Zimbabwe - sarua

Prepared to accompany report entitled ‘Towards a Common Future’ Higher Education and SADC Regional Development

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Towards a Common Future: Higher Education in the SADC Region

Regional Country Profiles

The country study presented here was prepared as a part of the study “A Profile of Higher Education in the Region” published in “Towards a Common Future: Higher Education in the SADC Region” (SARUA, 2009). It is published here as an appendix to that report. The methodology used to obtain the data presented here is described in full in “Towards a Common Future” (see page 63 – 68). This methodology relied on surveys sent both to the relevant Ministry of Education, and to individual institutions in the region. Where data from the two sources did not match, a follow‐up process of data confirmation was undertaken, until agreement was reached. Although the data obtained via this method does not necessarily match data obtained using different methodologies (some differences are evident between the data presented here and that presented in other SARUA studies), in order to retain integrity of the data gathering process, no attempt has been made to manipulate the data artificially to reflect similar findings. Rather, the data must be read as having arisen from, and being true to, the particular methodology used in this study. The problems of obtaining accurate data from the region are well documented (mentioned in all SARUA studies, see particularly p. 65 of this report), and speaks to the urgent need for a process for regular maintenance of such data. We publish these country studies as supplemental information to that presented in the report itself, and hope that they will be of value to other researchers in the region.


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Zimbabwe: Review of Public Higher Education

Key Country Context Statistics

Population: 12.233 million (2006) GDP: US$453 (2006 Human Development Index (HDI): 0.513 Unemployment levels: 80% (2005 est.) Key economic sectors: Agriculture, Mining, Tourism Principal Exports: Tobacco, Gold, Ferro‐alloys, Cotton HIV and Aids prevalence: 15.34% (2007 Estimate) Gross Primary Enrolment Ratio: 101 (2006) Gross Secondary Enrolment Ratio: 40 (2006) Gross Tertiary Enrolment Ratio: 4 (2002)

Source: Country context data was obtained from a variety of sources: (CIA, 2008; SADC, 2007; UNAIDS, 2008; UNDP, 2008; UNESCO Institute for Statistics, 2006).

1. NATIONAL LEVEL OVERVIEW

Zimbabwe’s education system is organized in a 7‐4‐2 pattern of primary, lower secondary, and upper secondary education. Secondary school consists of Form One to Form Six, with Form Five students studying eight subjects, at the end of which they take the Cambridge School Certificate (CSC). From Form Five to six, they study three subjects, at the end of which they sit the Cambridge Higher School Certificate (HSC) examinations or take the CGE ‘A’ Level Certificate (National Council for Higher Education Harare, 2001). Once they have attained their CGE ‘O’ or ‘A’ levels, students can train towards a diploma in teaching, agriculture, nursing, and several technical courses. On achieving good ‘A’ level passes, they can enrol at a university for an undergraduate degree (National Council for Higher Education Harare, 2001). The main institutions offering higher education are universities, and technical and teacher training colleges (Mtetwa, Tambo, & Chavunduka, 2006). Table 1 Overview of HE Sector

Type of Higher Education Institution Number of Institutions

Estimated % of HE Students Enrolled in this Type of Institution

Publicly funded universities 9 59.2% Publicly funded polytechnics or specialized colleges 8 17.8% Privately funded, accredited universities or colleges 4 4.6%


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Type of Higher Education Institution Number of Institutions

Estimated % of HE Students Enrolled in this Type of Institution

Publicly funded colleges 10 15.6% Privately funded, accredited teachers colleges 3 2.8% TOTAL 34 100% Source: Zimbabwe MoE questionnaire response The following statutory bodies play a signification role in HE in Zimbabwe: • Zimbabwe Council for Higher Education (ZIMCHE): Quality Assurance of Higher Education. • National Manpower Advisory Council (NAMACO): Acts as a go‐between Industry and

Higher and Tertiary Education, and supervises Industrial Committees which identify determine and monitor the training needs.

• Zimbabwe Manpower Development Fund (ZIMDEF): Levy collection for ZIMDEF supplements voted funds in the procurement of training materials and consumables.

• College Lecturers Association of Zimbabwe (COLAZ): Represents lecturers in collective bargaining.

• National Economic Consultative Forum: Recommends economic priority programmes including human capital development.

• Zimbabwe Occupational Standards Services (ZOSS): Carries out job profiling, and develops occupational standards upon which Technical and Vocational Education and Training (TVET) curricula are based and which form the basis upon which examinations test items and trade tests are developed.

The main goals or objectives of the MoE are: Table 2 Higher Education Goals and Objectives in Zimbabwe

Goals/Objectives Description Of How Goal/Objective Aligns With National

Development Priorities

1. Enhancing quality and relevance of Higher and Tertiary Education and training.

Quality and relevant education and training responds to the demands of industry and the needs of various stakeholders. This in turn creates a critical mass of highly qualified resources that contribute to the creation of wealth, eradication of extreme poverty, improvement of health, and the sustainability of the environment.

2. Promoting Science and Technology in Higher and Tertiary Education.

Promotion of Science and Technology will trigger innovation in the productive sectors of the economy particularly manufacturing and mechanization, leading to improved productivity, health, and quality of life. [Millennium Development Goals (MDGs) 1,2, and 5].

3. Enhancing the resource base and management of higher and tertiary education by intensifying income‐generating projects for institutions and involving the private sector.

This objective addresses the national priority of eradicating poverty and hunger, promotion of gender empowerment combating HIV and AIDS and developing partnerships for development.

4. Strengthening life skills education including HIV and AIDS

Combating HIV and AIDS, Malaria, and other diseases is the national priority goal No. 2 Three main areas of intervention have been identified, namely prevention, care, and support, with education and training as the main vehicles.


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Goals/Objectives Description Of How Goal/Objective Aligns With National

Development Priorities

5. Promoting Regional and international cooperation by intensifying the implementation of the SADC protocol on Education and Training and seeking the transformation of education in the Region.

Zimbabwe as signatory to the Protocol on Education and Training fully subscribes to the promotion of a regionally integrated and harmonized system of education and training that focuses on Education Management Information System (EMIS), Quality improvement and management, TVET and Teacher Education and quality open and distance learning and a common framework of quality assurance and qualifications.

Source: Zimbabwe MoE questionnaire response In setting these higher education goals/objectives, a five‐year strategic plan (2006‐2010) was developed by the Ministry of Higher and Tertiary Education following wide and comprehensive consultations with key stakeholders in the education industry. These stakeholders included: Principals of Teachers Colleges, Polytechnics Technical Colleges and Industrial Training Centres; Regional Registrars of Apprentice; vice‐Chancellors of public and private universities; the National Manpower Advisory Council; and Directors and Deputy Directors and staff from the Ministry’s Head Office. Other key stakeholders included Permanent Secretaries for Higher and Tertiary Education, the Ministry of Finance, the National Council for Higher Education, and UNESCO. The strategic plan was formulated on the basis of the Ten‐Point Plan given to the Head of Ministry upon his engagement in January 2003, policy issues raised in Cabinet, observations made by parliamentarians, and issues raised during the review of the implementation of the 2002‐2004 Corporate Plan. These objectives have recently been reviewed in 2008 in the light of the introduction of the Results Based Management (RBM) and the Results Based Budgeting (RBB) meant to improve effectiveness and accountability, improved quality of service delivery and customer satisfaction. The goals and objectives are premised on the fundamental principles of promoting sustainable economic growth and development (wealth creation), reducing poverty and meeting the basic socio‐economic needs of Zimbabweans as enunciated in the 2015 Millennium Development Goals and National Vision 2020. To reach these goals/objectives, the Ministry sets specific targets to be achieved by higher education institutions, and reports that institutions are usually successful in achieving their target. There are systems in place to monitor progress. There are: • Departmental, Institutional Performance Agreements and individual work plans; and • Monthly, quarterly, and annual reports by Departments and Institutions; and • Audit reports. The Departmental Performance Agreements are prepared by Heads of Departments and their Heads of Divisions. They indicate the departmental (s) purpose in life (mission), terms of reference, departmental key result areas, goals and objectives, policy requirements, and stakeholders and clients’ needs and problems. The Performance Agreements include an analysis of the strategies, assumptions and risks, resource inputs, financial allocation, personnel estimates, impact assessment. Progress is reviewed monthly, quarterly, and annually.


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Several key challenges have been identified by the Zimbabwean MoE. These are presented below. Table 3 Main challenges facing HE in Zimbabwe

Main Challenges Ministry Initiatives/ Interventions Undertaken To

Address The Challenge

1. Improving and consolidating quality. Establishment of the Zimbabwe Council for Higher Education.

2. Brain Drain/flight of skills resulting in inadequate human resources (quality and quantity).

Establishment of the Human Resources Retention Schemes and Intellectual Home‐Link facility.

3. Financing for Higher Education is inadequate,including teaching and research resources and facilities in both old and new institutions.

Increased voted funds, Zimbabwe Manpower Development Fund (from levies), and income generating projects at Institutions.

4. Addressing the negative effects of HIV and AIDS –losses of qualified human resources and reduced performance.

HIV and AIDS Education Programmes in Institutions.

5. Re‐engineering higher education core‐business. Introduction of new programmes responsive to current economic reform programmes.

Source: Zimbabwe MoE questionnaire response A report by the Ministries of Education, Sport and Culture, and Higher and Tertiary Education in August 2004, ‘The Development of Education: National Report of Zimbabwe’, outlined the main challenges facing the higher education sector as infrastructure development, equipping the growing number of tertiary institutions, and motivation of and remuneration for teaching staff. The need for infrastructure at the new higher education institutions and upgrading and maintenance of facilities at existing higher education institutions were listed as major challenges for higher education in Zimbabwe, as the cost of modern equipment needed in order to provide quality education and training is prohibitive. Furthermore, all higher education institutions in the country experience constant staff shortages due to lecturers seeking better pay elsewhere. All sectors of the economy are affected by the loss of skilled manpower to emigration, driven by the country’s economic challenges in recent years. A study on Zimbabwe’s ‘brain drain’ showed that the education and training sector is one of the worst affected. The challenge for the Ministries is to improve working conditions for teachers and lecturers (Government of Zimbabwe Ministries of Education, Culture, Higher and Tertiary Education, 2004). Another challenge for higher education is the participation of women in this sector. Affirmative action programmes have been put in place, and appear to have taken the education sector a step closer to gender parity. The proportion of women in tertiary institutions increased from 30% in 1997 to 38% in 2004. Women’s participation in scientific and technological disciplines is still below 30%, however (Murerwa & Chigwedere, 2004). Other challenges facing higher education in Zimbabwe is the result of the economic crisis facing the country, where academics are paid low salaries in a context of rising inflation, poor working conditions, and lack of transport computers and accommodation, resulting in a mass exodus of academics. One of the problems facing students is lack of accommodation, as they cannot afford spiralling transport and accommodation costs caused by runaway inflation. Work‐related learning and internships for students is also becoming increasingly


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difficult to implement because companies are going into liquidation or are laying off staff. As a result, many students are unable to fulfil the experiential learning requirements of programmes. In addition, it was reported that Zimbabwe’s economic crisis was pushing some female students into prostitution (Manyukwe, 2008). Table 4 Summary of key skills shortages or capacity constraints in HE sector

Skills Shortages/Capacity Constraints Brief description

1. Medicine and Allied professions Lecturers for the Medical School Doctors and Veterinary doctors.

2. Engineering – Automotive Electrical Civil, Mechanical, Construction and Aircraft

Shortage of lecturers, technicians, and artisans.

3. ICT Engineers & Technicians Experts to teach and develop software. 4. Science based professionals To teach and research in this discipline.

