access to university education. The researcher limits
the study to state universities and will focus on University of Zimbabwe as its case study. In
doing this, the study employs a fusion of both qualitative and quantitative approaches in its
methodology.

1.9 Limitations of the study

The study only focused on state universities in Zimbabwe. The difference in location, religion,
culture prevailing in the areas in which other state universities are located may limit the
generalization of the study’s findings as some challenges may strictly apply as a subject of the
aforementioned case. The major limitation therefore is that the generalization of the research
findings at UZ may require cautiousness due to the quality of education, social and political
influence among other factors that may be responsible for the variations in management and
performance fluctuations. Therefore, the results of the study in one state university may not have
universal application in other universities, even if the country of study is the same.

1.10 Summary

The chapter explored the background of the study in which the circumstances surrounding the
evolution of university education in Zimbabwe were articulated. Significant attention was given
to the background of the university education ministry as a public pillar mandated to improve
literacy in the country. Circumstances developing to the existence of university education
enrollment challenges facing students in Zimbabwe were closely described. A problem statement
was formulated in which the problem under study, the affected population and the gap in
knowledge were further exposed. Research objectives were crafted from which research
questions were also formulated. The chapter also highlighted the scope of the study in which
geographical, conceptual and time delimitations were detailed. The significance of the study
identified major beneficiaries of this study, among them the Ministry of Tertiary Education, the
researcher himself and Literature in the field under study. The chapter also reviewed other key
sections such as study assumptions. The next chapter will focus on related literature, which is
important in ascertaining the contributions of various schools of thought and other authors to the
area under study.
CHAPTER 2: REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter seeks to highlight and discuss work of other scholars and relates it to this study of
the right to university education in Zimbabwe. It focuses on scrutinizing factors that inhibit
access to university education in Zimbabwe. In this chapter the writer relates a conceptual
framework to the problem being investigated. The accessibility of university education has been
analyzed by United Nation and Universal declaration of human rights as the idea of attainment
that reflects and emphasize on the humans right to gain education (Burke, 2013). Related
literature on the hindrances to university education will also be examined in the Zimbabwean
context. Social- economic issues, gender and discrimination issues that hinder university access
by Advanced-Level high achievers is examined. The related literature review serve to position
the present study on how it contributes, advances, refines, or revises what is already known on
factors that hinder increased access to university education by Advanced- Level high achieving
certificate holders.

2.2 Conceptual Framework

Needs-based development approaches to education have, to date, failed to achieve the Education
for All goals. Rights based approach is inclusive and provides a common language for
partnership, a rights-based approach although certainly not without tensions and challenges has
the potential to contribute to the attainment of the goals of governments, parents and children.
Girls’ right to education, for example, can be achieved more effectively if measures are also
implemented to address their rights to freedom from discrimination, protection from exploitative
labour, physical violence and sexual abuse, and access to an adequate standard of living. Equally,
the right to education is instrumental in the realization of other rights. Research indicates, for
example, that one additional year of schooling for 1,000 women helps prevent two maternal
deaths.

2.2.1 The Rights-based Approach to University Education

The UN Statement of Common Understanding elaborates what is understood to be a rights-based
approach to development cooperation and development programming. It emphasizes that all
programs of development cooperation, policies and technical assistance should further the
realization of human rights, and therefore that human rights principles and standards should
guide all phases of the programming process. The following elements are necessary, specific and
unique to a rights-based approach and can be used for policy and programming in the education
sector. Assessment and analysis in identifying the claims of human rights in education and the
corresponding obligations of governments, as well as the immediate, underlying and structural
causes of the non-realization of rights. Strategies are then developed to build those capacities.
Programs monitor and evaluate both the outcomes and processes, guided by human rights
standards and principles. Programming is informed by the recommendations of international
human rights bodies and mechanisms. In addition, many elements of good programming practice
are essential within a rights-based approach. Overall, then, the required steps are situation
assessment and analysis, assessing capacity for implementation, program planning, design and
implementation, Monitoring and evaluation.

Children, young people and other learners, including those who are poor, in human rights based
approach should be recognized as key actors in their own education and development rather than
as passive beneficiaries of services and transfers of commodities. Also, children and other
learners, including those who are poor, are subjects of rights with ‘claims to’ education and
‘claims from’ duty bearers. Rights-based education programming should therefore develop the
capacities of children, young people, their parents and other learners to claim their rights. Human
rights education is an important instrument in empowering people to understand, claim and
realize their rights.

Therefore the approach ensures that participation is crucial, both as an end and a means.
Participation does not mean that ‘they’ participate in ‘our’ education program, but rather that we
all participate in meeting the learning needs identified. Participation is a human right enshrined
in many conventions. In a rights-based approach to education, participation is both a necessary
process and an outcome. In good programming, empowerment is important, but it is not a
strategy. Empowerment may be an aspect of any strategy, such as advocacy, capacity-building or
service delivery. A rights-based approach, which implies dignity and respect for the individual,
acknowledges that empowerment is both a necessary strategy and a goal. Emphasis is placed on
promoting opportunities to obtain remedies for grievances through both formal and informal
justice mechanisms.In good programming, monitoring of outcome and processes, as well as
actual use of information for decision-making at all levels of education, is very important. A
rights-based approach implies accountability of those with duties or obligations in fulfilling,
respecting and protecting the right to education.

In good programming, stakeholder analysis is very useful for the development and evaluation of
education programs because it identifies clear accountabilities in the community and society.
Most stakeholders in education are also duty bearers. An important step in a rights-based
approach is to identify the key relations between claim-holders and duty bearers. This is similar
to, but goes beyond, stakeholder analysis. The relationship between claims and duties implies
clear accountabilities – the commitments made under human rights treaties are entitlements, not
promises or charity. Development assistance must be the result of those international obligations.
In good programming, education programs should respond to basic needs of children and other
people, with a focus on vulnerable groups. Local ownership is important, and development
support from outside should always build on existing capabilities.

Poverty elimination and disparity reduction should be long-term goals in all education
development efforts. Education programs should respond to need but must also take account of
the rights of children, young people and other learners. Stakeholders in education should have an
ownership of education programs as a right, rather than an option. The right to education is a
means to reduce disparity and poverty. Education programming should therefore articulate the
explicit linkages between proposed actions and their relationship to reducing disparities and
eliminating poverty and injustice. This may involve both institutional and legal reform. Human
rights standards provide tools and legitimacy for advocacy for change.
In good programming, education programs should be developed on the basis of a situation
analysis that identifies priority problems and their immediate, underlying and basic causes,
which should be addressed either simultaneously or in sequence. A rights-based approach to
education requires that underlying causes of poverty and inequality be addressed. The
indivisibility of human rights also emphasizes simultaneous attention to causes at all levels. In
good programming, setting goals is important, and the necessity for scaling up should be
considered at the planning stage. Efforts should be made to ensure that positive changes are
sustainable and sustained. This includes environmental sustainability. The realization of rights-
based education requires both the achievement of desirable outcomes and achieving them
through a process that reflects human rights values. A rights-based approach to education calls
for simultaneous attention to outcomes and processes. A shift of focus is needed away from
service delivery towards capacity development and advocacy.

2.2.2 Rights-based Approach Implementation related challenges

In a rights –based approach to education founded on principles of universality and equity, there
are inevitable tensions that arise in the process of implementation founded on principles of
universality and equity, there are inevitable tensions that arise in the process of implementation
Some derive from insufficient understanding of the concept of rights or the potential strategies
that can be adopted to resolve them. Rights-based approach to programming is not a magic
wand. It does not provide simple solutions to challenges that have proved intractable for many
years. While providing a principled framework and a methodology for its application, it can also
expose tensions, real or apparent, between different rights, among rights holders, and between
rights and responsibilities. There are, then, significant and sometimes competing expectations of
the education system – from governments that are providing the legal and administrative
framework and funding, from parents responsible for their children’s upbringing and from
children themselves as rights holders. Some expectations are common to all: economic success,
reinforcement of values and social standing. However, the fact that governments are concerned
with the wider society and parents with their individual child can and does create significant
tensions in the education agenda.

