ZOU Open Access E-Journals Portal (Zimbabwe Open University)
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Examining Malfeasances Behind the Underperformance of State Entity Boards in Zimbabwe
Full text linkPublic entities in Zimbabwe have been experiencing frequent corporate failures that are attributed to endless scandals that include embezzlement of funds, unscrupulous rewarding of tenders and nepotism. The primary objective of the study was, therefore, to examine the malfeasances that contribute to poor corporate performance among state entity boards in Zimbabwe. The Agency Theory and Political Theory informed the study. The pragmatism research philosophy, mixed research approach and cross-sectional survey research design were adopted. The study population comprised permanent secretaries, CEOs, executive and non-executive directors from all public entities across Zimbabwe. A sample of 261 participants was used for collecting quantitative data and 25 participants for collecting qualitative data. The stratified sampling and purposive sampling techniques were applied to sample quantitative and qualitative data respectively. Semi-structured questionnaires and in-depth personal interviews were applied to collect and generate data from participants. The study established that poor recruitment procedures and board inefficiencies were behind the underperformance of public entities. The results indicated that government policy on how public entities are governed indeed moderates the relationship between board malfeasances and corporate performance. The respondents urged the government to transform the public entities by applying stern measures to curb corruption and employing the right people to boards.
The Impact of School Environment on Learners\u27 Academic Performance: A Comprehensive Review
Full text linkThis study investigates the influence of school infrastructure on the academic performance of primary school learners in Zimbabwe’s Marondera District. Employing the Context, Input, Process, and Product (CIPP) evaluation model, the research adopts a decision-oriented approach to identify infrastructural factors, classroom conditions, availability of learning resources, sanitation, teacher housing, and access to digital tools—that significantly affect learner outcomes. Using a mixed-methods design, data were gathered from teachers, headmasters, and school development committees through questionnaires, interviews, observation, and document review. The findings reveal a systemic relationship between physical infrastructure and learner performance: schools with adequate infrastructure consistently reported better academic outcomes, lower dropout rates, and improved learner motivation. Conversely, under-resourced schools exhibited chronic absenteeism, low pass rates, and teacher burnout. The study recommends that policymakers integrate infrastructural audits into education planning and prioritize funding for basic amenities, especially in marginalized communities. The CIPP model provided a robust framework for diagnosing challenges and suggesting actionable improvements in school infrastructure management.
Have Mobile Money Operators Bridged Financial Inclusion and Quality of Services: Are the Previously Unbanked Really Banked Now?
Full text linkThe advent of mobile money operators has significantly transformed the financial inclusion of previously unbanked persons. However, the quality of products and services offered by Mobile Money Operators (MMOs) has barely been evaluated. National Financial Inclusion Strategy 1 (NFIS 1) 2016 -2020 took an access focused approach to financial inclusion to facilitate access to formal financial products and services by the marginalised and vulnerable groups. The paper sought to evaluate the quality of products and service delivery of mobile money operators in Zimbabwe measured by affordability, interoperability, convenience, consumer protection, financial education, indebtedness and choice. The paper sought to assess the impact of MMOs on financial inclusion amongst previously unbanked population and identify the challenges and limitations of MMOs in bridging quality of service offered in comparison to traditional banking services. The study utilised a qualitative methodology to establish the perspectives of the SMEs in Gweru retail sector CBD on the quality of mobile money operators who utilise either OneMoney or Ecocash. The study utilised purposive sampling technique to identify SMEs. A face-to-face interview was employed to gather these perspectives. The findings reveal that there are varying levels of quality amongst the MMOs, with significant disparities in accessibility, user experience, transaction safety and customer support services and network services. The MMOs are still lacking in range of services as compared to traditional banks, therefore; there is need for stricter regulatory oversight and industry standards to improve quality to meet the need of the previously unbanked population. The improvement of quality of MMOs would unlock the full potential of financial inclusion, fostering economic empowerment and poverty reduction amongst the previously unbanked population.