5. Medicine and Allied professions Lecturers for the Medical School Doctors and Veterinary doctors.

Source: Zimbabwe MoE questionnaire response The following capacity development mechanisms are in place to support the development of human capacity in Zimbabwe: • Cadetship Scheme and Special Apprenticeship Scheme: These schemes are intended to

assist students in critical skill shortage areas as identified by Ministries and Departments. The schemes are aimed at producing graduates with hands‐on skills for the public service.

• Scholarships Scheme for bright but disadvantaged students: These are identified nationwide through provincial structures and recommended for the Presidential Scholarship Scheme.

• Scholarship Offers: These are offered by various countries in different programmes of study, including short staff development programmes.

• Financial support for students on Teaching Practice and Industrial Attachments.

1.1 POLICY CONTEXT

The Zimbabwean Government has instituted a number of policy reforms in the higher education sector since 2001, reflecting a shift in emphasis from increasing access to education to improving the quality of education and training, due to the competitive demands brought about by globalization. The policy framework is contained in the Ministry of Higher and Tertiary Education’s corporate plan for 2002‐2004. More reforms were envisaged to expand opportunities for quality post‐secondary education for all (Government of Zimbabwe Ministries of Education, Culture, Higher and Tertiary Education, 2004).

In a bid to widen access to tertiary education, the country implemented strategies including forging partnerships with private providers, setting up specialized institutions, and upgrading existing colleges (Murerwa & Chigwedere, 2004). In 2002, a new student financing policy was put in place to broaden opportunities for tertiary education. This introduced a 100% loan system open to all tertiary education students. In terms of this scheme, students at private universities were eligible for state


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assistance, which increased access to tertiary education and training (Government of Zimbabwe Ministries of Education, Culture, Higher and Tertiary Education, 2004). Efforts to achieve gender equity in higher education have focused on affirmative action policies. Zimbabwe introduced a lowered admission cut‐off point for female candidates (Bloom, Canning, & Chan, 2006). The Zimbabwean government is also in the process of appointing a nine‐member board that will exert control over higher education institutions under the Zimbabwe Council for Higher Education Act. The purpose of the Act is to register and accredit institutions of higher education and to regulate quality assurance in them. Although the latest Act was promulgated in late 2006, it will only come into effect with the appointment of a Council for Higher Education board, all of whose members are chosen by the Minister.

1.2 GOVERNANCE AND MANAGEMENT

The Manpower Planning and Development Act (1994) and the University Acts provide for the Appointment of University Councils for public/state universities and Boards for private universities, with membership drawn from a wide stakeholder representation. There are executive committees the vice‐Chancellors and their management committees responsible for the running of the institutions. Vice‐Chancellors are responsible for running institutions, and staff and student discipline. They act in consultation with the Ministry in certain critical issues. Vice‐Chancellors are appointed by the Chancellor, and are the Chief academic, administrative, and disciplinary authorities of their universities, with overall responsibilities for maintaining effectiveness, efficiency, and good order as defined in the Acts. The Ministry reported that it monitors governance and management of higher education at the institutional level in the following ways: • The Ministry is represented in the various councils and boards by senior officials of the

Ministry; • Institutions are also required to submit reports on their institutions on a regular basis;

and • There are directorates in the Ministries responsible for Universities and Polytechnics and

Teachers Colleges. The Ministry does not set performance targets or base the allocation of resources on the achievement of targets or strategic priorities in the area of governance and management. The following stakeholders are involved in HE governance at the national level: Table 5 Zimbabwe: role played by stakeholders in HE governance at national level

Stakeholder Play a meaningful role (yes/no)

Students Yes


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Stakeholder Play a meaningful role (yes/no)

Graduates YesEmployers YesCommunity Members NoSource: Zimbabwe MoE questionnaire response Specific governance and management challenges have been identified by the MoE as follows: Table 6 Zimbabwe: Key governance and management challenges

Governance And Management Challenges Interventions To Address Challenges

1. Inadequate resources impacting negatively on quality of teaching and learning processes.

Economic Development Strategies such as Zimbabwe Economic Development Strategy (ZEDS) to stimulate economic recovery and development.

2. Brain drain, exodus of experienced personnel i.e. Members of Council, Boards and Committees, and teaching staff.

Skills retention schemes have been put in place and there are regular reviews.

3. Management of students’ welfare and discipline in the face of limitations in teaching and learning materials and recreational facilities and equipment.

No intervention specified.

4. Involvement of faculty in salary decisions and budgeting.

A joint negotiating forum representing faculty and non –academic staff and Government represented by the Ministry is in place and functioning effectively.

5. State involvement in the internal governance of Institutions.

Government (Ministry) intervenes only when there is a crisis or the Institutions is not functioning in accordance with the provisions of the relevant act or Charter.

1.3 FUNDING

Table 7 Zimbabwe: Percentage of national education budget spent on HE

Year Percentage Of National Education Budget Spent On HE

2003 26.1% 2004 25.2% 2005 26.5% 2006 27.5% 2007 31.% Source: Zimbabwe MoE questionnaire response Zimbabwe uses a funding model or formula for allocating public funds to higher education institutions. Consideration is given to the size of the institution, taking into account factors such as staff establishment, student enrolments, and the approved development projects. Zimbabwe also has a national student loan system and other means of providing student financial support through: • Vocational Training Loans.


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• Cadetship Scheme: Government allocates money to the National Education and Training Fund, which is used to support students on the Cadetship Scheme for the period of their training.

• Teaching Practice Allowances (salaries): Students doing teaching practice during the period that they are away from the college are supported through allowances/salaries paid.

• Apprenticeship Schemes: Students on special Government Apprenticeship scheme are paid allowances during the period of training. Such support is drawn from the Zimbabwe Manpower Development Fund raised through levies to employers.

Table 8 Zimbabwe: Key funding challenges

HE Funding Challenges Interventions To Address Challenges

1. Capacity of Government to pay for infrastructural development in the face of inflation.

Prioritizing projects.

2. Recoveries of loans affected by inflation. Improved loan recovery mechanisms.

3. Procurement of teaching and learning resources. Increased grants and revenue generating projects at Institutional level

4. Remuneration packages for staff. A regular review of remuneration packages retention schemes.

5. Degree/rate of student support services. Regular reviews of support rates and some degree of cost sharing.

Source: Zimbabwe MoE questionnaire response Business/industry does not play a role in the financing of higher education as part of the overall funding strategy implemented by the Ministry. However, through the Zimbabwe Manpower Development Levy, companies pay one percent of their total wage bills to the Manpower Development Fund. There are currently no plans to engage business/industry directly.

1.4 QUALITY ASSURANCE

Zimbabwe has a national quality assurance framework for higher education. The following bodies are involved in quality assurance: • Teacher Education: Scheme of Associateship with the Department of Teacher Education

of the University of Zimbabwe (1956). • Polytechnics: Higher Education Examinations Council and Affiliation to National

University of Science and Technology (2005). • Universities: National Council for Higher Education: Zimbabwe Council for Higher

Education (2006). Higher education institutions are required to monitor quality internally on an ongoing basis using their own quality assurance processes. Universities and Polytechnics have internal quality assurance processes at various levels – disciplinary, departmental, and faculty. Departments develop self‐regulating internal systems and regulatory frameworks for quality standards, assessment, reporting, and examination criteria and procedures in accordance with guidelines from the senate. All


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internal and external procedures start in the college department, go to the College Academic Board, and end in the University starting with the Department of Teacher Education Academic Board, Board of Examiners, Board of Studies, Faculty Board, Academic Committee, and Senate. Non‐government funded higher education institutions (such as private, virtual and international universities) are subject to the same quality assurance procedures as government funded institutions. The following priority areas have been identified for quality improvement: • Peer review system; • Institutional Audits; • Performance Appraisals; • Institutional and Programme Accreditation Procedures; and • Qualifications Assessment/Evaluation. The Zimbabwe Council of Higher Education is responsible for addressing these priorities. The Ministry provides support to higher education institutions in the development of institutional quality assurances policies and procedures in the following ways: • Through the Higher Education Examinations Council accreditation and external

assessment systems; • Through the Zimbabwe Council for Higher Education quality monitoring, peer review

systems, and institutional quality audits; and • Through provision of the necessary resources.

1.5 REGIONAL COLLABORATION

Zimbabwe places emphasis on Regional collaboration and integration in the higher education sector. Zimbabwe has signed Memoranda of Understanding with other SADC countries such as Namibia for the training of experts in identified areas including teacher education, special education, hospitality and tourism. In addition, universities, polytechnics, and accredited private institutions admit students from the SADC Region. Regional development priorities were considered during the development of national higher education policy and practice. Table 9 Zimbabwe: Regional development priorities considered during the development of

national higher education policy and practice.

Regional Development Priorities How The Priority Was Considered In The Development Of National

HE Policy And Practice

1. Access to Higher Education and Training. The adoption of the policy to intensify the democratization of higher and tertiary education and training for all communities.

Ensuring that there is at least a state university, a technical college, and teachers’ college in each of the ten provinces. The open and distance learning mode is being cascaded to all higher and tertiary institutions.


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Regional Development Priorities How The Priority Was Considered In The Development Of National

HE Policy And Practice

2. Removal of gender disparities in higher education.

The adoption of affirmative policies to increase the participation of females in higher education programmes particularly the hard sciences and engineering disciplines.

3. Regulating and monitoring the quality of higher education and training.

The Zimbabwe Council for Higher Education was established (2006) to set and enforce quality standards in higher education. A Bill for the establishment of the Zimbabwe Qualifications Authority in line with the SADC Protocol on Education and Training is now in place The National Manpower Advisory Council(NAMACO) has been reconstituted to revive the structures for consultation with the industrial committees to align training to the needs of Industry.

4. Promoting science and technology in tertiary institutions.

A deliberate emphasis on promoting science and technology in institutions is promoting inventions and innovations in areas such as bio‐diesel, farm mechanization, and technopreneurship.

5. Strengthening life skill education including HIV and AIDS.

The current plan incorporates HIV and AIDS Education in all programmes offered at institutions as part of a multi‐sectoral response to this developmental challenge.

Source: Zimbabwe MoE questionnaire response In addition, elements of the SADC Protocol on Education and Training have explicitly influenced national higher education policy and practice: • In achieving comparability equivalences and standardization of education and training

systems, this goal gave impetus to the setting up of a Steering Committee for the establishment of a National Framework of quality assurance and qualifications and a Qualifications Assessment System in the Ministry.

• In promoting academic freedom and creating an enabling environment with appropriate incentives for educated and trained personnel to effectively apply and use their knowledge and skills for the benefit of Member States in the Region, a facility has been developed to facilitate communication with experts, both foreign and national, in the Diaspora to attract, use, and retain their services through the Intellectual Home Link.

• In rationalizing admission requirements to education and training institutions and accreditation of qualifications; a quota of foreign students is reserved at Public and Private Universities, Foreign students from the Region are admitted at Polytechnic and Teachers’ Colleges and the School of Mines, the School of Hospitality and Tourism. Bilateral agreements and Memoranda of Understanding (MOUs) have been signed to enable the training of nationals from SADC countries to train as teachers in identified areas (disciplines).

• In developing National Examinations and Accreditation Systems to move teacher education and Technical and Vocational Education and Training systems towards equivalent harmonized and eventually standardized certificates, a multi stakeholder Steering Committee is developing modalities for the establishment of the Zimbabwe Qualifications Authority that will oversee the functioning of the National Qualifications and Quality Assurance Framework.

• Regarding development and support for the incorporation of Entrepreneurship Development in vocational education and training, staff and students are engaged in income generating projects such as manufacture of farming equipment, bio‐diesel, farming activities, and research.