2.3 Historical Analysis to the Access of University Education in Africa

Banya, (2000) posits that the educational policy in Zimbabwe has made remarkable achievement,
especially in providing secondary education. However more should be researched and
investigated on factors contributing to low access to university education in Zimbabwe. Chikoko,
(2008) observes that there are many factors that influenced low access to university education in
Zimbabwe. These factors may include historical factors, political factors, sociological factors and
economic aspects. It must be highlighted again in this study that one of the Second Chimurenga
causes was unfair access to university education (Zvobgo, 2014). This unfairness led young men
and women to take up arms to fight against the oppressive systems. The above is supported by
Zvobgo, (1996) who says that the Zimbabwean educational policy was crafted and forged in the
heart of the liberation struggle and one of the aims and objectives of the struggle was to remove
barriers so as to access university education in Zimbabwe. Relevant to my study is that
Zimbabwe is education system is a result of colonization therefore having our home grown
access policy of education like STEM may move the country a step forward.

In an attempt to analyze the factors that were at play in the policy making process in Zimbabwe,
there are colonial and post-colonial influences that must be taken into consideration Zvobgo,
(1996). The government education policy was shaped by scientific socialism which was a choice.
The new dispensation is seeking equity and redistribution of resources to achieve its goals. This
present government had great challenges to redress the past (Daniel 1997). The major policies
adopted in Zimbabwe were to widen access through mass education. In this research it is critical
to point out that there is a glass ceiling which needs to be broken by academics and scholars on
factors hindering increased access to university education in Zimbabwe.

The first challenge of the Zimbabwean government was to fill the skill gap caused by the exodus
of skilled whites Gaidzanwa, (1992). Many skilled whites left the country before and after
independence leaving Zimbabwe with human resources who did not have craft literacy and craft
competence to provide services. Due to these challenges in Zimbabwe there was need to quickly
train indigenous people to improve the local labor market Zvobgo, (2000). Relevant to my study
is the fact that Zimbabwe needs skilled manpower from universities to fill the positions left by
the skilled whites. The major issue in this research is that the commitment by the Zimbabwean
government to provide high school education should be the same commitment to provide access
to university education. The Advanced-level high achievers are facing financial challenges in
order to access university education. Because of these huddles many Advanced-levels high
achievers are having very little choice as a result they are enrolling in institutions of teaching and
polytechnics.

Nyakudyara, (2011) claims that it was not until 1987 that the then Vice Chancellor of the
University of Zimbabwe, Walter Kamba who discussed with his friends the necessity of
approaching government about setting up a feasibility study on establishing a second university
campus. Kanyongo, (2005) maintains that a recommendation was made to the then Minister of
Education on the basis of manpower requirements for economic growth and of the increasing
number of well qualified A- level school leavers. University expansion was not only justified but
was also a necessity; hence, National University of Science and Technology opened its doors in
May 1991. Mutumbuka, (1984), commented by saying the day to day lives of the people of
Zimbabwe like any other formerly colonized society, are defined by their past history as
colonialized people often in ways that are subtle. These countries which got their independence
from colonial masters do have a long way to go in terms of access to university. This research
sought to explore the barriers hindering access to university education in Zimbabwe.

The Zimbabwe’s education system is a result of internal and external influences. Therefore, to
fully comprehend and appreciate issues of access to university education and challenges there is
need to critically explore the history of education and how it shapes much of the post-colonial
education system in Zimbabwe. Zvobgo, (1996) claims that the Zimbabwe’s experiences in
restructuring education reforms are partly embedded in the colonial legacy. Zimbabwe was under
the colonial rule for over 100 years and this is still affecting the nation, especially on access to
university because there was discrimination in education in terms of infrastructure and funding.

It is imperative that A level graduates get access to such institutions to open up for national
development agendas. In this research, university education access is pivotal in the sense that it
is multi- disciplinary where faculties offer degrees and non-degree courses to A-level high
achieving students and mature students. Universities are the guiding beacon in the philosophy of
long life learning for A-level high achievers. Kurasha, (2003) comments on the above by saying
graduates from universities produce knowledge competences and dispositions that are necessary
for the development of competitive human resources.
According to UNESCO, (2012) university education is the ultimate aim of every parent who has
a child in secondary school today in Zimbabwe. It is relevant in this study to point out that
Advanced- level high achieving students to proceed to university so that they can be trained to
tackle challenges facing the nation. Important to this study, is the work of Zvobgo, (1998), who
analyzed the foundations of access to university education in Zimbabwe. The Zimbabwean
approach to the educational reform was more radical and ambitious than Zambia and Botswana
Kariwo, (2011). Zimbabwe took a different dimension in terms of access and implementation
and its goal was to universalize education. According to Mandaza, (1987) Zimbabwe spent more
resources on mass education. This widened the educational base although the government
responded positively by establishing at least one university in each province, access to these
universities seem not to correspond with the number of A- level students who qualify to enter
universities. Mhlahleki, (1995), pointed out that there is very little discourse and literature that
deals with access to university education in Zimbabwe. This thesis aims to add to literature on
university access in Zimbabwe. The government and access to university education access
appears silent on conditions and access of A- level high achieving students Giroux, (2002).
Zimbabwe’s efforts to provide high access to university education were thwarted by financial
challenges (UNESCO, 2010). Kweiga, (2006) declared that the entry points for access to
university are now an issue of the past due to excess competition of access to university
education in Zimbabwe. There is no national policy on access that pushes our A- level high
achieving students to university education. The minimum entry points now differ from one
university to another because most of universities are considering those who are capable to pay
tuition fees. Africa University is enrolling some students with 6 points or more at A- level
Nziramasanga, (2014). Significant to this study is that the access to education in Zimbabwe has
become too philosophical such that scholars and academics should provide better lenses and
more information. UNESCO, (1995) observed that the provision of university education depends
on political commitment and political will, backed by fiscal measures and reinforced by
educational reforms. UNESCO, (2000), declares that Universal Declaration of Human Rights
asserted that everyone has a right to education. The purpose of the declaration was that every
person, child, youth and adult shall be able to benefit from access to university education and
opportunity. The satisfaction of these needs empowers individuals in any society and confers
upon them responsibly to respect and promote education to others and further the case of social
justice, tolerance and to ensure accepted humanistic values. Goulding, (2010) posits that
university education requires a commitment by the state and stakeholders in education. Zvobgo,
(2014) pointed out that the most urgent priority is to ensure access to and improve the quality of
education and to remove obstacles that hamper their active participation.

2.4 Funding University Education in Zimbabwe

Most universities rely on Government funding but funding of these universities by the state has
reflected a negative trend, tuition fees has been left to individuals to pay for their university
education Kapungu, (2007). Whilst private universities have high fees structure as compared to
state universities with the bulk being church run universities. University education is
underfunded the amount of money that is allocated to universities is very inadequate. This,
however, affects access to university because the tuition fees become inhibitive. Very few
students are able to pay for their education especially those from poor socio-economic
background who hardly go to university (Kariwo2011). Zimbabwe is suffering from economic
hard ships as a result it affects A- level high achieving students. Loans for students are not being
availed. Academics cannot go for contact leave as well as being sponsored for external study
programs.

Government is unable to provide sponsorship and bursaries for university education in

Zimbabwe yet the cadetship scheme is not accessible to all students (Zvobgo,
2014).Zimbabwean universities are trying to generate income so as to realize profit where
possible, so that they rely less on government funding. This means that Zimbabwe universities
need to generate income and become self-sufficient. (Dzvimbo, 2000). Fees are high and most
students cannot afford to study in universities especially those from a poor background
(Chatsenga, 2000). Zimbabwe is having a small number of university graduates, when access to
university is limited it means both the parents and the government are losing financial as well as
human capital. University graduates are capable of generating new knowledge and innovations
they can invent new things but in these circumstances are unable to invest in innovation because
of lack of funding.