Mushikashika in Harare: A Socioeconomic and Regulatory Analysis
Full text linkMushikashika, the informal pirate taxi system, in Harare, Zimbabwe, has become a dominant force in urban transportation. While it provides an essential service to commuters, it also poses significant challenges, including road safety concerns, regulatory issues and socioeconomic implications. This article explores the origins, impact and potential solutions to the Mushikashika phenomenon, drawing from recent studies and policy discussions. This study utilised a mixed-methods approach, combined quantitative data from surveys with 200 commuters and 100 mushikashika drivers and qualitative data from in-depth interviews with 15 key informants, including regulatory officials and transport union representatives. The results revealled that over 85% of commuters relied on mushikashika due to the unavailability of formal transport, while 70% of drivers entered the sector due to unemployment (Zulu, 2019). The findings also highlighted a significant correlation between the lack of regulation and increased road accidents, with 65% of commuters witnessing or experiencing reckless driving (Ndlovu, 2020). The study concluded that a hybrid approach, integrating mushikashika into the formal transport system through structured licensing, digital monitoring and cooperative models, was essential (Gomez, 2019). Such a strategy addressed both the economic realities of operators and the safety concerns of the public. This study provided insights into how informal transport systems can be integrated into formal urban mobility frameworks.
The Role of Artificial Intelligence in Revenue Management in Zimbabwe
Full text linkThe government of Zimbabwe has continued with the economic management of protectionism since independence in 1980, which was being used by the former colonial government. The new black government embarked on huge expenditure on capital (infrastructure) such as roads, schools and hospitals and this drove up government spending against government revenue. Despite efforts to optimise revenue, the nation’s socio-economic conditions have worsened and are marked by a high inflationary environment, low utilisation of industrial capacity and decreases in Gross Domestic Product (GDP). The financial flexibility is limited due to weak tax revenue performance amidst increasing current spending and a shrinking tax foundation. Poor revenue collections from the formal economy have compelled the government to resort to the taxation of the informal economy, but the big challenge is that the government seems reluctant to embrace technology for the taxation in this sector, yet technology has already advanced such that developing countries are already embracing emerging technology like Artificial Intelligence (AI) and Machine Learning (ML) in revenue management. The research aims to evaluate the revenue structure in Zimbabwe, challenges affecting revenue generation in Zimbabwe and the role of AI in revenue optimisation. The research made use of extant qualitative research methods. Research findings indicate that revenue generation in Zimbabwe is mostly affected by complex tax system, capacity constraints, smuggling, corruption, low tax morale, inadequate information and inadequate checks and balance. The role of AI in revenue optimisation includes revenue forecasting, assessing economic conditions, real time policy adjustments, detecting fraud and corruption, identifying tax inefficiencies and optimising resource allocation. It can be concluded that, by employing AI-driven predictive models, the government can allocate tax revenue more precisely to fund infrastructure projects, such as healthcare facilities, schools and roads, ultimately improving living standards and economic outcomes in underdeveloped regions.
The Promise and Failure of Continuous Assessment in SADC
Full text linkThis study investigates the implementation of continuous assessment (CA) in higher education within the Southern African Development Community (SADC) region, addressing the challenges educators face and the potential benefits of this approach. Grounded in the Constructivist Learning Theory, which emphasises active engagement and knowledge construction, the research highlights how CA can enhance student learning outcomes through ongoing feedback and tailored teaching strategies. A desktop review methodology was employed, analysing 30 relevant studies, reports and policy documents published between 2020 and 2023. Key findings revealed that while teachers recognised the value of CA in promoting student engagement and improving learning, they often feel unprepared to implement it effectively due to inadequate training, infrastructural challenges and socio-economic factors affecting both educators and students. The findings from the desktop review revealed that teachers in the Southern African Development Community (SADC) region have mixed experiences with the implementation of continuous assessment (CA). Many educators recognise the potential benefits of CA, such as promoting student engagement and providing ongoing feedback to enhance learning outcomes. The study underscores the need for targeted professional development, improved resource allocation and supportive school leadership to facilitate the successful adoption of continuous assessment practices. Through these efforts, the potential of CA can be realised, contributing to a more equitable educational environment in the SADC Region.