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• Concerning Member States’ agreement to recommend to universities and other tertiary institutions in their countries to reserve 5% of admission for students from the SADC nations’ other their own, universities, polytechnics, and teachers’ colleges in Zimbabwe have incorporated this requirement in their admission policies and practices.

The Millennium Development Goals (MDGs) have influenced higher education planning in Zimbabwe in the following ways: Table 10 Zimbabwe: Influence of Millennium Development Goals (MDGs) on HE planning

MDGs Description of how this MDG influenced planning

(where relevant)

1. Eradicate extreme poverty and hunger Entrepreneurship development, now part of curricula.2. Achieve universal primary education N/A

3. Promote gender equality and empower women

Affirmative action in the admission policies of Universities where female applicants enter with slightly lower points than their male counterparts. (b) Admission policies at Teachers Colleges where enrolments have reached 50‐50% for females and males and in some cases up to 52% in favour of females.

4. Reduce child mortality N/A5. Improve maternal health N/A

6. Combat HIV and AIDS, malaria and other diseases HIV and AIDS Education is now part of the curricula at teachers colleges, polytechnics, and Universities.

7. Ensure environmental sustainability N/A8. Develop a global partnership for development N/ASource: Zimbabwe MoE questionnaire response

2. PUBLIC UNIVERSITIES

2.1 BINDURA UNIVERSITY OF SCIENCE EDUCATION1

Bindura University of Science Education was established in 2001. Its origins are in the Zimbabwe‐Cuba Teacher Training Programme, which began in the mid‐1980s and involved Zimbabwean student teachers being sent to Cuba for training in science education. For economic reasons, the programme was relocated to Zimbabwe in 1995 and the College was set up in Bindura under the auspices of the University of Zimbabwe. However, it turned into a fully‐fledged university within four years. The College admitted its first students in 1996. The Bindura University of Science Education Act was gazetted in February 2000, and the status of the College became that of a university. The University offers courses mainly in science, but, more recently, courses in commerce and computer science have been launched The main campus is 5km from Bindura town centre, and the Computer Science Department is located separately on Trojan Road (Wikipedia, 2008). 1 Bindura University of Science Education submitted a response to the questionnaire, and this section is mainly based on this response, along with some secondary sources.


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The University’s institutional focus is as follows: Table 11 Bindura University of Science Education: Institutional focus

HE function Approximate percentage of institutional focusTeaching and learning 60%Research 30%Community service activities 10%Source: Bindura University of Science Education questionnaire response

2.1.1 Student Data

All of the students at the university (1,885) are full‐time, contact students, who are national citizens. The University reports, however, that registration was still incomplete when the figures below were compiled. Table 12 Bindura University of Science Education: Summary of Enrolment Numbers

(Estimate data, 2007)

Major field of study

Total number of students (headcount)

Number female students

Number male

students

Number of students enrolled per level of study

Under‐graduate degree/ diploma

Post‐graduate degree/ diploma

Master’s Degree

Doctoral Degree

Other qualifications (short courses, certificates etc)

Science, Engineering & Technology

752 163 589 726 0 26 0 0

Business, Management & Law

843 271 572 833 0 0 0 0

Humanities and Social Sciences

285 95 190 280 0 15 0 0

Health Sciences 5 3 2 5 0 0 0 0

TOTALS 1,885 532 1,353 1,844 0 41 0 0

Source: Bindura University of Science Education questionnaire response In 2007, the vast majority of students were undergraduates, and a small minority studied towards Master’s Degrees. The biggest enrolments were in the fields of Business, Management and Law, and Science, Engineering, and Technology. There is a gender disparity at the University, with women representing only 28% of students.


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Table 13 Bindura University of Science Education: Summary of Qualifications Awarded

(Estimate data, 2007)

Major field of study/faculty

Number of qualifications awarded at this level

Total qualifications awarded



Master’s Degree

Doctoral Degree



174 171 0 3 0 0


0 0 0 0 0 0


0 0 0 3 0 0

Health Sciences 0 0 0 0 0 0TOTALS 174 171 0 6 0 0

Source: Bindura University of Science Education questionnaire response. The majority of qualifications awarded in 2007 were undergraduate degrees, and most awards were made in the field of Science, Engineering, and Technology. It was reported that the University is continually introducing new programmes, and does not have any students who have qualified from the Faculty of Commerce where Business, Management and Law degrees are offered. The first group of students from this Faculty was expected graduate in August, 2008. Bindura University of Science Education provides the following support services for students: Table 14 Bindura University of Science Education: Student Services

Type of student service Service provided (yes/no) Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Bindura University of Science Education questionnaire response

2.1.2 Staff Data

Of the academic and research staff complement, all 179 staff members were national citizens. The University employs 23 management and administrative staff, all of whom are national citizens.


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Table 15 Bindura University of Science Education: Academic and Research Staff (Actual data, 2007)

Major field of study Total number (headcount) Number of females Number of malesScience, Engineering & Technology 140 35 105Business, Management & Law 30 2 28Humanities and Social Sciences 5 0 5Health Sciences 4 4 0TOTALS 179 41 138Source: Bindura University of Science Education questionnaire response. There is a gender disparity among academic and research staff at the institution, with women comprising less than 25% overall, and, in the area of Business, Management and Law, only 6% of academic and research staff. The management and administrative staff contingent also consists largely of men. Table 16 Bindura University of Science Education: Academic and Research Staff Highest

Level of Qualification (Actual data, 2007)

Major field of study Number of academic and research staff with as this as their HIGHEST qualification

Under‐

graduate degree/ diploma


Master’s Degree Doctoral Degree


25 0 111 2


11 0 24 0


0 0 2 0

Health Sciences 0 0 4 0TOTALS 36 141 2Source: Bindura University of Science Education questionnaire response. Most staff members have a Master’s degree as their highest level of qualification. The academic and research staff research output is summarized below. Table 17 Bindura University of Science Education: Research Output (Actual data, 2004‐

2007)


Number ofPublications in internationally

accredited journals

Publications in locally accredited

journals Books published

Other research activities


34 21 0 0


1 2 0 0


1 1 0 0


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Number ofPublications in internationally

accredited journals


journals Books published


Health Sciences 2 0 0 0Other (book chapters)

0 2 0 0

TOTALS 38 26 0 0Source: Bindura University of Science Education questionnaire response. The University has a clearly defined research policy. It was reported that research output is affected by the teaching load and lack of funding for research. The Bindura University of Science Education reported critical staff shortages in the following areas: • Science, Engineering and Technology; • Business, Management and Law; and • Institutional Management.

2.1.3 Governance and Management

The University is run by the University Council. Members of the Council are appointed by the Minister, and some members are from within the University. The State President is an ex‐officio member of the Council. The University’s governing body includes the following representation. Table 18 Bindura University of Science Education: Governing Body Representation

Governing body representation Number of members representing this group

Number of members who come from or represent the business/industry sector 14Number of students representatives 1Number of staff representatives 9TOTAL 24Source: Bindura University of Science Education questionnaire response. Day‐to‐day operations are overseen by the Vice‐Chancellor, supported by the Pro‐Vice Chancellor. Below the Pro‐Vice Chancellor are the Heads of Departments for both academic and non‐academic departments. Non‐academic Heads of Departments are the: Bursar; Director, Human Resources; Dean of Students; Director of Works; Chief Security Officer; ICT Manager; and Librarian. Faculty Deans constitute heads of faculties, and below the Deans are the Departmental Chairpersons. The University plays a significant role in shaping national higher education policy, through contributions made by the Vice‐Chancellor in the Zimbabwe University Vice‐Chancellors' Association. Proposals on shaping and informing national higher education are also made at meetings of principal officers, such as bursars, registrars, permanent secretaries and Vice‐Chancellors of institutions of higher learning.


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2.1.4 Funding

Most funding for the University is sourced from Government subsidies and grants. Table 19 Bindura University of Science Education: Funding Sources (Actual data, 2007)

Sources of funding Percentage of total funding/incomeStudent fees 2%Government subsidy/grants 95%Other (internally generated income) 3%Total 100%Source: Bindura University of Science Education questionnaire response It was reported that the level of funding that the Institution receives is inadequate for it to operate effectively. Many programmes have been put on hold, and cost‐cutting measures have been introduced. The sources of funding/income have changed significantly in the past ten years due to donor fatigue. About 98% of research funding comes from Government grants. The institution calculates the average annual cost of student tuition per faculty, but at present the Government controls the level of tuition fees and therefore current tuition levels have no relationship to actual cost. About 5% of students receive additional financial assistance, excluding financial support from their families. The main challenges facing the University in terms of funding are hyper‐inflation, state control of the level of tuition fees, donor fatigue, foreign currency shortage, and high interest rates. Initiatives launched to address these concerns are as follows: full fee‐paying programmes, cost‐cutting measures, intranet, recycling of bond paper, and appeals to central Government. There is a strategic plan in place to develop additional income sources. The University faces infrastructure constraints (accommodation, office space shortage, capital projects progressing at a slow pace due to underfunding, and insufficient furniture and equipment), as well as resource constraints (funding in the form of grants and an acute foreign currency shortage), both of which have a major negative effect on the university’s ability to achieve its goals and objectives.

2.1.5 Quality Assurance

Bindura University of Science Education has internal quality assurance processes in place, and a specific budget is allocated to cover the costs associated with these processes. The quality assurance framework covers teaching and research activities, student performance, administrative processes, community service activities, external relations, and the learning environment. The national quality assurance framework does not prescribe quality assurance procedures for institutions to follow, and the University is not required to report on quality assurance issues to the national authorities. It does, however, participate in mandatory peer review quality assessments. Moreover, it conducts regular internal evaluations of academic programmes. Mechanisms are in place to provide ongoing staff development, 90% of which is conducted internally and 10% by external service providers. Mandatory processes are in place for evaluating the performance of individual teaching


18

staff. However, only some student learning services are evaluated. The performance of some, but not all, research team activities is evaluated. Independent external moderators are involved in the setting and marking of student examinations. Student feedback is actively sought on academic issues, governance, and student services. Table 20 Bindura University of Science Education: Challenges and Interventions in the Area

of Quality Assurance

Main challenges Initiatives/interventions undertaken to address challenges 1. Funding Income‐generating activities, cost‐cutting measures2. Physical infrastructure Erection of temporary infrastructure and buildings

3. High staff turnover Staff development programmes and waiving entry requirements for lecturing staff

4. Books Use of Internet5. Equipment Collaboration with other institutions e.g. University of Zimbabwe, KutsagaSource: Bindura University of Science Education questionnaire response

2.1.6 Regional Collaboration

The University values collaboration with other higher education institutions in the SADC Region. The enrolment of students from other SADC countries is also given high priority, although the accommodation provided is not satisfactory. There has been no significant change in the number of students from foreign countries in the past five years. Language and cultural support is not provided for international students. A strategic plan is in place for collaboration with business/industry. Prior to the formulation of degree programmes, business/industry is consulted. Feedback on programmes is also received during industrial attachments and after employment. The Institution is about to launch an alumni association for former students. The University is currently involved in three collaborative academic/research programmes, one with a partner institution in South Africa, one with a partner institution in Kenya, and the third with a partner institution in Germany. One programme is administered by the Department of Commerce and the other two by the Department of Agriculture and Environmental Science. There is also one collaborative community development project, and two collaborative projects with business/industry. These are administered by the Departments of Commerce and Agriculture, and Environmental Science. The University currently has the necessary ICT infrastructure and technical support needed to facilitate Regional collaboration. The University expects to achieve a number of tangible benefits from regional collaboration, including the following: • Staff and student exchange programmes; • Funding for research; and • Collaborative research.