Where resources are scarce, the requirement to make education universally available as noted in
the rights based approach can mean a reduction in the per capita funding for each student leading
to higher lecturer-student ratios, overcrowded classes, fewer materials and resources per class,
and lower university infrastructure thereby sacrificing quality for access. In these circumstances,
access to education is an overriding concern, and it is not acceptable to discriminate between
groups of children and offer preferential treatment to some on the basis of resources. Yet,
whenever possible, efforts need to be made to increase the budgetary allocation to ensure there is
access to quality education for all children. A tendency to discriminate must be guarded against,
and donors may need to ensure that funding is dedicated to the provision of education without
discrimination on any grounds
2.5 Government policy on Access to University Education
2.5.1 Legislative Framework

Educational rights consistent with human rights principles as they pertain to access, quality and
respect need to be embedded in the legislative framework. They should be clearly acknowledged
as entitlements for which governments are responsible and that individuals can claim and, if
necessary, have enforced through the courts. Such legislation not only needs to take into account
the international obligations that an individual State has in respect to fulfilment of that particular
right via incorporation into domestic law, but it should also address the removal of direct and
indirect barriers that impede access. The specific legislative measures required will vary
according to the different country context

2.5.2 State is Obligation to Access to University Education

Once States ratify international human rights instruments, they commit themselves, through
whichever government is in power, to compliance with the rights embodied in those instruments.
States hold the primary responsibilities and are accountable to the holders of those rights for their
implementation. To ensure the realization of the right to education for all, States have three
levels of obligations. First it is to fulfil the right to education by ensuring that education is
available for all university students and that positive measures are taken to enable students to
benefit from it, for example, by tackling poverty, adapting the curricula to the needs of all
students or engaging parents to enable them to provide effective support to their children’s
education. Secondly, to respect the right to education by avoiding any action that would serve to
prevent students accessing education, for example, legislation that categorizes certain groups of
children with disabilities as uneducable. Thirdly to protect the right to education by taking the
necessary measures to remove the barriers to education posed by individuals or communities, for
example, cultural barriers to education or violence and abuse in the school environment.

2.6 The Availability and Access to University Education

Access to university education according to Angell, Heffeman and Megicks, (2008) implies
making it possible for everyone who is entitled to education to receive it. Thus this study was
undertaken to find out the factors hindering increased access to university education in
Zimbabwe. The idea behind this research is to eradicate these hindrances in future by exposing
these factors to stakeholders in university education. An encompassing definition by UNESCO,
(2003) is that access to university education ensures equitable access to university education
based on merit, capacity, efforts and perseverance. This definition is considered by UNESCO,
(2009) very central to post-secondary opportunities for underrepresented groups such as
indigenous people, cultural, ethnic and linguistic minorities, immigrants, refugees, the disabled
and women (UNESCO, 2009). It considered issues in life-long education learning that can take
place at any time with due recognition of previously acquired skills through opportunities for
adults retraining for the workforce. Additionally, school dropouts and second-chance learners are
also central. Equity on the other hand implies that all segments of the society get their fair share
of access to whatever educational opportunities are provided (UNESCO, 2009).

According to Altbach, (2009) proportion of adults who desire university education is still rising.
These people have much to contribute to the development of society. There is no doubt that
universities have a vital role to play in promoting skill training and national development and in
recent decades the international education community has discussed the implications of
university education and access (Bai, 2006). Emphasis of this research is however placed on the
Advanced- level high achieving and already university students who are facing various
challenges in accessing university education.

The Zimbabwean situation on access to university education is regarded by Maravanyika, (2012)

as, The Education Act of Zimbabwe, (1987) which does not mention anything about university
education and access to university. It is believed and expected that for any government to
succeed in both social and economic growth, it must have clearly defined access procedures to
university education. Thus, the issue of access remains a thorny in the flesh for most African
governments, including Zimbabwe. To underestimate the role of access to university education
in any country can lead to self-denial and stagnation. This is the reason why C .J. Rhodes, the
founder of the colony Rhodesia, in less than five years had crafted the first education ordinance
in order to enlighten the minority whites (Mandaza, 1987). Zvobgo, (2014) agrees with
Mandaza, (1987) that this ordinance reveals the importance of access to education. Rhodes
crafted this education access ordinance to enable the government to survive for more than 100
years. Kariwo, (2011) claims that although Rhodes was a capitalist, he established the University
college of Rhodesia as an affiliate University of London so as to develop the minority white
population in Rhodesia.
Relevant to this study is that Rhodes observed that a state that does not have access to university
education cannot be expected to meet the basic needs of its citizens (Mhlahleki, 1995).
Gaidzanwa, (1992) observes that the few people who had access to formal education were better
placed for access to job opportunities and general social mobility in the colonial societies.
Education was therefore, a very important resource for those members of the colonized countries
who were ambitious. It is interesting to note the contribution of the unfair system of education of
the Rhodesian government results in the following. By 1904 public revenue by Africans alone in
Rhodesia was 41, 4% in 1912 and about 1/3 of the revenue came from forced labour due to
inequalities of education access between blacks and whites (Mandaza, 1987). If the education
system was fair, it means the majority of the school going age was supposed to be in schools not
in farms and in mines as cheap labour.

The 1912 ordinance empowered chief native commissioners to control missionary schools and
African education without financial support. When a group of people are denied access to
education then that group is largely affected very negatively. Mhlahleki, (1995) reports that the
issue of access is a difficult question faced by African governments. The pre-colonial education
policies which denied Africans access to schooling is affecting university education. The number
of Advanced-level high achieving students graduating from high school does not correspond
with the number of students being enrolled into universities. UNESCO, (2015) states that access
to university is a global commitment to provide quality education for all children, youth and
adults. Access to university education can be viewed as those skills of reading and writing and
enables people to solve life problems. Relevant to this study is that access to university education
is linked to the world conference on access university education for all citizens. Those who are
capable up to university level must not be denied access. It is interesting to note that previous
international commitments and calls for action contributed immensely towards access.

Bennett, (2008) explains that access helped to revitalize an education reform that started well
before 1990 especially in several developing countries. Banya, (2001) states that developments
towards university education are neither uniform nor leaner because of poor policy interpretation
and implementation. However, some major developments have been made on some fronts
whereas stagnation or even deterioration is manifest on others. Of course regions and countries
do have significant differences. The researcher argues that the guiding principle and budgets on
access to university education have shrunk especially for poor countries. It can be argued beyond
doubt that Zimbabwe and other Sub Saharan countries are having a complexity in widening
access to university education (Angula, 1997). Meaningful education should provide citizens
with relevant skills.
2.7 Socio- Economic Factors to Access to University Education

One of the major factors that militate against students’ access to university education is socio-
economic background (Banya, 2001). The socio-economic status of parents is a crucial factor in
deciding whether a student progresses to the next higher level of education and the opportunity
to attend university. Zvobgo, (2014), states that the persistent drought and the poor performing
manufacturing mining and tourism sectors have resulted in little economic growth and this has
caused serious problems to access university education in Zimbabwe. The net result of the above
scenario is that many students drop out of universities as their parents or guardians fail to raise
tuition fees. Therefore, the two scholars are in agreement that socio-economic status of parents
and guardians affect students in accessing university education. Chombo, (2000) points out that
higher education in Zimbabwe faces challenges which include dropouts, high tuition,
accommodation fees, staff shortages and economic decline, foreign currency shortages,
hyperinflation, and large public debt. The government's budgetary allocation to the higher
education has been in drastic decline (Chetsanga, 2000). In developing country like Zimbabwe
the challenges include reduced state funding, brain drain and lack of quality assurance. The
challenges highlighted above have impacted on the functions and operations of universities in
Zimbabwe. This study sought to explore how socio-economic status is affecting A- level high
achieving students in Zimbabwe.
Significant to this study is that those students who come from poor backgrounds can find it
difficult to access university education even if they have the required points. Kariwo, (2007)
agrees by saying that socio-economic status influences access to university education in
Zimbabwe and it is a form of a structural barrier it hinder access to university education. It is by
far the single biggest barrier to access university education by high achieving A- level students
(Mullen 2010). The above observation concluded that students who come from poor socio-
economic background have acute challenges of proceeding to university education. What seem
to determine access to university for A- level high achievers in Zimbabwe could be tuition fees.
Muzawazi, (2010) argues that low income families are less likely or less able to save for post-
secondary education which puts potential students in these families at a disadvantage with
respect to financial resources for university education. The above research was carried out in
Europe therefore this study seeks to uncover how socio-economic affects access to university
education for high A-level achievers in Zimbabwe. Dzvimbo, (2000) supports by pointing out
that these youth from disadvantaged families are exposed to different barriers due to the socio-
economic status of their parents of which their access to university education is limited. Relevant
to this study is that participation in university education can be affected by situations surrounding
the economic life of the student, such as where they live or the communication network around
that geographical area. Access to university education can be a real issue for some, particularly
those who live in remote or rural areas (Mullen 2010).

