Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/4622
Title: Determining the relationship between infrastructure and learner success: A comparative study of two primary schools in Zimbabwe
Authors: Chakacha, Rumbi Ethel 
Iwu, Chux Gervase 
Dakora, EAN 
Keywords: Zimbabwe;Infrastructure;Education;Learner success;Primary schools;Southern Africa
Issue Date: 2014
Publisher: Unisa Press
Abstract: This study was designed to examine the extent to which the availability of adequate infrastructure or lack of it affects the future success of learners. This was against the backdrop of the persistent calls by researchers and agencies for the engagement with issues around basic, youth and adult education in Southern Africa so as to find ways of dealing with the region’s escalating primary school drop-out rates and limited access to both technical and vocational education. The study adopted a purely qualitative approach to uncover the meanings that participants attach to their behaviour, how they interpret situations, and what their perspectives are on particular issues. This study was conducted in two primary schools in Zimbabwe among 52 participants, which included 20 learners and 32 educators. The study indicates that the level of infrastructure available in the schools varies and, in some cases, is inadequate. But more importantly, the study found that a well-equipped school is more functional and presents better learning opportunities for learners. The study recommended, among other things, that school planners, funders and policy makers should take note of the positive impact that a functional, clean and attractive school building can make on education. The size of the population is small; therefore generalisation should be done cautiously. This paper adds to the literature on the significance of quality infrastructure in facilitating learner education, especially in a burgeoning economy such as Zimbabwe.
URI: http://hdl.handle.net/11189/4622
Appears in Collections:BUS - Journal Articles (DHET subsidised)

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