19

The main challenge facing Regional collaboration is the affiliation fee, which may be required in foreign currency. This issue is currently being addressed by applications to the central Government for the allocation of foreign currency. The University reports that donors can facilitate Regional higher education collaboration by inviting higher education institutions to attend fully‐funded workshops, seminars, attachment programmes, and exchange programmes, and by providing funds for collaborative research and staff development programmes. It was noted that the Zimbabwean government can facilitate Regional higher education collaboration by producing a database of higher education institutions in the Region, sending invitations to the heads of higher education institutions to attend a Regional meeting with funding assistance from the Government, and producing a yearly plan of activities, for example, workshops, seminars and exchange programmes for higher education institutions in the Region.

2.2 CHINHOYI UNIVERSITY OF TECHNOLOGY2

Chinhoyi University of Technology (CUT) is located in the town of Chinhoyi, in Mashonaland West Province, about 120km north‐west of Harare. The Institution was established in 2001 in terms of an Act of Parliament. The University was formerly Chinhoyi Technical Teacher’s College, which had been in existence since 1991. Its first degree programmes were offered in 1999 under the University of Zimbabwe Chinhoyi Degree Programmes. The University is now a fully‐fledged university offering technical diploma and degree courses. Its vision is to be a world class centre for technological innovation and entrepreneurship.3 The University’s institutional focus is as follows: Table 21 Chinhoyi University of Technology: Institutional focus

HE Function Approximate Percentage of Institutional FocusTeaching and learning 50%Research 30%Community service activities 20%Source: Chinhoyi University of Technology questionnaire response

2.2.1 Student Data

All of the students at the University are contact students (2,807) the majority of whom are full‐time students (2,291). All students, except one, are Zimbabwean nationals, that student being from a non‐SADC country.

2 A questionnaire was completed by Chinhoyi University of Technology. This section is based on data provided in the questionnaire response, and by the University’s website: www.cut.ac.zw 3 Retrieved 19 August 2007 from www.cut.ac.zw


20

Table 22 Chinhoyi University of Technology: Summary of Enrolment Numbers (Actual data, 2008)


Total number of students (headcount)


Number male

students


Under‐ graduate degree/ diploma


Master’s Degree

Doctoral Degree

Other qualifications (short courses, certificates,

etc) Science, Engineering & Technology

941 224 717 941 0 0 0 0


1,509 610 899 1,282 0 227 0 0


357 163 194 0 0 357 0 0

TOTALS 2,807 997 1,810 2,223 0 584 0 0

Source: Chinhoyi University of Technology questionnaire response The majority of students are enrolled at the undergraduate level, with more than half of students enrolled in the Business, Management, and Law field. There are more male than female students, with male students accounting for 64% of the student population. Table 23 Chinhoyi University of Technology: Summary of Qualifications Awarded (Actual,

2008)






Master’s Degree

Doctoral Degree



163 163 0 0 0 0


418 356 0 62 0 0


175 175 0 0 0 0

TOTALS 756 694 0 62 0 0Source: Chinhoyi University of Technology questionnaire response As with student enrolment data, most qualifications are awarded at the undergraduate level, with most qualifications awarded in the field of Business, Management, and Law. Chinhoyi University of Technology provides the following support services for students.


21

Table 24 Chinhoyi University of Technology: Student Services

Type of student service Service provided (yes/no) Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions YesLanguage training NoSocial and cultural activities (bars, clubs, theatre, music etc) YesCatering YesChaplaincy YesHealth YesSource: Chinhoyi University of Technology questionnaire response

2.2.2 Staff Data

Of the academic and research staff complement, all 163 staff members are national citizens (actual data, 2008). The University employs 220 management and administrative staff, all of whom are national citizens. Table 25 Chinhoyi University of Technology: Academic and Research Staff (Actual data,

2008)

Major field of study Total number (headcount) Number of females Number of malesScience, Engineering & Technology 33 5 28Business, Management & Law 64 23 41Humanities and Social Sciences 38 8 30Other (Institute of Lifelong Learning) 28 12 16TOTALS 163 48 115Source: Chinhoyi University of Technology questionnaire response There are significantly more male academic and research staff, with males accounting for 71% of academic and research staff. The gender disparity in academic and research staff is more noticeable in the Science, Engineering, and Technology field, where 15% of staff are female, and in Humanities and Social Science where 21% of staff are female. Table 26 Chinhoyi University of Technology: Academic and Research Staff Highest Level of

Qualification (Actual data, 2008)


Under‐





32 0 38 1


30 0 33 1


22

Major field of study Number of academic and research staff with as this as their HIGHEST qualificationHumanities and Social Sciences

11 0 16 1

TOTALS 73 0 87 3Source: Chinhoyi University of Technology questionnaire response More than half (53%) academic and research staff have a Master’s Degree as their highest qualification, while just under half (45%) academic and research staff have an undergraduate degree or diploma as their highest qualification. The academic and research staff research output is summarized below. Table 27 Chinhoyi University of Technology: Research Output (Actual data, 2008)


Number ofPublications in

internationally accredited journals

Publications in locally accredited journals

Books published



14 0 0 2


0 0 0 0


3 0 0 0

Health Sciences 0 0 0 0Other (book chapters)

0 2 0 0

TOTALS 17 0 2Source: Chinhoyi University of Technology questionnaire response The University has a clearly defined research policy, as well as a research board and research assistants in each school who coordinate research activities. Chinhoyi University of Technology reported critical staff shortages in the following areas: • Science, Engineering and Technology; • Business, Management and Law; • Humanities and Social Sciences; and • Health Sciences.


The Chancellor, who is the Head of State, is the head of the University. The University is governed by the University Council, the members of which vary in number according to the size and needs of the university (Maunde, 2006). The governance structure of the Chinhoyi University of Technology consists of a Chancellor, a University Council, and a Vice Chancellor, under which the Deans and Principal Offices fall. Chairpersons of departments and section heads fall under the Deans and Principal Officers.


23

The University is managed by the Vice Chancellor, Pro vice Chancellor, Principal Officers, deans, and administrative heads of department. The University’s governing body includes the following representation. Table 28 Chinhoyi University of Technology: Governing Body Representation

Governing body representation Number of members representing this group

Number of members who come from or represent the business/industry sector 7Number of members who come from or represent the community sector 3Number of members who come from or represent the public (i.e. government) sector

1

Number of students representatives 1Number of staff representatives 8TOTAL 20Source: Chinhoyi University of Technology questionnaire response The University reports that it has a significant role or influence in shaping or informing national higher education policy. There is communication with the Ministry of Higher and Tertiary Education in relation to policy issues on technological advancements.

2.2.4 Funding

Most of the funding for the University is sourced from Government subsidies and grants. Table 29 Chinhoyi University of Technology: Funding Sources (Actual data, 2008)

Sources of funding Percentage of total funding/incomeStudent fees 2%Government subsidy/grants 98%Total 100%Source: Chinhoyi University of Technology questionnaire response The university reported that the level of funding it receives is inadequate for it to operate effectively. More than half (52%) of the government grant goes towards employment costs, and only 23% and 25% goes towards operational costs and capital expenditure respectively. Overall, the University reported that the core activities of research and learning are not adequately funded. The sources of funding have not changed significantly in the past ten years. All research funding comes from Government grants. The Institution calculates the average annual cost of student tuition per Faculty, but did not supply this data. Approximately 9% of students receive additional financial assistance, excluding financial support from their families. The main challenges facing the University in terms of funding are inadequate research funds, bureaucratic procurement, hyper inflation, inadequate infrastructure and capital equipment to support research, inadequate government grants, skills flight hampering smooth operations of income generating projects, and commercialization of research outputs. Interventions undertaken to address these challenges are collaborative research


24

with industry, negotiating BOOT (Build, Own, Operate, and Transfer) Technopark establishments, income generation and Small Business Units, and staff retention strategies. There is a strategic plan in place to develop additional income sources. The University also reported that it faces infrastructure constraints, and that the current physical infrastructure is inadequate (in some cases non‐existent) for the services on offer. For example, there is insufficient accommodation, a dilapidated dining area, a small clinic, and no chapel. The University also reported that it faces resource constraints which have a major negative impact on its ability to achieve its goals and objectives. These constraints include a shortage of financial and material resources, such as ambulances, drugs, emergency equipment, vehicles, computers, stationery, space (office and classroom), and skilled personnel.


The University has internal quality assurance processes in place, and a specific budget is allocated to carry out costs associated with these processes. The quality assurance framework covers teaching activities, research activities, community service activities, student performance, administrative processes, entrepreneurial activities, and external relations. The University conducts internal evaluations of its academic programmes regularly, and has mechanisms in place to provide ongoing staff development. The national quality assurance framework prescribes the quality assurance procedures that individual institutions must follow. The University is required to report on quality assurance to authorities at the national level. The University participates in peer review quality assessments (external quality assessments), which are mandatory. The University also has mandatory processes in place for evaluating performance of individual teaching staff, as well as processes for evaluating some student learning services. In addition, there are processes in place for evaluating performance of research teams. External, independent moderators are involved in setting and marking of student examinations. The University seeks feedback from students on academic issues, governance, and student services. Table 30 Chinhoyi University of Technology: Challenges and Interventions in the Area of

Quality Assurance

Main challenges Initiatives/interventions undertaken to address

challenges 6. Failure to attract external examiners. Requesting for more funding from the national fiscus.7. Failure to retain external examiners. Requesting for more funding from the national fiscus.8. Low remuneration for examiners. Requesting for more funding from the national fiscus.9. Availability of materials for practical

examinations. Charging of practical examination fees.

10. Failure to adhere to examination processes by internet examiners.

Continuous in‐service workshops.

Source: Chinhoyi University of Technology questionnaire response


25


The University reported that it values collaboration with other higher education institutions in the SADC Region. The University currently engages in activities such as exchange visits and contract and sabbatical leave. Conferences and workshops are also held jointly with other institutions in the Region. The enrolment of students from other SADC countries is also valued and given high priority. However, there has been no significant change in the number of students from foreign countries in the past five years. Language and cultural support is provided for incoming international students. The University is not involved in any collaborative academic or research programmes with other higher education institutions outside Zimbabwe. There are three collaborative community development projects with institutions or organizations, in teaching complex, engineering workshops and canteen upgrading. The Work and Estates Department (which falls under the Vice‐Chancellor and is responsible for construction and maintenance of infrastructure at the university), administers the projects. These projects run in conjunction with the Ministry of Higher Education. A strategic plan is in place for collaboration with business and industry, and this is reviewed annually. There are two collaborative projects with business and industry. One is with UNESCO and Hewlett Packard, which is administered by the School of Engineering Sciences and Technology. The other is a SEDCO (Small Enterprises Development Cooperation) work‐related learning programme administered by the School of Business Science and Management. The University expects to achieve a number of tangible benefits from Regional collaboration, such as: • Enhancement of research efforts; • Mobilization of resources for academic capacity building; • Exchange of knowledge or increasing the frontiers of knowledge; and • Skills development. The main challenges facing Regional collaboration are inadequate resources, limited IT resources, funding, and skills flight. Institutional interventions undertaken to address challenges are income generation projects, soliciting for support from outside stakeholders, creation of small business units, and leading in the UNESCO – Hewlett Packard brain gain project. The University reports that it does not have the necessary ICT infrastructure that is needs to collaborate effectively with other Regional institutions. However, it did indicate that it does have the necessary ICT technical support to collaborate effectively with other Regional institutions. Specific steps that the University indicated that the government could take to facilitate Regional collaboration are: • Provision of foreign currency for regional travel for staff; • Facilitating exchange programmes; and


26

• Funding of visiting professorship and professional chairs. Specific steps that donors and other international organizations can take to facilitate Regional collaboration among higher education institutions are: • Providing research funding across universities; • Promoting collaborative research through funding and resource mobilization; and • Capacity building of research facilitators and SARUA.