Ho (2007), confirms that the background of the Advanced-level high achieving students can have
a huge bearing upon the decision to participate in higher education. Makhurane, (2007)
acknowledges that factors such as parent’s occupations, incomes and the socio-economic
environment of the society in which a child is raised, have a big impact on university access.
Evidence from related literature suggests that there is distinct underrepresentation of certain
social groups in higher education. For example, individuals from areas of deprivation, certain
ethnic groups, occupational backgrounds, or those on lower incomes are less likely to participate
in higher education (Chatsenga, 2000). The above indicates that poor social economic
background affect negatively to access university education.
Chombo, (2000) raised a very important point by claiming that approximately 30 000 students
graduating from high schools only18% of graduates get admitted into higher education
institutions. This means over 80% of potentially productive persons are left with no opportunity
for training and acquiring employable skills. Chombo, (2000) and Chatsenga, (2000) concur that
the number of Advanced- level high achieving students failing to access university education in
Zimbabwe is too high. Challenges facing Advanced- level high achieving students is likely to be
associated to poor socio-economic status and poverty. Relevant to this study is that university
education is no longer for free, those from poor socio-economic even if they are capable their
chances to university education remain an issue. Kariwo, (2007) observes another significant
point by saying that educated parents can better understand the educational needs and their
children’s aptitude. Chikoko (2008) further explained that these parents can help their children in
their early education which affects their proficiency in their relative area of knowledge. It is
therefore relevant to point out that financial background of parents can provide latest
technologies and facilities in a best possible way to enhance university education for their
children. Parental education and socio-economic factors are of vital importance in effecting
students’ educational achievements. They are the backbone in providing financial and mental
confidence to students. Explicit differences can be observed between those students who belong
to different financial status and different parental educational level (Chimanikire, 2009).

The United Nation Educational Scientific and Cultural Organization, (2008) conclude that this
era of globalization and technological revolution, university education is considered as a first
step for human activity. It plays a vital role in the development of human capital and is linked
with an individual’s well-being and opportunities for better living. The world is making
technological progress day by day and university education is the only key to match the pace of
its progress. People are giving preference to higher education. Researchers and scholars seem to
prove that only 10 % of the world knowledge has been discovered by human brains, 90% of
world knowledge remains undiscovered (Gordon, 1994). Gordon demonstrates how critical
university education plays in world development. Without university education the world
education can be discovered at a very slow pace. It is interesting to point out that in this
knowledge economy university education plays a major role.
Financial factor is very important for any A-level high achieving students to access university
education. Closely associated with finances and economic factors is the fear of debt. Scholars
such as Ho, (2007); Kapungu, (2007) and Mullen, (2010) cite the level of debt associated with
studying at university as a hindrance to accessing university education. For example, those who
have been brought up in a culture where debt is not regarded as socially acceptable may decide
that the longer term financial rewards associated with achieving university education
qualifications will be insufficient to offset the shorter term costs of studying at higher education.

Landman, (2006) adds his voice to socio economic issues by positing that borrowing from
government or elsewhere to finance one’s university education can be a huge step backwards for
students from poor families. Some of the debts can lead to financial problems, and when industry
is not opening up the consequences can be disastrous. Dzvimbo, (2000) commends that fees are
too high and most students cannot afford to study with universities especially from a poor
background. University education has become a preserve of the elite. A fear of debt could exert
much greater deterrent effect on disadvantaged student’s participation in accessing higher
education. This is characterized by chances of academic success and chances of finding a job at
the end to pay off the debt. The conditions for paying back the money do not attract students to
access university education, instead they opt for other alternatives which are not expensive, like
being enrolled at teachers colleges and yet they qualify for university entrance (Kariwo, 2011).

In this study the issue of borrowing tuition fees by A- level high achieving students is not
common. Most of these banks need collateral security which students do not have as a result
poor socio- economic status of students can affect access to university education. Midlands State
University is charging tuition fees at 900 dollars per semester for a period of four years .In fact
total amount needed by a student per semester is 1800 dollars. A tuition fee for teachers college
is close to 500 dollars and this includes food and accommodation. In teachers colleges in
Zimbabwe any student must go for teaching practice for 15 months and an allowances is given
,as a result A-level high achieving students may prefer teaching rather than going to university
due to economic challenges. Mullen, (2010) highlights labour market and graduate
prospects/earnings potential as structural barriers. Employment prospects for graduates and the
financial rewards expected from university education qualifications affect participation
particularly for those from disadvantaged groups. The fear of debt impacts on these groups
disproportionately and it is therefore important that they understand fully how university
education qualifications can improve their future employment prospects and earnings potential
Mullen, (2010). Bwanya, (2001) points out that income and access to student support in the form
of grants scholarships and pocket money during studying is seen by some as a very important
factor in the decision to participate in higher education. Shizha, (2011) suggests that the financial
concerns of students are two-fold. First the financial cost of day to day living as a student can act
as a barrier to potential entrants particularly if they have no income stream other than any student
support for which they are eligible. Economic factors do not only act as a disincentive to entering
university education for some, but may also influence the choice of course or institution among
those who participate. Pikari, (1989) adds on to say that economic factors do not only include
tuition fees.

Affordability can affect an individual’s choice to enter into university education but can also
have an effect upon whether that individual is able to complete their education. Over and above
countries that invest in university education are developing faster (Kapungu, 2007) Korea
invested heavily in university education. This country has become a knowledge based economy.
Bloom, et al, (1989) seem to agree that other countries have suffered from brain drain but Korea
encouraged students to study abroad and return home after completion. Barrow and Lee, (2000)
also claim that most universities in Korea have exchange programs with universities elsewhere.
Evans, (2000) observes an important point by saying that in Brazil, given the impressive
expansion of higher education enrolment since the 1990s, the topic of access and social inclusion
has become part of the federal government’s priorities agenda. The official policy now focuses
on improving the participation in university education of students from low-income groups.
Important to this study is the fact that some of the countries are putting more emphasis on merit
rather than the ability to pay tuition fees and Zimbabwe can be one of them. Mullen, (2010)
observes that in England, a major reform in funding university education occurred in 2006.
Along with the introduction of variable tuition fees and government-funded grants and loans for
students, universities were encouraged to provide students with additional discretionary financial
support to promote widening participation and greater access to university.
High achieving Advanced- level students appear to be given adequate financial support in Korea,
India and UK, whereas in Zimbabwe parents are actively involved in financial contribution.
Altback, (2009) declares that the Zimbabwe economy has been on the brink of collapse with
formal employment estimated between 5 to 10 percent The World Bank, (2003) also reported
that 81.68 percent of secondary school leavers were unemployed in Zimbabwe. When the
economy is not functioning it is not easy for the government to provide a wide range of loans and
grants that would cover tuition fees and other living costs for A-level high achieving students to
access university education.

2.8 Summary
The purposes of reviewing literature is among other concerns to examine how certain factors
which have possible influence on the problem under study are interrelated Orodho, (2003).
Several tertiary education access and availability challenges faced by both prospective and
enrolled students have been elucidated in the literature review. Further, issues of government
policy on access to university education and its funding in Africa were also accorded significant
attention. The availability and access of tertiary education opportunities were also covered in the
context of Africa and strategies to best tackle the challenges were also put forward in this
chapter.
CHAPTER 3: METHODOLOGY

3.1 Introduction

While Chapter two has looked at a thorough review of the relevant literature related to the topic
and research problem to answer the research questions, this chapter deals with the research
methodology. The research methodology describes how the researcher conducted the study by
focusing on the research philosophy, research approach, research design, the target population
and sample, sampling technique and procedures, data collection methods and instruments that
were used, how the collected data was analyzed, presented and interpreted. It also looks at how
validity and reliability issues and ethical concerns were considered in this study.

3.2 The Research Design

Marshall, (1999) defined a research design as a detailed blue print used to guide a research study
towards its objectives. Zikmund, (1991) propounded that research design is a master plan that
specifically identifies what techniques and procedures are to be used to collect and analyze data
relevant to the research problem. Also Neuman, (1994) defines a research design as all
procedures selected by the researcher to answer particular questions or hypothesis. Therey are
three types of research design which are descriptive, exploratory and casual. In this study, the
researcher adopted the descriptive and explanatory research designs.

For this study, the explanatory research design attempts to explain the reasons for the
phenomenon understudy that a descriptive research design only observes, Emory et al., (1991).
In this study the phenomenon being studied is challenge to accessing university education in
state universities in Zimbabwe. Emory, (1991) states that the explanatory research design uses
theories or hypotheses to account for the factors or forces that causes the phenomenon being
studied.