The Role of School Heads in Equalising Educational Opportunities in Disadvantaged Rural Primary Schools in Zimbabwe
Full text linkPrimary schools that exist in disadvantaged rural areas in Zimbabwe face serious challenges in delivering equal educational opportunities to the learners. Learners in these areas generally do not perform well in public examinations at grade seven level. They show reduced tendencies to progress beyond compulsory education cycles and contribute more to wastage indicators such as dropping out of school. Using Rawls’ Distributive Theory of social justice (1971), this study explores how school heads deliver equal educational opportunities in selected disadvantaged rural primary schools in Bindura District of Zimbabwe. The study used a qualitative research approach conducting a case study to gather data through semi structured interviews. The participants were primary school heads, deputy heads and school chairpersons selected from five purposively sampled disadvantaged rural primary schools according to their performance status, that is, bottom performing schools in national examinations at Grade Seven level for the year 2024 (based on the Zimbabwe Schools Examination Council (ZIMSEC) rankings for Bindura District. For purposes of this study, a bottom performing school in the context of Zimbabwean schools is a pass rate below 25–30 for grade seven (7) examinations. The participants were selected because they experienced the phenomenon under investigation on a day-to-day basis. Findings reveal that school heads who focus on learner welfare, provision of school feeding programmes, using digital technologies, community involvement and collaboration, provision of teaching, learning and financial resources, have the potential to equalise educational opportunities in their disadvantaged primary schools in Bindura District. School heads must therefore prioritise identifying inequalities in educational opportunities that exist in their schools so that they are in a better position to enhance the equalisation of educational opportunities in the disadvantaged primary schools in Bindura District.
Zimbabwe Open University Faculty of Commerce Graduates 2000 – 2015 Tracer Study
Full text linkThis study traced graduates of the Zimbabwe Open University (ZOU) Faculty of Commerce (FACOM) from year 2000 to year 2015 to assess curriculum relevance, graduate outcomes, and labour market alignment. A total of 150 self-administered questionnaires were distributed through Regional Centres to collect data on employment status, further study intentions, programme perceptions, and skill acquisition. Findings showed that most respondents were adult learners, with a mean age of 40.2 years, and that 91.7% expressed the intention to pursue further studies, most preferring ZOU. Employment outcomes were diverse, with graduates largely absorbed in tertiary education, government and banking sectors. Respondents rated the FCL programmes as highly contributory to organisational, leadership, problem-solving and teamwork skills, but less effective in enhancing computer literacy and technical knowledge. Overall, the programmes were perceived as relevant to current jobs and the labour market, though areas such as ICT integration and industry linkages require strengthening. The study concluded that while ZOU FACOM effectively supported human capital development, curriculum adjustments and enhanced delivery mechanisms were essential to sustain competitiveness and graduate employability.
An Investigation of ICT Strategies Implemented by School Leaders to Enhance Early Childhood Class Management: A Case Study of Harare Primary Schools
Full text linkDigital technologies are increasingly reshaping global education systems; consequently, integrating Information and Communication Technologies (ICTs) into Early Childhood Education (ECE) has become a critical priority for educational stakeholders. This qualitative study sought to understand how school leadership’s ICT-oriented strategies enhanced the management of Early Childhood Development (ECD) classes across Harare Northern Central District. Using purposive sampling, in-depth interviews were conducted with 10 school heads and administrators from public, trust and private institutions. Anchored in Social Cognitive Theory, the study employed thematic analysis to identify recurring patterns and meanings within the data. Findings reveal that while school leaders actively pursued ICT integration, their approaches varied significantly based on resource availability, policy clarity and access to training. Key strategies identified include ICT infrastructure development, curriculum alignment with digital tools, enhanced leadership training and the establishment of monitoring mechanisms. However, implementation was mainly hindered by infrastructural development gaps, low digital competence among staff and inadequate support systems in relation to technology usage. In response to these challenges, school leaders proposed context-driven solutions such as tailored professional development, strengthened school-community partnerships and enhanced government support. Based on these insights, the study recommends the formulation of localised ICT integration frameworks, investment in digital infrastructure at the ECD level and the promotion of inclusive ICT capacity-building initiatives for educators and school leaders. Further research should explore the impact of specific ICT tools on ECD learning outcomes and conduct longitudinal studies to assess the long-term effects of leadership strategies on digital integration in early education settings. This study contributes to and extends policy debates on equitable digital transformation in Zimbabwe’s early education
ZIMSEC’s Online Results Checking System: A Parent-Guardian Perception Survey
Full text linkThis study investigates the effectiveness of the Zimbabwe School Examinations Council (ZIMSEC) online results system through a parent-guardian perception survey. With the introduction of a digital platform in 2019, ZIMSEC enabled candidates to access, view and download examination results directly from its official website. This study aims to evaluate how this online system is received by parents and guardians, focusing on their perspectives on its benefits, challenges, and potential areas for improvement. The research explores the perceived advantages of accessing results online, such as convenience and accessibility, while also highlighting concerns related to security, reliability and ease of use. The study employs a qualitative methodology, to provide a comprehensive understanding of how the online results system impacts Zimbabwean families and offers recommendations for enhancing functionality and user experience.