2.3 HARARE INSTITUTE OF TECHNOLOGY4

The Harare Institute of Technology was established by the Harare Institute of Technology Act in 2005, which established the institution as a degree‐conferring institution (Kubatana.net, 2008). The Harare Institute of Technology seeks to be a leading institution in the development, incubation, transfer and commercialisation of technology and manpower development for greater national industrialisation. The University has broken down its institutional focus as follows: Table 31 Harare Institute of Technology: Institutional Focus

HE function Approximate Percentage of Institutional FocusTeaching and learning 50%Research 35%Community service activities 15%Source: Harare Institute of Technology questionnaire response

2.3.1 Student Data

All 268 students at the University are contact, full‐time students who are Zimbabwean citizens. As the Harare Institute of Technology is a newly‐established degree awarding Institute, there are few students currently enrolled at the university. Table 32 Harare Institute of Technology: Summary of enrolment numbers (Actual data,

2008)


Total number of students

(headcount)


Number male

students




Master’s Degree

Doctoral Degree

Other qualifications

(short courses,

certificates etc)


251 59 192 251 0 0 0 0

4 A questionnaire was completed by the Harare Institute of Technology. This section is based on data provided in the questionnaire response.


27



(headcount)


Number male

students




Master’s Degree

Doctoral Degree


(short courses,

certificates etc)


17 3 14 17 0 0 0 0

TOTALS 268 62 206 268 0 0 0 0

Source: Harare Institute of Technology questionnaire response All the students enrolled at Harare Institute of Technology are enrolled in undergraduate programmes, with the highest student enrolment in Science, Engineering, and Technology. Fewer than a quarter (23%) of students are female. The University reported that there are few female students at the University, as the programmes are not popular with females:

Few female students pertains to the nature of programmes which are highly technological and are not popular with the female students. Actually few female students study Sciences at ‘A’ level and science subjects are a major consideration in the institute’s admission policy.

It is anticipated that enrolment levels will increase as more programmes are introduced. Postgraduate programmes are due to be introduced later this year. As the Institute is newly established, it is yet to award qualifications. The Harare Institute of Technology provides the following services to students to support their studies. Table 33 Harare Institute of Technology: Student Services

Type of student service Service provided (yes/no)

Academic orientation services Yes

Academic support services (e.g. writing centres, study skills, etc.) Yes

Accommodation facilities Yes

Career guidance services Yes

Psychological counselling services Yes

Sports facilities Yes

Information on study opportunities in other institutions No

Language training No

Social and cultural activities (bars, clubs, theatre, music etc) Yes

Source: Harare Institute of Technology questionnaire response

2.3.2 Staff Data

Of the academic and research staff complement, all 70 are national citizens. It was reported that the current number of staff is adequate for the six degree programmes currently on


28

offer. The University employs 31 management and administrative staff, all of whom are national citizens. It was reported that staff recruitment processes are ongoing as the Institute expands.

Table 34 Harare Institute of Technology: Academic and Research staff (Actual data, 2008)

Major field of study Total number (headcount) Number of females Number of malesScience, Engineering & Technology 64 12 52Business, Management & Law 6 0 6TOTALS 70 12 58Source: Harare Institute of Technology questionnaire response. It was reported that, as most degree programmes at the Institution are in Science, Engineering, and Technology, the concentration of staff is in that field. There is a significant gender disparity among academic and research staff at the Institution, with males comprising 83% of academic and research staff. In addition, 65% of management and administrative staff are male. Table 35 Harare Institute of Technology: Academic and Research Staff Highest Level of



Undergraduate degree/ diploma

Postgraduate degree/ diploma



16 0 39 11


0 0 4 0

TOTALS 16 0 43 11Source: Harare Institute of Technology questionnaire response. Most staff members have a Master’s Degree as their highest level of qualification. In 2007, there were two publications from the Science, Engineering, and Technology field in internationally accredited academic journals. It is anticipated that publications will increase over time, as the Institute establishes itself and its programmes. It was reported that more than five papers were presented at various local and international conferences. Seven papers were presented at the Eighth Symposium of the Research Council of Zimbabwe, and published in the proceedings. In addition, various papers await peer review and publication in refereed journals. The Harare Institute of Technology reported critical staff shortages in Science, Engineering, and Technology; Business, Management and Law; and Institutional Management.


Harare Institute of Technology is run by a Committee System. Final decisions rest with the Institute Board. Below the Board is the Senate, which is responsible for academic matters, and the Executive Committee, responsible for non‐academic matters. The sub‐committees


29

under the Executive Committee are Salaries, Campus Development, and Finance. Committees under the Senate are the Academic Board (with sub‐committees of Library, Staff Development, Appeals, and External Relations) and Senate Committee (with sub‐committees of School Boards, School Higher Degrees, and School Planning). Department Boards fall under School Boards. The Institute is run by a Vice Chancellor, who is assisted by two Pro‐Vice Chancellors, one focusing on planning, finance, and development and the other on academic, research, and consultancy. Below them are the rest of the executive staff and senior management, including directors of centres/units, financial director, registrar, librarian and school deans. The University’s governing body includes the following representation. Table 36 Harare Institute of Technology: Governing Body Representation

Governing Body Representation Number of Members Representing this

Group Number of members who come from or represent the business/industry sector 8Number of members who come from or represent the community sector 1Number of members who come from or represent the public (i.e. government) sector 4Number of students representatives 1Number of staff representatives 6TOTAL 20Source: Harare Institute of Technology questionnaire response.

2.3.4 Funding

Most funding for the University is sourced from Government subsidies and grants. Table 37 Harare Institute of Technology: Funding Sources (Actual data, 2007)

Sources of funding Percentage of total funding/incomeStudent fees 0.21%Government subsidy/grants 84.10%Investment Income 7.12%Technology Centre 8.57%Total 100%Source: Harare Institute of Technology questionnaire response The current level of funding available to the Harare Institute of Technology was reported to be insufficient for the University to operate effectively. Inflation and the non‐availability of foreign currency were reported as having a negative impact on funding. The Institute has introduced commercial service to industry which contributing significantly to funding under the technology centre. The Institution does not calculate the average annual cost of students per Faculty. Fewer than a quarter (20%) of students receive additional financial support (excluding financial support from their families) to enable them to attend university.


30

It was reported that financial resource constraints are being faced in the area of acquisition of equipment for key teaching facilities, in particular laboratories. For research funding, the research board identifies and funds academic research projects that resolve issues of national importance. The five main challenges facing the University are low tuition fees, inflation, low Government funding, foreign currency shortages, and low donor funding. The Institution does have some mechanisms in place to attempt to address these challenges. These include: investments, charging commercially viable fees, advance purchases of supplies, commercializing research output, Technology Centre concepts, use of UNESCO coupons, and engaging industry on research commercialization. The University has developed a strategic plan to tackle the issue of additional income sources.


Harare Institute of Technology has internal quality assurance processes in place, and there is a specific budget allocated to cover the costs associated with these processes. The quality assurance framework covers teaching activities, research activities, community service activities, student performances, administrative processes, entrepreneurial activities, and external relations. The national quality assurance framework prescribes quality assurance procedures for institutions to follow, and the Institute is required to report on quality assurance issues to national authorities. The Institute participates in peer review quality assessments, on a voluntary basis. Moreover, it conducts regular internal evaluations of academic programmes. Mechanisms are also in place to provide ongoing staff development, of which less than 5% is conducted internally and more than 95% by external service providers. Processes are in place for evaluating the performance of individual teaching staff, which is mandatory, and all student learning services are evaluated. The performance of research team activities is also evaluated. Independent/external moderators are involved in the setting and marking of student examinations. Student feedback is actively sought on academic and governance issues, student services, and community outreach programmes. Table 38 Harare Institute of Technology: Challenges and Interventions in the Area of

Quality Assurance

Main Challenges Initiatives/interventions undertaken to address challenges

1. Lack of sufficient reference resources Compiling course portfolios and use of e‐resources

2. High staff turnover Recruiting of lecturers and SDFs (Staff Development Fellows) and use of contractual staff from other institutions

3. Lack of adequate equipment and resources Use of resources from other universities/institutionsSource: Harare Institute of Technology questionnaire response


31


It was reported that the Harare Institute of Technology values collaboration with other higher education institutions in the SADC Region. Enrolment of students from other SADC countries is also given high priority, although the Institution is still to enroll students from the Region. Cultural support would be provided, but proficiency in English would be mandatory before enrolment. The University is currently involved in two collaborative academic/research programmes, both with institutions in China. Efforts are being made to engage and enable collaborative research with institutions in Malaysia and China. The Institute is also conducting one collaborative community development project with the Ministry of Small and Medium Enterprise in Zimbabwe. There are three collaborative projects with business and industry in Zimbabwe, where the University provides training for dairy industry personnel, the manufacturing sector, and the banking sector. No collaborative projects with business or industry from the SADC Region have been concretely established, but efforts are being made to enable engagement and partnership. Currently, the Institute is servicing local industry with contractual jobs of light and heavy industry through the established Technology Centre. The Centre is also training entrepreneurs. Through the Centre, business and industry will participate in establishment of production centres in incubators thereby commercializing research and development output from key centres of the Institute. The University expects to achieve a number of tangible benefits from Regional collaboration, including the following: • Initiation and establishment of collaborative research projects; • Benchmarking and accreditation of degree programmes at Harare Institute of

Technology; • Increased intake of students from SADC; • Funding for capacity building; • Exposure, information sharing and staff development opportunities; and • Staff exchanges, visiting professorships, and so on. The main challenge the Institute faces with respect to Regional collaboration is institutional capacity infrastructure and teaching resources. It is undertaking to address this through the establishment of critical teaching facilities and use of national institutional linkages. The University currently has the necessary ICT infrastructure that is needed to facilitate Regional collaboration. However, it currently does not have adequate and the necessary technical support to facilitate efficient regional collaboration. It was noted that donors can facilitate Regional higher education collaboration by providing financial support for collaborative academic/business projects amongst SADC countries, providing funding for staff development done collaboratively amongst institutions in the SADC Region, and enabling staff exchanges and establishments of academic chair positions.


32

In addition, government support through inter‐governmental agreements that cover academic and technological transfer/cooperations regionally, and funding of collaborative research projects of national value was noted.

2.4 LUPANE STATE UNIVERSITY

Lupane State University admitted its inaugural class to the Faculty of Agricultural Sciences in August, 2005. Long‐term plans for the university include the establishment of programmes in environmental sciences, wildlife management, forestry and engineering (World Education News and Reviews, 2003). The University has broken down its primary institutional focus as follows: Table 39 Lupane State University: Institutional Focus

HE Function Approximate Percentage Of Institutional Focus

Teaching and Learning 60%Research 30%Community Service Activities 10%Source: Lupane State University questionnaire response

2.4.1 Student Data

All students at the university are full‐time, contact students, and there are no students from other SADC or international countries. Table 40 Lupane State University: Summary of Enrolment Numbers (Actual data, 2008

Major Field Of Study

Total Number Of Students (Headcount)


Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


40 13 27 40 0 0 0 0


41 32 9 41 0 0 0 0

TOTALS 81 45 36 81 0 0 0 0Source: Lupane State University questionnaire response Lupane State University has a small student enrolment figure of 81 students, half of whom study in Science, Engineering, and Technology, and the other half in Humanities and Social Sciences. All students are completing an undergraduate degree or diploma. More than three quarters (78%) of students in Humanities and Social Science are female, whilst 68% of students studying in the in Science, Engineering, and Technology field are male.