3.2.1 Justification of the descriptive and explanatory research designs

The descriptive research design will be used to quantify qualitative responses generated from the
study’s respondents. Quantification of qualitative responses help in the analysis and presentation
of findings that is best interpreted by readers as it provides for some form of implied ranking and
or superiority, the opposite being true.

The adoption of the explanatory research design for the purpose of this study finds justification
from Saunders et al., (2009) and Blumberg, (2011). They say that the explanatory research
design allows the collection of qualitative information and analysis by use of quantitative means
that utilizes statistical inferences to establish cause and effect that helps researchers develop in-
depth knowledge about a phenomenon under study.

In this research study, the purpose is not merely to describe access challenges to university
education in state universities but also to provide a satisfactory explanation as to why these
enrollment challenges exist in Zimbabwean state universities.

3.3 Population and Sample and Sampling

3.3.1 Target Population

The data needed to answer the research questions will be drawn from the elements of the
population. According to Miles, (2003) population refers to the study objects, or a full set of
cases where data may be sourced. These study objects may be individuals, a group or an
organization or human products.

The population in this study consisted of first year students enrolled at University of Zimbabwe
in the year 2020, University Dean of departments, and Ministry of Higher and Tertiary education
directors. The population consisted of 3000 (three thousand) students who enrolled for programs
at University of Zimbabwe in 2020, 15 (fifteen) Dean of departments at UZ and 4 (four)
Directors in the Ministry of Higher and Tertiary education. University of Zimbabwe was chosen
because it is a state university and that the researcher would get access to information required
for this study there more than at any other institution. This study postulates that state university
education is standardized in terms of enrollment access and delivery country wide hence, results
from this case study may thus be generalized for all other state institutions in Zimbabwe. Discuss
the population only

3.3.2 Sampling and Sampling Technique

Sampling techniques specify the manner in which the sample members are being drawn from the
population. The nature of the population determines which sampling technique to use. There are
four probability sampling techniques or methods that can be used to draw sample members from
the population, namely simple random sampling, systematic sampling, cluster sampling, and
stratified sampling Patton, (1990). Given that the population for this study was not
homogenous, different sampling methods were applied on each population group (students,
university deans and ministry directors). In this study, systematic random sampling was seen to
be appropriate for selecting students from an SRA- organized orientation meeting for first year
students held at the University of Zimbabwe. In this systematic method the 10 th item (student)
was selected upon exit of the lecture theatre hall. A total of 1880 students attended the
orientation and 188 students were chosen through systematic sampling. Simple random sampling
was then used in selecting 1 (one) director in the Ministry of Higher and Tertiary Education
while judgmental or purposive sampling was applied in selecting 2 university officials (the dean
of students and the registrar). These were chosen on the basis that they possessed knowledge of
the information the researcher sought to solicit.
The study sample therefore, had a total of 191 participants consisting of 188 first year students, 2
university officials (dean of students and registrar) and 1 director in the ministry of Higher and
Tertiary education.

3.4 Research instruments

A data collection instrument is a tool used to gather data around an individual or group of
individuals’ opinions and views about a topic under study. Self-administered questionnaires and
key informant interview guides will be used by the researcher in this study. The questionnaire
will be administered on students while the interview guide will be administered on key
informants.

3.4.1 Questionnaires

A questionnaire is a data collection instrument in printed form with a provision for answering
questions on the spaces provided, Zikmund et al., (1991). More closed-ended questions were
used in this study and these refer to questions that do not allow respondents to give their opinions
freely. Through closed questions, the researcher will be able to limit responses that are within
the scope of this study. A self-administered questionnaire will be used in this study. However,
the research also included a few open ended questions in the questionnaire to give room for
comments.

3.4.2 Justification for using self-administered questionnaires

The self-administered questionnaire was used because it gives the respondents a chance to
express their feelings freely and anonymously. People do not want to be victimized of having
divulged certain information for the purpose of research. Data collected through the
questionnaire will then be processed quickly and statistically.

3.4.3 Description of the questionnaires

The self-administered questionnaires shall have a covering letter, an introductory and closing
remark as advised by Saunders et al., (2009). The covering letter explains the purpose of the
study and requests prospective respondents’ consent to participate in the research study on behalf
of their organization. The closing remark thanks respondents for their time and co-operation. The
questionnaire is divided into four sections namely section A, Section B, Section C and section D.
Section A consist of questions addressing respondents’ personal and organizational details,
Section B addresses access challenges to university education faced by students in state
universities, Section C deals with identifying government funded support schemes available for
university students, whilst Section D focuses on the strategies that can be adopted for the
achievement of easy access to university education in Zimbabwe .

3.5 Data collection procedures/ Administration of instruments

Miles, (2003) says that data collection procedures involve how the primary and secondary data
will be collected. The researcher visited Ministry of Higher and Tertiary Education offices in
Harare, Zimbabwe to seek permission to conduct the study and to conduct interviews on
directors and sought permission to distribute questionnaires to first year students at UZ. The visit
was supported by Africa University’s approval letters granting the researcher permission to
proceed with the study. The research used two data collection methods, the self-administered
questionnaire for students and the interview guide for key informants.

3.6 Data analysis, Presentation and Interpretation procedures

Questions on the questionnaire were coded to quantify responses for easy analysis. The
researcher used the Statistical Package of Social Sciences to analyze data. The study adopted
quantitative data analysis procedures in which descriptive statistics such as frequencies, and
percentages were used to quantify the distribution of responses as they exist in their qualitative
nature.

3.6.1 Justification for data presentation analysis and interpretation procedures

3.6.1.1 Data Presentation

A combination of both qualitative and quantitative data is best presented in graphs, tables, pie
charts and bar charts as use of these methods of presentation and analysis makes it easier for one
to assimilate information visually Wilson, (2011). This gives the reader an idea of how the
information was analyzed. Pie charts have the advantage of providing pictorial enhancement of
information which facilitates interpretation while bar charts were used because they enable
researchers to read and interpret data and or information easily with understanding (Wilson,
2011).
3.6.1.2 Data Analysis

After data is collected it was organized and analyzed. For analysis of closed-ended questions, a
Statistical Package for Social Sciences (SPSS) was used. Data will be analyzed using descriptive
statistics.

3.7 Validity and Reliability

In the light of the fact raised by Saunders et al., (2009) that overlooking issues of validity and
reliability in research studies makes findings and conclusions to be frowned upon undermining
their credibility, the researcher took the following measures suggested by Wilson., (2011) and
Saunders et al., (2009) to ensure internal validity and reliability of data that will be gathered and
the data collection instrument that was used.

i. Consultations

The researcher consulted his supervisor and various experienced and previous researchers to
remark on the representativeness and suitability of the questions and the structure of the
questionnaire. The researcher then accordingly made the necessary amendments to improve
content validity that is both face validity and sampling validity. In doing so the researcher made
sure that what he intended to measure is positively related to the research questions and
objectives.

ii. Pilot testing

The researcher conducted a pilot study using 5 questionnaires and refine the tool to ensured that
respondents won’t have challenges in responding to questions and that there would be no
problems in recording collected data.

3.8 Ethical considerations

This section deals with the ethical considerations that the researcher considered in carrying out
this study and as pointed out by Wilson, (2011) student researchers face ethical issues and it is
required of them that they consider ethical concerns right at the beginning of the research. Such
ethical concerns relate to seeking access to organizations and individuals, collecting, analyzing
and reporting collected data Saunders et al., (2009). Ethical issues in research mean that
researchers have a moral responsibility to conduct the study in an accurate an honest manner,
respecting privacy, confidentiality and being transparent about the purpose for which the data
from findings will be used for.

3.9 Summary

This chapter has looked at the various aspects of the research methodology that will be adopted
in carrying out the research study. The research approach and design have been identified and
these are the descriptive and the explanatory research design. Justifications for adopting the
descriptive approach, and the explanatory research designs have been given. The chapter has
outlined the target population which in the study consist of first year students enrolled at UZ in
2020, university officials and ministry officials. The sample size for the study was 191 in which
188 students were chosen through systematic random sampling, 2 university officials were
chosen using judgmental sampling while 1 director was selected using simple random sampling.
The main instruments for data collection thus, the self-administered questionnaire and the
interview guide were described in this chapter. Data collection, analysis, presentation and
interpretation procedures have been described and reasons for their adoption have been cited as
well. Last but not least in importance in the chapter are the critical issues of validity and
reliability and research ethics. These have been explained and measures were taken to ensure that
they were accorded due consideration to enhance the quality and credibility of the research
findings. The next chapter details the presentation, analysis and interpretation of data which have
been briefly explained in this chapter.