33

The University reported that, as it is a new University, there are not yet any graduates. The first group of graduates in the area of Agricultural Sciences is expected in 2008. Lupane State University provides the following services to students to support their studies. Table 41 Lupane State University: Student Services

Type Of Student Service Service Provided (Yes/No) Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities NoCareer guidance services YesPsychological counselling services NoSports facilities YesInformation on study opportunities in other institutions YesLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) NoSource: Lupane State University questionnaire response

2.4.2 Staff Data

Of the academic and research staff complement, all 14 are national citizens. Of these, ten staff are based in Science, Engineering, and Technology, whilst four are based in the Humanities and Social Sciences. The University employs nine management and administrative staff, all of whom are national citizens. Table 42 Lupane State University: Academic and Research staff (Actual data, 2007)

Major field of study Total number (headcount) Number of females Number of malesScience, Engineering & Technology 10 1 9Humanities and Social Sciences 6 3 3TOTALS 16 4 12Source: Lupane State National University questionnaire response. There is a gender disparity among academic and research staff at the Institution. Women make up fewer than 14% of the total academic and research staff, and, in the area of Science, Engineering and Technology, just 11% of academic and research staff. Management and administrative staff members have not yet been categorized into major areas and faculties because the University is still new. In total, there are six male administrators and three female administrators.


34

Table 43 Lupane State University: Academic and Research Staff Highest Level of



Under‐





4 0 3 1


0 0 1 0


3 0 3 0

Other (Rural Development)

0 0 1 0

TOTALS 7 0 8 1Source: Lupane State University questionnaire response. The staff members with qualifications in Business Management and Rural Development attained their first degrees in Agricultural Economics and their second degrees in Business Management and Rural Development. Both are employed under the field of Science, Engineering, and Technology. Table 44 Lupane State University: Research Output (Estimated data, 2007)

Major Field Of Study/Faculty

Number OfPublications in internationally

accredited journals


journals Books Published



3 0 0 0


2 3 0 0

TOTALS 5 3 0 0

Lupane State University reported critical staff shortages in Science, Engineering, and Technology, Humanities, and Social Sciences (particularly in Performing Arts), and Institutional Management.


The University is headed by a Chancellor, Council, and the Vice‐Chancellor. The University is managed by a Vice‐Chancellor and two Pro‐Vice Chancellors, one in charge of Deans of Faculties and libraries and the other in charge of registration and bursaries. The Heads of Departments and Sections fall under these sections (Faculties, libraries, registration, and bursaries). The University’s governing body includes the following representation:


35

Table 45 Lupane State University: Governing Body Representation

Governing body representation Number of members representing this

group Number of members who come from or represent the business/industry sector 7Number of members who come from or represent the community sector 3Number of members who come from or represent the public (i.e. government) sector 6Number of students representatives 1Number of staff representatives 8Other (Ex‐Officio Administrative Members who do not have voting powers) 2TOTAL 27Source: Lupane State University questionnaire response. The University indicated that it does not have any role or influence in shaping or informing national higher education policy. Education Policy is normally at the dictate of Government Ministries, and the University is tasked with producing the requisite quality graduates based on the quality of the staff and resources provided.

2.4.4 Funding

Almost all the funding for the University is sourced from Government subsidies and grants. Table 46 Lupane State University: Funding Sources (Actual data, 2008)

Sources of funding Percentage of total funding/incomeStudent fees 1.5%Government subsidy/grants 98%NGOs in collaboration with staff 0.5%Total 100%Source: Lupane State University questionnaire response The University reported that the level of funding that it receives is inadequate. Student fees are regulated by government, and therefore universities are not in a position to charge market based fees for services:

This ANOMALY has always been a thorn in the development of our institutions since the Government Grants have decreased in real terms over the years and universities are unable to acquire/replace teaching equipment in their labs! This usually breeds serious discontent that has led to astronomic levels of staff turnover in state institutions! Source: Lupane State University questionnaire response

The University does not calculate the average annual cost of student tuition per faculty. Student fees are determined by the ‘Fees Revision Committee’ which includes representation from academia, students, the Ministry and from the university Council. However, the final decision on what to pay, how much is to be paid, when and by whom, rests with the Education Minister. Sources of funding/income have not changed significantly in the past ten years. Research funding is also primarily sourced from government grants (95%), with the remainder of


36

research funding sourced as donations from private individuals, businesses, or international donors. Almost all (90%) percentage of your students receive additional financial support (excluding financial support from their families) to enable them to attend university. However, fewer than 3% of these loans are repaid in full within the prescribed timeframes. The main challenges facing the University in terms of funding are: inflation; price escalations of materials, services and transport; shortages of foreign currency; non‐payment of services; and late disbursement of funds by Government. Interventions undertaken to address challenges are: estimating index inflation in all charges, buying in bulk as and when funds are available, use of UNESCO coupons, engaging debt collectors, and keeping reserves in Money Markets. The University has developed a strategic plan to tackle the issue of additional income sources. The University reports that it faces major infrastructure constraints. It is using rented facilities for all accommodation needs, and construction of the campus is still in progress, approximately 176km away from the current site. With growth in student and staff numbers, the University anticipates facing accommodation constraints that will impact negatively on its ability to deliver quality education. The questionnaire response also revealed that the University faces resource constraints that have a major negative impact on its ability to achieve its goals and objectives. All types of teaching equipment are in short supply, and the University uses some facilities at the National University of Science and Technology.


The Institution has internal quality assurance processes in place, but no specific budget is allocated to carry out the costs associated with these processes. The quality assurance framework covers teaching and research activities, student performance and administrative processes. The University faces the following challenges regarding quality assurance: Table 47 Lupane State University: Challenges and Interventions in the Area of Quality

Assurance

Main Challenges Initiatives/ interventions undertaken to address challenges

1. Lack of necessary financial and material resources.

Inviting the participation of Industry and seeking donor funding for projects.

2. Loss of personnel through brain drain. Engaging retired and visiting professionals.

3. Caliber of students getting poorer with each intake.

A scheme to assist Secondary Schools with teaching in science subject areas.

4. Economic meltdown resulting in many dropouts.

Setting aside bursaries for needy and able children, awarded on merit.

5. Poor remunerations for staff. Raising funds from other programmes to supplement staff salaries.

Source: Lupane State University questionnaire response


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The national quality assurance framework does not prescribe quality assurance procedures for institutions to follow, and the University is not required to report on quality assurance issues to the national authorities. However, it does participate in peer review quality assessments, which are mandatory. Moreover, it conducts regular internal evaluations of academic programmes. Mechanisms are in place to provide ongoing staff development. Most staff development (88%) is done externally, and 12% is done internally. Processes are in place for evaluating the performance of individual teaching staff, which is mandatory, and all student learning services are evaluated. The performance of research team activities is not evaluated. External and independent moderators are involved in the setting and marking of student examinations. Student feedback is actively sought on academic issues, student services, and community involvement by the University.


It was reported that the University values collaboration with other higher education institutions in the SADC Region. The University facilitates leave for staff exchanges with any SADC sister university of staff’s choice, and, in some cases, memoranda of agreement have been signed. Enrolment of students from other SADC countries is also valued and given high priority by the university, as they bring in foreign currency. However, the University reported that it is restricted by Government in the use of such funds. There has been a significant decrease in the number of students from SADC countries in the past five years. In the past, most foreign students enrolled as a result of bilateral (government) agreements, and, for the past five years, no such agreements have been signed. No language or cultural support is provided for incoming international students. The University is not involved in any collaborative academic or research programmes as it has just started. However, it is involved in a collaborative community/development project on goat breeding, with partners in the Netherlands and Zimbabwe. The Department of Agricultural Sciences has a research arm – the Centre for Agriculture and Rural Development (CARD) – which plays an outreach role with rural communities. The plan is to grow this arm to an independent unit in the near future. The University does have a strategic plan for collaboration/ cooperation with business and industry. The thrust of its plan lies in the deliberate inclusion of Industrial Attachment of students in industry as partial fulfilment of their degree programmes. The University expects to achieve the following tangible benefits from Regional collaboration: • Increase in research output and publications; • Exposure to a variety of technical research techniques enhances research; • Donor assistance in the development of local research facilities; • Strengthen study programmes through increased knowledge from research; and • Facilitate exchange of students and staff from one institution to the other.


38

The University reported the following challenges and interventions in the area of Regional collaboration: Table 48 Lupane State University: Challenges and Interventions in the Area of Quality

Assurance

Main Challenges To Regional Collaboration Institutional Initiatives/Interventions Undertaken To

Address Challenges

1. Foreign currency related issues. Send papers or posters rather than attend seminars.

2. Mentorship by right scholars Assist staff in identifying suitable professionals.

3. Appropriate collaborative research topics. Encourage research in practical projects with applicability.

4. Very little or no involvement by researchers in practical research which involves their local environment.

Encourage community involvement of staff so as to identify the practical needs and formulate appropriate projects.

5. Limited resource materials, ICT infrastructure and laboratory equipment, as well as lack of specialists.

Invite participation of specialists from other institutions and engage in skills exchange programmes.

Source: Lupane State University questionnaire response The Institution does not have the necessary ICT infrastructure or technical support that it needs to collaborate effectively with other Regional institutions. The University indicated that the government could support Regional collaboration by: • Identifying national research needs and supporting institutions to research in the areas; • Encouraging twinning of higher education institutions through bilateral agreements and

facilitating skills exchange within the Region; • Holding Regional higher education seminars where scholars share ideas and research

interests; • Providing a larger proportion of GDP to research funds; and • Directing institutions to specialize in specific fields, and maximizing personnel and

resources towards research in those fields. It was noted that donors and other international organizations could facilitate Regional collaboration through: • Sponsoring appropriate research in fields of interest; • Providing financial and material resources to enable research to be done in specified

areas; • Training local experts and capacitating research centres; • Facilitating technology transfer into universities and setting up satellite research

laboratories in the Region; and • Reversing brain drain to brain gain by financing schemes that encourage experts in the

diaspora to return home and assist in research activities in their countries.


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2.5 MASVINGO STATE UNIVERSITY

Great Zimbabwe University evolved from Masvingo State University, and is located in the city of Masvingo. It is named after the Great Zimbabwe ruins that are found just outside the city.5 In the absence of a questionnaire response from Masvingo State University, no information could be found as the institution’s website could not be accessed at the time that this report was prepared. A search of the Ministry of Higher and Tertiary Education’s web site and resources gathered during the desk top research yielded no further information.

2.6 MIDLANDS STATE UNIVERSITY6

Midlands State University was established in 1999, about 15km from the centre of Gweru in the Midlands region. It was previously known as Gweru Teachers’ College, which operated as a teacher training college under the University of Zimbabwe. For the first three years of its operation, the University of Zimbabwe dictated the curricula until the university began operating independently. Midlands State University offers courses mostly in the commercial and arts sectors (Wikipedia, no date). The university’s institutional focus is as follows: Table 49 Midlands State University: Institutional focus

HE function Approximate Percentage of Institutional FocusTeaching and learning 55%Research 25%Community service activities 20%Source: Midlands State University questionnaire response

2.6.1 Student Data

All students at Midlands State University (10,387) are contact students (10,387), of whom 5,498 are full‐time students and 4,889 part‐time students. The majority (10,353) are national citizens, and the remainder (34) are students from the SADC Region. There are no international students outside of the SADC countries (Actual data, 2007).

5 Retrieved August 25, 2008 from http://en.wikipedia.org/wiki/Masvingo_State_University 6 A questionnaire was completed by Midlands State University. This section is based on the data provided in the questionnaire response as well as supplementary data from secondary sources.