CHAPTER 4: DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction

This chapter presents analysis, discussions and findings from the study on challenges hindering
access to tertiary education in Zimbabwe. The results and findings presented in this chapter were
guided by a set of objectives out lined in the first chapter as to identify sources and challenges
hindering access to higher education, to establish government policy on funding of tertiary
institutions, availability of opportunities to access university education and to recommend
strategies that can best be adopted to improve access to university education by many in
Zimbabwe. The primary source of data was mostly collected from enrolled and prospective
students as main respondents, and interested parties like lecturers and education as key
informants. The analysis made in this chapter was conducted by a Statistical Package for Social
Sciences (SPSS), which is a social program software for managing and analyzing social
scientific data. Findings on qualitative administered questionnaires are presented herein as
confirmation of quantitative performance as analyzed.

4.2 Response rate

Table 4.1: Response rate

No. of questionnaires distributed Collected questionnaires % Response rate

188 160 85%
Source: Primary data, (2020)

The above table shows that a total of 160 of the distributed 188 questionnaires were responded to
and were collected. Punch, (2008) argues that a response rate above 80% is considered excellent
therefore, a response rate of 85 %, for this study is a clear indication of credibility of the findings
and according to Punch, (2008) it is excellent hence the researcher proceeded.

4.3 Challenges restricting access to university education in Zimbabwe

The study sought to establish the challenges students were facing in accessing university
education. Respondents were asked to identify the challenges they had experienced that limited
their access to enrollment opportunities in state universities of their choice.
 University Education Access Restrictions faced by students
47.5%

25.6%

11.3%
7.5%
5.6%
2.5%

Financial Restriction Entry Requirement restriction Attitude factor restriction

Quota based system Corruption Ignorance

Figure 4.1: Showing Challenges restricting access to university education by students

Source: Primary data, (2020)

Findings show that university education has become a preserve for the elite. Majority of students
(47.5%) cited financial constraints as the main challenge restricting equal access to university
education in Zimbabwe especially for those from poor backgrounds. This concurs with Yinusa
and Basil, (2008) who articulated that poor families tend to consider university education a
luxury and in most cases they do not have the means to assist their children in pursuing it. 25.6%
cited entry requirements by state universities as a barrier to accessing university education.
According to Chihombori, (2013) admission into university is usually competitive, with
variations across universities and programs, for example for highly oversubscribed and limited
programs such as medicine and law entrance is extremely selective and requires high standards.
This is also supported by Dzvimbo (2000) who found out that there is restricted entry to
university education baring those with low A Level points. Whilst 11.3% cited the quota based
system, 7.5% indicated attitude towards university education, 5.6% and 2.5% cited involvement
of corruption and ignorance respectively. Findings by Fagbemi, (1999) in Nigeria fingered
unofficial but organized and powerful groups, playing politics with a hidden agenda as
hampering efforts to equalize access to university education.
This is in agreement with what emerged from focus group discussions with key informants who
reiterated that financial constraints are the major restriction to university education access in
Zimbabwe. Almost all respondents acknowledged the influence that financial constraints have on
access to tertiary education. These findings therefore, are in line with those of UNESCO, (2012)
from a study carried out in Nigeria in which they reported that education costs related with
universities pose serious obstacles for poor households and that average schooling spending per
child is more than 10 times higher among the richest 20% of households in Nigeria than it is
among the poorest 20%.

4.3.2 Government funded university education support schemes

The researcher sought to find out from respondents if they were aware of any government
support schemes available for students pursuing university education and if they had access to
the schemes.

Table 4.2: Availability and Access to Government University Education Funding

Availability of Government Education support Schemes

Frequency Percent Valid Percent Cumulative Percent

Valid Yes 15 9.4 9.4 9.4

No 145 90.6 90.6 100.0

Total 160 100.0 100.0

Source: Primary data, (2020)

Of the 160 students interviewed, only 15 (9.4%) indicated that there were two schemes set by
government to support access to university education namely; the Presidential Cadet scheme and
the Student Grant’s scheme. Of the 15 (9.4%) that professed knowledge of the funding schemes,
none (0) was receiving a student grant from government while all (15) were accessing the cadet
scheme. Most significantly, 145 of the 160 (90.6%) respondents indicated that they had no
access to any government funded education support schemes. These findings are crucial in the
sense that, they are in line with those of SARUA, (2010) who discovered that the government
was once the major source (65.3%) of public university funding between 1980 and 2000 which
has since declined substantially and is now limited mostly to the public.
Interviews with key informants (university dean of students and ministry director) established
that, they agree that in previous years students relied on state funding but this has since changed
and students are being encouraged to find alternative ways of funding themselves. Dzvimbo,
(2000) argues that Zimbabwe has not yet implemented a scientific funding formula for university
education and is relying on unclear and perhaps unfair allocation methods.

4.3.2.1 Opportunities available for university education support access

Respondents were asked to rank statements of opinion that referred to access opportunities of
education support schemes unveiled by government. The figure below presents the findings:

Status of government funded university education support schemes

Opportunites are equally available for everyone

Selection for the beneficiaries is transparent

Support schemes ensure equality

Support schemes are easily accessible

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Agree Strongly Agree Disagree Strongly Disagree Not Sure

Figure 4.2: Showing the status of government funded university education schemes

Source: Primary data, (2020)

The study found out that whilst government has set up university education support schemes to
improve accessibility to university education, majority 90.5%, (62.5% strongly disagree and 28%
disagree) indicated that the schemes were not easily accessible. Dzvimbo, (2000) in his findings
indicated in support of this arguing, that accessibility to government support schemes has
become limited for the public as such students are encouraged to find alternative ways of funding
themselves. With regards to equality, 90.5% indicated that there was no equality, while 90.6%
also indicated that the selection process itself was not transparent. This may be attributed to
growing levels of corruption in almost every sector of the economy in developing countries.
Fagbemi, (1999) in Nigeria fingered unofficial but organized and powerful groups, as hampering
efforts to equalize access to university education. 88.1% of the respondents indicated that
university education opportunities were not equally available for everyone while only 2.5% were
not sure. This is supported by Chihombori, (2013) who found out that university education in
Zimbabwe has become competitive, limited and selective and thus the government has to rely on
unclear and perhaps unfair allocation methods.

The key informants all agreed to the findings above indicating that university education
opportunities have since declined substantially and are limited to high performing and affording
students suggesting that there is restriction to entry that bars those with lower than required
standards.

4.4 Strategies to improve access to University Education

4.4.1 Social research

The study found out that there is need for social research in order to improve access to university
education. One key informant also highlighted that there is not much empirical evidence on the
severity of the problem of university education hindrance in Zimbabwe and this affects how
people who have the resources view the problem. According to Zengeya, (2009) adequate
research allows the government and other actors concerned with university education to ensure
the implementation of vibrant programmes and projects that address the problem. Social research
can assist government on how best to implement cadetship funding programs and how they can
change their eligibility criteria to suit the needs of all vulnerable groups in Zimbabwe.

4.4.2 Lobbying and advocacy

It was noted from the study that people in marginalized populations are affected grossly by
ignorance and the lack of information. They need people who can lobby and advocate for
programmes, policies and projects that benefit them. Ignorance was reported as one of the
hindrances to access of tertiary education and without much lobbying and advocacy, these people
are bound to be restricted from mainstream development initiatives unless someone raises up his
or her voice for them and air their concerns.
4.4.3 Resource mobilization

Mobilizing relevant resources can improve access to university education. All respondents
indicated in favor of resource mobilization as a solution to ending university access challenges.
Others even went on to suggest that mobilizing more non-governmental organizations and other
service providers can improve access to tertiary education since they will be able to supplement
government efforts. This can be done through the provision of school fees, and stationery. It was
highlighted in focus group discussions that most citizens are restricted access to university
education because of lack of food, school fees and stationery. If these resources are provided for
these children or if they are linked to the rightful resource systems, they will be able to access
education.

4.4. Raising awareness

Since 80% of interviewed respondents agree on ignorance as major cause of university education
restriction for many in developed nations, majority of respondents 90% indicated that there is
need to awaken these people so that they know the benefits of their children having to acquire
university education. Similarly, all the key informants highlighted that ignorance is really
affecting access to university education. One of them articulated that these people need
awareness programmes. The use of awareness programmes can be equated to Freire’s, (1970)
ideal of providing adult education so as to conscientize people on pressing issues in their
populations and thus giving them enough ammunition to fight off a culture of ignorance or
silence.

Is this all you got from 160 respondents

CHAPTER 5: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

The thrust of this specific study was to examine access to university education in Zimbabwe by
scrutinizing the access challenges, government policy on funding available opportunities and
identifying strategies that can be best adopted to improve access to higher education by the
ordinary citizen. The previous chapter has presented a report of findings from the data gathered
from questionnaires administered to respondents and key informants. This chapter now presents
summary of the research as well as building on research conclusions. The chapter also suggests a
set of recommendations for adoption by stakeholders and interest groups and areas of further
study are also suggested in this chapter.

5.2 Research Summary

The first chapter of this report explored the background of the study in which circumstances
from which the research problem emanated from were described. The problem statement was
thus formulated highlighting the problem under study, the affected population and previous
attempts made to curb the effects of the problem. Research objectives were crafted from which
research questions were extracted. The objective of this study was to examine factors affecting
access to university education in Zimbabwe.

Chapter two reviewed related literature on the challenges facing students on enrollment into
universities, government policy on funding university education for vulnerable populations,
availability of university education opportunities and strategies that can be adopted to best
improve access to university education by ordinary citizens. Lessons from other countries have
been drawn with the objective of bridging the implementation gap between Zimbabwe and other
countries.

Chapter 3 explains how the study was conducted. The descriptive and explanatory research
design was adopted for this study. This research design formed the backbone of this study
because its application involved the formulation of the research objectives, the design of data
collection methods, selecting the sample, collecting, analyzing data and reporting the findings.
Both qualitative and quantitative research approaches were adopted for this study. As a result of
the size of the study population, time and cost constrains, it was hardly possible to conduct a
study of the whole population. For this study the sample size was 191 respondents for which 188
were first year students, 2 were university staff (Dean of Students and Registrar), while 1
ministry representative (director) was chosen. Finally, the chapter discussed the critical issues of
reliability and research ethics. These have been explained and measures to ensure that they are
accorded due consideration to enhance the quality and credibility of the research findings have
been elucidated.

Chapter four presents and analyses the data which was collected from respondents of the study.
Data was collected within a three-week period and used both excel and the statistical package of
social sciences for analysis. Findings of this research reveal that the major economic restrictions
to university education are financial constraints and entry requirements of institutions, while
Attitude of applicants, the quota based system, corruption and ignorance made up the social
factors restricting access to university education. Government has not been seen to be doing
much on helping citizens’ access university education and hence the study recommends
strategies that could best be adopted to improve access to university education.

The section below sums up the conclusions arrived at by the researcher.

5.3 Research Conclusions

5.3.1 Financial constraints

Financial constraints emerged the leading economic hindrance to university education access
among vulnerable populations in Zimbabwe. This shows that financial constraints are one of the
main obstacles in accessing tertiary education especially considering that there are many costs
involved despite the fact that most families are living below the poverty datum line. Zimbabwe
has not implemented a scientific funding support formula for the public and thus access in terms
of financial capabilities may remain unfair and unclear.

5.3.2 Entry Requirements by Universities

This study therefore concludes that admission into state universities in Zimbabwe is competitive,
with variations across universities and programs. Findings from this study at University of
Zimbabwe show that enrollment into highly oversubscribed and limited programs such as
medicine and law is extremely selective and requires high standards. There is restricted entry to
university education baring those with low A Level points irrespective of their financial, attitude
and or geographical positioning (quota based) advantage. Thus if performance does not match
the required standards at the time even if one is from the local university catchment, has the
financial muscle and the right attitude towards university education, access will still remain
highly restricted.

5.3.3 Quota based system

The issue of quota based admission can be a barrier to accessing university education for many.
In this system the university board reserves a certain percentage of the university’s admission for
residents of its immediate geographical or catchment areas and a significantly smaller percentage
to educationally disadvantaged students from rural backgrounds and only about 40% of students
are admitted on the basis of merits of their academic performance. A study carried out by
Adeyemi, (2001) found significant differences in academic performance between students
admitted on merit and those admitted on other criteria.

Though the Zimbabwean quota based admissions policy was developed to make university
education access somewhat equitable, it doesn’t necessarily broaden the possibilities for
academic success among those admitted.

5.3.4 Corruption

The ever increasing level of poverty in the country caused by the economic meltdown has had an
effect of manifesting corruption in almost every sector of the economy. It is very unfortunate that
state universities in their nature, which are supposed to be service organizations have been turned
into profit-making ventures by their proprietors. Students are made to pay very exorbitant fees to
access education and as a result only parents of high socio-economic backgrounds can afford.
This tendency to marginalize students living in poverty has an effect of reducing the quality of
public education. Poor planning is the major cause of corruption, in which politics is abused by
unofficial but organized and powerful groups to hamper efforts to equalize access to university
education in developing countries.

5.3.5 Attitude of applicants

Outside the aforementioned challenges restricting the equalization of opportunity and access to
university education, Fagbemi, (1999) observed that one of the social/cultural constraints is the
attitude of people. For instance, this study through discussions with key informants noted that
some African culture emanating from a certain ideology has defied all institutions that urge
Africans to seek for all forms of knowledge as long as it is of benefit to mankind and have
maintained a hostile stance against western education. It is the researcher’s view that, the
educational imbalance in Zimbabwe may not in fact be corrected, unless efforts are made to
equalize the awareness and the enthusiasm of the different parts of the country for education.

The mindset that education will always manage irrespective of its bastardization should change.
University education is a big industry that deserves a priority ranking in the scheme of things.
Akumah, (2005) argues that any government that places educational expenditure second or third
in its budget least regards education as ill-investment and will reap the dividends.

5.4 Strategies to improve access to University education

The researcher strongly believes that the need for involvement across society in promoting
university education stems from the interdependence between attainment of education and
development outcomes. Though access to university education may mainly be affected by
government, all stakeholders have a role to play. Whilst parents need to create an enabling
environment at home for their children that supports full participation and encourages attainment
of high education levels, the government on the other hand has the responsibility to provide
adequate budgeting allocations and to prioritize allocations to provide equal access to education
and support for vulnerable student groups.

5.4.1 Resource mobilization

The study concludes that resource mobilization is the most prominent intervention that can be
used to improve and promote access to university education. . If these resources are provided for
these children or if they are linked to the rightful resource systems, they will be able to access
education.

5.4.2 Awareness raising

The study also concludes that awareness raising is the second most prominent social intervention
that can be used to improve access to university education. This is so because most of the factors
affecting access to university education in most developing countries like Zimbabwe are as a
result of ignorance. Other interventions include lobbying and advocacy and social research.

5.4.3 Social research

There is need for social research in order to improve access to university education. Adequate
research allows the government and other actors concerned with university education to ensure
the implementation of vibrant programs and projects that address the problem. Social research
can assist government on how best to implement cadetship funding programs and how they can
change their eligibility criteria to suit the needs of all vulnerable groups in Zimbabwe.

5.4.4 Lobbying and advocacy

It was noted from the study that people in marginalized populations are affected grossly by
ignorance and the lack of information. They need people who can lobby and advocate for
programs, policies and projects that benefit them. Ignorance was reported as one of the
hindrances to access of tertiary education and without much lobbying and advocacy, these people
are bound to be restricted from mainstream development initiatives unless someone raises up his
or her voice for them and air their concerns.

5.4 Recommendations of the study

This study thus makes the following recommendations in order to improve and promote access to
university education by ordinary citizens in Zimbabwe.

5.4.1 Government should work towards legislation that accommodates pregnant and married
students to continue with education and accord them all the support they require as is the case in
South Africa (Motana and Dieltiens, 2010). This will ensure increased efficiency and
effectiveness in the implementation of policies that are aimed at improving access to education.

5.4.2 There is urgent need to work towards poverty alleviation in marginalized populations in
Zimbabwe as poverty reduction will improve access to tertiary education. This can be done
through employment provision or economic empowerment of the people.
5.4.3 There is need for government to give civil society organizations the right or platform to
directly support students who have no access to university education rather than channeling all
their efforts and resources through cadetship which is currently facing a myriad of challenges.