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Table 50 Midlands State University: Summary of enrolment numbers (Actual data, 2007)



(headcount)


Number male

students




Master’s Degree

Doctoral Degree

Other qualifications (short courses, certificates


2,062 573 1,489 2,002 0 45 1 14


3,688 1,382 2,306 3,481 0 205 2 0


4,637 2,340 2,297 4,188 48 383 6 12

TOTALS 10,387 4,295 6,092 9,671 48 633 9 26

Source: Midlands State University questionnaire response In 2007, the majority of students were undergraduate students, with the largest enrolment in the field of Humanities and Social Sciences, followed by Business, Management, and Law. Overall, there are more male students, with gender differences in enrolment noted for Science, Engineering and Technology where 72% of students are male and Business Management and Law where 63% of students are male. Table 51 Midlands State University: Summary of Qualifications Awarded (Actual Data,

2007)






Master’s Degree

Doctoral Degree



424 410 14


590 505 85


917 851 54 12

TOTALS 1,931 1,766 139 26Source: Midlands State University questionnaire response. As with enrolment data, the majority of qualifications awarded in 2007 were undergraduate degrees, most of them in the field of Humanities and Social Sciences. The Midlands State University provides the following services to students to support their studies.


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Table 52 Midlands State University: Student Services

Type of student service Service provided (yes/no) Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training YesSocial and cultural activities (bars, clubs, theatre, music etc) YesSource: Midlands State University questionnaire response

2.6.2 Staff Data

Of the academic and research staff complement, 324 were national citizens in 2007, while two were from SADC countries. The University employed 298 management and administrative staff, all of whom were national citizens. Table 53 Midlands State University: Academic and Research Staff (Actual data, 2007)

Major field of study Total number (headcount) Number of females Number of malesScience, Engineering & Technology 107 44 63Business, Management & Law 80 24 56Humanities and Social Sciences 139 49 90TOTALS 326 117 209Source: Midlands State University questionnaire response. Women comprise fewer than 36% of academic and research staff overall and in the area of Business, Management and Law, around 30%. The management and administrative staff also mainly consist of male staff members, except in the field of Humanities and Social Sciences, where women comprise 81% of the management and administrative staff complement. Table 54 Midlands State University: Academic and Research Staff Highest Level of


Major field of study Number of academic and research staff with as this as their HIGHEST

qualification

Under‐



Master’s Degree

Doctoral Degree


42 0 63 2


20 0 60 0


30 0 107 2

TOTALS 92 0 230 4Source: Midlands State University questionnaire response.


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Most staff members have a Master’s Degree as their highest level of qualification. The University has a clearly defined research policy, which emphasizes applied research and is geared towards community development, alleviation of poverty, and problem‐solving. The academic and research staff research output is summarized below Table 55 Midlands State University: Research output (Estimate data, 2006/07)


Number ofpublications in

internationally accredited journals

publications in locally accredited journals

Books published



5 9 0 9


3 0 0 5


10 6 9 55

TOTALS 18 15 9 69Source: Midlands State University questionnaire response. The Midlands State University reported critical staff shortages in Science, Engineering and Technology, as well as Business, Management, and Law.


The University is governed and administered through a committee system. This is a democratic form of management that fosters participation of all stakeholders of the University. The University Council is the supreme authority, and is headed by a chairperson and vice chairperson. It runs the University through a series of committees. The Council’s committees include: Senate, Executive Committee of the Council Finance Committee, Budget Committee, Appointments and Promotions Boards, Selections Boards, and a number of other subcommittees. As the supreme academic authority of the University, the Senate’s main functions are: to formulate and carry out the academic policies of the University; to regulate the admission of students to the University and to the courses of instruction held by the University; to appoint committees, which may include people who are not members of the Senate; and to exercise any of the functions of the Senate, other than the power to make regulations. Its subcommittees include the Academic Board, the Equivalence Committee and the Admission Committee. The University’s governing body includes the following representation:


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Table 56 Midlands State University: Governing Body Representation


group

Number of members who come from or represent the business/industry sector 4Number of members who come from or represent the community sector 5Number of members who come from or represent the public (i.e. government) sector 16Number of students representatives 1Number of staff representatives 16TOTAL 42Source: Midlands State University questionnaire response.

2.6.4 Funding

Most funding for the University is sourced from Government subsidies and grants. Table 57 Midlands State University: Funding Sources (Estimate data, 2006)

Sources of funding Percentage of total funding/income

Student fees 32%Government subsidy/grants 50%Donations – private sector/businesses/corporations 0.5%Investment income 10%Sundry income 7.5%Total 100%Source: Midlands State University questionnaire response The above figures are based on the University’s audited financial statements for the year ended 31 December, 2006. The University reports that the level of funding currently received is inadequate for it to operate effectively. Sources of funding/income have changed significantly over the past ten years:

The income received is not the desirable income. The ideal situation is now 10%, unlike in the past when it was 5%... The 10% of recurrent budget combines both the Government grant and the internally generated revenue in the form of fees from our full fee paying students (Midlands State University questionnaire response).

Government grants account for 10% of the total research funding/income.

The budgets are now done quarterly and per quarter; the Research Board gets nearly 2.5% of the recurrent budget of that quarter… Some individuals have their own researchers, who are funded separately from the ideal 10% and these are not included here (Midlands State University questionnaire response).

The University calculates the average annual cost of student tuition per faculty. The estimates for 2007 were: • Science, Engineering & Technology – ZD 19,700,000 (undergraduate) and ZD 37,620,000

(postgraduate)


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• Business, Management & Law – ZD 17,700,000 (undergraduate) and ZD 34,200,000 (postgraduate)

• Humanities & Social Sciences – ZD 17,700,000 (undergraduate) and ZD 34,200,000 (postgraduate).

Only 2% of students receive additional financial assistance, excluding financial support from their families. All student loans are repaid in full and on time. The main challenges facing the University in terms of funding are inadequate government funding and foreign currency shortages. Initiatives launched to tackle these concerns are the introduction of full fee‐paying programmes, fundraising activities, selling of agricultural produce and promotional materials, and home‐grown solutions (for example, the Information Technology sector is to cut out external sourcing, and foreign student fees are to be paid in US dollars). There is a strategic plan in place to develop additional sources of income. The University faces infrastructure constraints, including: inadequate funds for capital development; slow infrastructure development; inadequate teaching and learning space; inadequate funds for renovation of existing buildings; and shortage of student accommodation. It also faces resource contraints, including: shortage of foreign currency to import electricity and fuel; challenges of recruiting external examiners; shortage of funds to purchase teaching and learning resources; and skills shortage (‘brain drain’). Both of these sets of constraints have a major negative effect on the Institution’s ability to achieve its goals and objectives.


Midlands State University has internal quality assurance processes in place, and a specific budget is allocated to carry out the costs associated with these processes. The quality assurance framework covers teaching and research activities, student performance and administrative processes, community service activities, and entrepreneurial activities. The national quality assurance framework prescribes quality assurance procedures for institutions to follow, and the University is required to report on quality assurance issues to the national authorities. It also participates in peer review quality assessments, on a mandatory basis. Moreover, it conducts regular internal evaluations of academic programmes. Mechanisms are in place to provide ongoing staff development, 34% of which is conducted internally and 66% by external service providers. Processes are in place for evaluating the performance of individual teaching staff, which is mandatory. However, student learning services are evaluated only for some students. The performance of all research team activities is evaluated. Independent/external moderators are involved in the setting and marking of student examinations. Student feedback is actively sought on academic issues, governance, and student services.


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Table 58 Midlands State University: Challenges and Interventions in the Area of Quality Assurance

Main challenges Initiatives/interventions undertaken to address

challenges 1. Shortage of foreign currency, e.g. to import

electricity, pay external examiners and purchase teaching/learning resources

Intervention not stipulated

2. Student/lecturer ratio Intervention not stipulated.

3. Brain drain ‐ lack of senior academics Lecturer training programmes and recruitment of senior retired academics

4. Student/computer ratio Intervention not stipulated

5. Limited resources Prioritizing the acquisition of books, computers and bandwidth, and setting targets that are based on AAU and industry best practices

Source: Midlands State University questionnaire response


The University values collaboration with other higher education institutions in the SADC Region. Enrolment of students from other SADC countries is also valued. The Institution reported that, in April 2007, teams were set up to visit some countries in the SADC Region with a view to marketing the University and embarking on recruitment exercises. The teams prepared a standard brochure that was translated into Portuguese and French, and packaged to market the University to target groups. There has been a significant increase in the number of students from these countries in the past five years. Language and/or cultural support is provided for incoming international students. The Institution has set up a communication skills centre to cater for English language requirements. It is also in the process of introducing cultural weeks, which are country‐specific. In addition, Midlands State University has a strategic plan in place for collaboration with business and industry. The strategic plan has a deliberate policy to involve and consult stakeholders, including business and industry. For example, Work‐Related Learning involves undergraduate students at the third year level going for work experience at various organizations and institutions. This is a compulsory and examinable module. This training philosophy and methodology is a contemporary approach to teaching and learning, whereby the student applies theoretical principles and knowledge to real work situations. In an effort to complement and widen the scope of Work‐Related Learning, an ‘entrepreneurship through Work‐Related Learning’ model was launched to expose students to holistic training. The University is involved in two collaborative academic/research programmes, one with a partner institution in South Africa, the other with a partner institution in Kenya. One is administered by the Department of Science and Technology and the other by the Natural Resources Management and Agriculture Department. The University is in the process of establishing a partnership with Netherlands Development Organization (SNV).


46

The Institution is conducting eight collaborative community and development projects with other institutions and organizations. Community outreach programmes by students include assisting informal sector projects with training in business enterprise. The training includes entrepreneurship, market economics, business ethics, financial literacy, success skills, and sustainability. It is also conducting two collaborative projects with business and industry. The University expects to achieve a number of tangible benefits from Regional collaboration, including the following: • Resource sharing; • Effective communication; and • Quality research. The University does not currently have the necessary ICT infrastructure nor the technical support it requires to facilitate Regional collaboration. The main challenges to Regional collaboration are: national ICT infrastructure, bandwidth prices, low lecturer: computer ratio, institutional ICT infrastructure and low student:computer ratio. These issues are currently being resolved as follows: plans to improve these ratios respectively by 1:6 by 2008 and 1:3 by 2008, as well as connecting all remote sites by fibre backbone. The University reports that donors can facilitate Regional higher education collaboration by providing funding, whilst the government can facilitate the same process by increased funding and revising their telecommunications regulations.

2.7 NATIONAL UNIVERSITY OF SCIENCE AND TECHNOLOGY7

The National University of Science and Technology is a public university that was established by an Act of the Zimbabwe Parliament in 1991 in Bulawayo, in the south west of Zimbabwe. The idea of a second university in Zimbabwe was mooted in 1982, following a report examining the high failure rate at the University of Zimbabwe in the years 1980 and 1981. A Commission set up in 1989 to consider the feasibility of this reported that a second higher education institution was necessary, and that it should have a science and technology focus. The University opened its doors in 1991, with 28 teaching staff, 270 students across three faculties, 41 administrators, and eleven support staff.8 The University’s institutional focus is as follows: Table 59 National University of Science and Technology: Institutional focus

HE function Approximate Percentage of Institutional FocusTeaching and learning 50%Research 40%Community service activities 10%Source: National University of Science and Technology questionnaire response

7 A questionnaire was completed by the National University of Science and Technology. This section is based on the data provided in the questionnaire response as well as supplementary data sourced from secondary sources. 8 Wikipedia. (No date). "NUST (Zimbabwe)." from http://en.wikipedia.org/wiki/NUST_(Zimbabwe)


47

2.7.1 Student Data

All students at the University are contact students, and most (85%) study on a full‐time basis. The majority of students (4,763) are national citizens, while 16 are international students from within the SADC Region, and two from outside of the SADC Region. Table 60 National University of Science and Technology: Summary of enrolment numbers

(Actual data, 2007)



(headcount)


Number male

students




Master’s Degree

Doctoral Degree

Other qualifications (short courses, certificates


2,009 531 1,478 1,855 0 139 15 0


2,032 736 1,296 1,519 81 432 0 70


451 213 238 423 0 28 0 25

Health Sciences

26 9 17 26 0 0 0 0

Other (Built Environment)

263 66 197 250 0 13 0 0

TOTALS 4,781 1,555 3,226 4,073 81 612 15 95

Source: National University of Science and Technology questionnaire response Short‐term courses are not part of the main National University of Science and Technology programmes and are run by a continuing education unit. The majority of students at the National University of Science and Technology are enrolled in undergraduate programmes, with the largest enrolment in the field of Business, Management and Law, followed by Science, Engineering and Technology. Women comprise 33% of students in general but only 26% of females are enrolled in Science, Engineering and Technology.