5.4.4 The government of Zimbabwe should consider putting in place strategic action plans that
aim at improving access to university education. For instance the Vision 2030 of Kenya and
Schooling 2025 of South Africa (Wosyanju, 2010) and (Heaton et al., 2011). Such strategic
action plans will go a long way in assisting central government in setting yearly targets which
will make it easy to review.

5.5 Recommended Areas of further study

The researcher proposes that further research be carried out on the following:

5.5.1 Whilst this study was focusing on the factors hindering access to university education, it
turned a blind eye on the respective enrollment related challenges facing institutions of higher
learning. Such research may be relevant in reconciling the plethora of challenges on both ends
for the effective development of a sound solution.

5.5.2 The effectiveness of government policies, programs and legislation in promoting or

improving access to university education in marginalized areas of Zimbabwe.

5.5.3 Whilst this study has touched on the issue of gender inequality in passing, there is need to
advance a research on the gender inequality in African communities with regard to access of not
just university education but education as a whole.
REFERENCES
Alina, J. (2009). Reverse Discrimination in Education Law. European Monograph 64 Kluwer
Law International. London: SAGE Publication ltd
Bai, L.(2006). Graduate unemployment Dilemmas and Challenges in Chinas move to Mass
Education.
Banya, K. (2001). The Higher Education crises in Sub-Saharan Africa Higher Education? Are
private universities the solution? Policy Vol14 p.161-174.Cambridge University Press.
Collen Chibango and GarikaiKajau (2010) Voice of the voiceless: Students Activism in
Zimbabwe
Ghoshal, P. (2006). Research Methodology .A Guide for Researchers in Management and Social
Science. New Dehli : P.H.I .Learning Pvt Ltd .
Government of Zimbabwe (1996).The Education Act: Chapter 25:04 (Revised Edition).Harare:
Government Printers.
Lowe, C. M. and Nyakujarah, L. J. (2011).Southern Africa Development. London: Longman.
 Lumumba, N. T. (2008). Higher education as an African public sphere and the university as a
site of resistance and claim of ownership for the national project. CODESRIA 12th General
Assembly: Governing the African Public Sphere. Yaoundé: Sense Publishers.
Moyo, J. (2015). Z.A.N.U (P.F.) Conference in Victoria Falls. The Sunday Mail; 7 February
2015.Harare: Zimpapers Group of Companies.
Patton, M. Q. (2002).Qualitative Research and Evaluation Methods .Thousand Oaks California:
SAGE Publications Ltd
ZINASU position paper (2018) http://kubatana.net/2018/11/02/students-position-deteriorating-
crisis-zimbabwe/

ANNEXTURE 1: INFORMED CONSENT FORM

My name is Samuel Gwenzi, a final year Masters in Human Rights, Peace and Development
(MHRPD) student at Africa University. I am undergoing a study on the Challenges in Accessing
and Acquiring University Education in Harare, Zimbabwe from 2016 to 2019. I am kindly
asking you to participate in this study by answering questions.

Voluntary participation
Contribution in this study is voluntary. If participant decides not to participate in this study, their
decision will not affect their future relationship with the Researcher. If they chose to participate,
they are free to withdraw their consent and to discontinue participation without penalty.
Purpose of the study:
To analyse the challenges in Accessing and Acquiring University Education in Harare,
Zimbabwe from 2016 to 2019.
Reimbursements and/or compensation
There is no monetary or any other benefits in this study. However, the study may benefit through
the recommendations to the Government of Zimbabwe and the Ministry of Higher and Tertiary
Education.
Actions and duration
If you decide to participate your assistance, keen sense and understanding will be greatly
appreciated. It is expected that this will take about 30 minutes of the interview/discussion.
Confidentiality
Any information that is obtained in the study can be identified with the participant and it will not
be disclosed without their consent. Names and any other identification will not be asked for in
the questionnaires.
Dangers and discomforts
In this study, there are no predictable risks, anxieties or embarrassments to the subject/participant
including political, social, economic or psychological.
Offer to answer questions
Before you sign this form, please ask any questions on any aspect of this study that is unclear to
you. You may take as much time as necessary to think it over.

Approval
If you have decided to participate in this study, please sign this form in the space provided below
as an indication that you have read and understood the information provided above and have
agreed to participate.
…………………………………………….. ……………………..
Name of Research Participant (please print)Date

………………………………………………………………………..
Signature of Research Participant or legally authorised representative
If you have any enquiries concerning this study or consent form beyond those answered by the
researcher including questions about the research, your rights as a research participant, or if you
feel that you have been treated unfairly and would like to talk to someone other than the
researcher, please feel free to contact the Africa University Research Ethics Committee on
telephone (020) 60075 or 60026 extension 1156 email [email protected]

Name of Researcher – Samuel Gwenzi

ANNEXURE 2: QUESTIONNAIRE (Self Administering)

Good morning/afternoon. My name is Samuel Gwenzi a final year Masters in Human Rights,
Peace and Development (MHRPD) student from Africa University. I am carrying out a study on
Challenges in Accessing and Acquiring University Education in Harare, Zimbabwe from 2016 to
2019. I am kindly asking you to participate in this study by answering questions. I would
appreciate your kind participation since you have been selected to take part in this process. The
discussion will take about an hour or less of your time. Whatever information you provide will
be kept confidentially and will not be tied back to you as an individual. The final results will be
used for the research document. Participation in this research study is voluntary and I would
want you to share openly and honestly your views and experiences. If you are uncomfortable in
answering any question it is permissible not to do so.

Instruction

Please tick the box corresponding to your response or fill in the spaces provided.
Section A: Demographic Information

1. Kindly indicate your gender.

 Male
 Female
2. Kindly indicate your age group.
 20 – 30 years
 31 – 40 years
 41 – 50 years
 50 years and above
3. How many times did you apply for admission at university before you were finally
admitted?
 Once
  Twice
 More than Twice

Section B: Challenges faced by students in accessing University Education

4. Did you experience any challenges when you were applying for enrollment at the
university you are now enrolled?
 Yes
 No
5. If Yes, Kindly indicate if you experiences any of the following challenges that restrict
access to university education.
 Financial constraint
 Entry Requirements standard set by university
 Quota Based system of admission
 Corruption
 Parents/ Guardian Attitude towards University education
 Ignorance
 Others, Specify ……………………………………………………………………
6. Does the idea of being denied university education affect students in any way?
 Yes
 No
i. If Yes, in what ways do you think it does?
……………………………………………...

Section C: Access to government funded university education schemes

7. Are there any government funded education support schemes for university students at
your institution?
 Yes
 No
8. If your answer to the above is Yes, can you kindly list the available funding schemes you
are aware of.
 ………………………………………………………………………………………………
………………………………………………………………………………………………
9. Have you been able to access any of the government funded schemes?
 Yes
 No
10. Based on the following statements, how do you rate the accessibility of university
education using a scale of 5= Strongly Agree (SA), 4= Agree (A), 3= Not Sure (NS), 2 =
Disagree (D), 1 = Strongly Disagree (SD)
 Government support schemes are easily accessible
 Government support schemes ensure equality
 The selection process of beneficiaries is transparent
 Opportunities are equally distributed for everyone willing to access

Section D: Strategies to improve access to university education

11. Do you think there is anything government can do to improve access to university
education in Zimbabwe?
 Yes
 No
12. Provided you were in a position of government to change and or improve things, what do
you think should be done for university education to be accessible to everyone willing to
acquire it?
i. …………………………………………………………………………………………..
ii. …………………………………………………………………………………………..

Thank you for your cooperation.

This cannot be a questionnaire to fetch you adequate information as it is not exhausting the
research questions. There are so many issues that the respondents could be asked like
1. The application procedure
2. Notification of call of applications and closing dates
3. Duration between time of getting enrolled and time to commit by payment of fees
etc

ANNEXURE 3

Interview Guide

Looking at this guide, no data was collected because these are not real issues one could ask a
registrar or a director. Where are the questions about acquiring education???
1: What are the enrollment related challenges faced by students in Zimbabwe?

b) What is the government position on the growing outcry over fees increase?

2: Does the government have the policy for accessibility of education?

b) Does the policy address on funding and if there is funding how do students access funding?

3: The impact of socio-economic factors on access to university education in Zimbabwe?

a) Are there social economic factors that affect access to university education in Zimbabwe?
b) Are the factors government oriented or not?