48

Table 61 National University of Science and Technology: Summary of Qualifications

Awarded (Actual data, 2007)


Number of qualifications awarded at this level Total

qualifications awarded



Master’s Degree

Doctoral Degree



427 388 0 38 1 0


583 329 38 196 0 20


68 53 0 15 0 0

Other (Built Environment)

79 69 0 10 0 0

TOTALS 1,157 839 38 259 1 20Source: National University of Science and Technology questionnaire response. As with enrolment data, the majority of qualifications awarded in 2007 were undergraduate degrees, mostly in the fields of Business, Management, as well as Law, and Science, Engineering and Technology. The National University of Science and Technology provides the following services to students to support their studies. Table 62 National University of Science and Technology: Student Services

Type of student service Service provided (yes/no) Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) NoAccommodation facilities YesCareer guidance services YesPsychological counselling services YesSports facilities YesInformation on study opportunities in other institutions NoLanguage training NoSocial and cultural activities (bars, clubs, theatre, music, etc) NoSource: National University of Science and Technology questionnaire response

2.7.2 Staff Data

Of the academic and research staff complement, 177 are Zimbabwean nationals, while five are from non‐SADC countries. The University employs an estimated 40 management and administrative staff, all of whom are national citizens.


49

Table 63 National University of Science and Technology: Academic and Research staff (Actual data, 2007)

Major field of study Total number (headcount)

Number of females Number of males


109 23 86


34 8 26


18 6 12

Health Sciences 11 5 6Other (Built Environment)

10 1 9

TOTALS 182 43 139Source: National University of Science and Technology questionnaire response. Corresponding with student enrolment data, most academic and research staff are based in the field of Science, Engineering, and Technology. There is a gender disparity among academic and research staff at the institution, with women making up fewer than 25% of the total academic and research staff, and just over 20% of academic and research staff in the area of Science, Engineering, and Technology. There is no significant gender disparity amongst management and administrative staff, except in the area of Science, Engineering and Technology, where men outnumber women by 15 to one. Table 64 National University of Science and Technology: Academic and Research Staff

Highest Level of Qualification (Actual data, 2007)


Under‐ graduate degree/

diploma




0 0 82 27


0 0 33 1


0 0 16 2

Health Sciences 0 0 10 1Other (Built Environment)

0 0 8 2

TOTALS 0 0 149 33Source: National University of Science and Technology questionnaire response. Most staff members have a Master’s Degree as their highest level of qualification. No information was made available on the research output of academic and research staff, as this was still being compiled at the time that the questionnaire was completed. The National University of Science and Technology reported critical staff shortages in all areas except for institutional management.


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The University is governed by the Council, which is appointed by the Minister of Higher and Tertiary Education, for deciding policy issues, and by the Senate, which governs academic issues. Day‐to‐day management is undertaken by the Vice‐Chancellor, assisted by two Pro Vice‐Chancellors (one for administration and finance and the other for academic and research). Faculties are run by the appointed deans and departments by chairpersons appointed by the Vice‐Chancellor, in consultation with all full‐time academic staff in the relevant departments. The University’s governing body includes the following representation. Table 65 National University of Science and Technology: Governing Body Representation


group

Number of members who come from or represent the business/industry sector 6Number of members who come from or represent the community sector 4Number of members who come from or represent the public (i.e. government) sector 6Number of students representatives 1Number of staff representatives 9Other (Appointed by the Minister from any sector/walk of life) 16TOTAL 42Source: National University of Science and Technology questionnaire response.

2.7.4 Funding

Most funding for the University is sourced from Government subsidies and grants. Table 66 National University of Science and Technology: Funding Sources (Estimate data,

2007)

Sources of funding Percentage of total funding/income

Student fees 6%Government subsidy/grants 90%Donations – private individuals/trusts 1%Donations – private sector/businesses/corporations 2%Donations – international funders/donors 1%Total 100%Source: National University of Science and Technology questionnaire response The University reported that the level of funding that it receives is inadequate. Fewer than half of its requirements are catered for, while student fees are controlled. Current funding does not cover all university activities. Sources of funding/income have not changed significantly in the past ten years. No calculations are done to ascertain the average annual cost of student tuition per faculty. About 90% of students receive additional financial assistance, excluding financial support from their families.


51

The main challenges facing the University in terms of funding are reduced government funding, controlled student fees, and a shortage of foreign currency. The University has developed a strategic plan to tackle the issue of additional income sources. The University reports that it has major infrastructure constraints. It is a new institution still under construction, and therefore several facilities are not yet available on campus. It also faces resource contraints, especially in the area of laboratory equipment and chemicals. A research policy is still under discussion. The institution has a strategic plan in place for collaboration with business and industry.


The Institution has internal quality assurance processes in place, and a specific budget is allocated to cover the costs associated with these processes. The quality assurance framework covers teaching activities, as well as student and administrative processes. The national quality assurance framework does not prescribe quality assurance procedures for institutions to follow, but the Institution is required to report on quality assurance issues to the national authorities. It also participates in peer review quality assessments, on a voluntary basis. Moreover, it conducts regular internal evaluations of academic programmes. Mechanisms are also in place to provide ongoing staff development, 80% of which is conducted internally and 20% by external service providers. Processes are in place for evaluating the performance of individual teaching staff, which is mandatory, while only some student learning services are evaluated. The performance of research team activities is not evaluated. Independent/external moderators are involved in the setting and marking of student exams. Student feedback is actively sought on academic issues and student services. The main challenge facing the University in the area of quality assurance is the lack of funding for quality assurance processes. The University addresses this challenge by using its own resources to supplement government debentures.


The University values collaboration with other higher education institutions in the SADC Region. Enrolment of students from other SADC countries is not given high priority, however, and there has been a significant decrease in the number of students from these countries in the past five years. This is due to Zimbabwe’s economic collapse, which has caused a significant decline in students from East Africa and beyond. No language or cultural support is provided for incoming international students. The University is currently involved in four collaborative academic/research programmes, two of which are with partner institutions in South Africa, one with institutions in Kenya and South Africa, and one in Mozambique. It is also conducting two collaborative community


52

development projects, which are administered by the Textiles Department and the Office of the Vice Chancellor. There are currently no collaborative projects with business/industry. The University expects to achieve a number of tangible benefits from Regional collaboration, including the following: • Staff student exchanges; • Earn foreign currency; • Research synergies; and • Sharing of facilities. The main challenge that the Institution faces with respect to Regional collaboration is one of internal apathy, but it is undertaking to address this by way of seminars on the benefits thereof. The University currently has the necessary ICT infrastructure that is needed to facilitate Regional collaboration, but not the necessary technical support. The University reports that donors can facilitate Regional higher education collaboration by providing long‐term funding for such activities.

2.8 UNIVERSITY OF ZIMBABWE9

The University of Zimbabwe, Zimbabwe’s oldest and largest university, was established through a special relationship with the University of London. The 180‐hectare campus in the Harare suburb of Mount Pleasant opened its doors in 1952. The College of Health Sciences is based at Parirenyatwa Hospital in Harare, which was established under the auspices of the University of Birmingham in 1963 (Wikipedia, no date). A health sciences college, the Bulawayo College of Health Sciences, was established in Bulawayo at the National University of Science and Technology (NUST), and clinical departments are located at Mpilo Hospital and United Bulawayo Hospital. The College has a Pro‐Vice Chancellor and a Dean.10 The Institution has ten faculties and a number of research centres and specialized institutes. The largest institution of research and higher education in the country, it offers internationally recognized higher degrees by research and a wide range of taught undergraduate and graduate programmes. In an online statement, the University lists its mission as enabling its clients and customers to make meaningful contributions to sustainable development in Zimbabwe. It aims to do this by providing high quality education, training, and advisory services on a needs‐oriented basis.

9 A partially completed questionnaire was received from the University of Zimbabwe. The information contained in this section was taken from the University web site (www.uz.ac.zw), the web site of the Ministry of Higher and Tertiary Education, and from secondary sources gathered during the literature search. 10 Information retrieved October 2, 2007 from University of Zimbabwe website: www.uz.ac.zw


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2.8.1 Student Data

All 12,568 students at the University of Zimbabwe are contact students, with 87% of them being full‐time. Almost all students (12,466) are Zimbabwean national, with 63 students from SADC countries and 39 students from other international, non‐SADC countries.

Table 67 University of Zimbabwe: Summary of Enrolment Numbers (Actual data, 2007)




Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


2,058 423 1,665 1,375 9 194 16 588


2,503 1,044 1,459 2,118 501 914 5 0


4,279 1,871 2,408 3,348 131 717 83 0

Health Sciences 2,052 668 1,384 1,558 56 173 22 0Other (Agriculture)

508 168 340 444 49 15 0

TOTALS 11,400 4,174 7,256 8,843 697 2,047 141 588Source: University of Zimbabwe questionnaire response The majority of students enrolled at the University of Zimbabwe are enrolled at the undergraduate level in the field of Humanities and Social Sciences. The enrolment figures show a clear gender disparity, with more male students enrolled at the University. Please note that the data provided by the Institution in its questionnaire response does not tally, and therefore additional verification of the data provided has been sought.

2.8.2 Staff Data

According to its web site, the University employs a total staff complement of almost 3,000. This comprises lecturing and non‐lecturing staff but excludes part‐time staff. The University employs some expatriate staff, but no further details of their numbers or countries of origin were found. The University once had a faculty roll of 1,200 professors, and was considered a shining star in higher education in Africa; by 2007, there were only 627 faculty staff remaining. It was reported that some departments were virtually non‐functional, and that the greatest challenge facing the Institution was inadequate financial resources (World Education News and Reviews, 2007).


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No further details were available of academic and research staff per major field of study, their highest level of qualification, or research output. Nor were specific details of staff shortages available, although the University’s human resources web page lists a large number of staff vacancies.


The University is governed by the Vice Chancellor, who is supported by the Pro Vice Chancellor, Registrar, Bursar, Deans of Faculties, and Heads of Institutions. No details were available of the University’s governing body representation.

2.8.4 Funding

No information was available on funding at the Institutional level. However, the Ministry of Higher and Tertiary Education stipulates on its website that its Finance Department supervises the collection of revenue flowing to and out of higher education institutions, ensures that funds are used by the institutions as per the Treasury and Accounting Officer’s instructions, and drafts and updates the Accounting Officer’s instructions and participation in the stipulation of fees and charges. Under the Public Sector Investment Programme (PSIP), the Department also plans the provision of facilities and equipment at the institutions. The National Education Training Fund administers and disburses student loans and grants, and recovers loans.11 One of the major problems facing the University is brain drain, with indications of a 60% to 70% vacancy rate at the University of Zimbabwe. The majority of the 30% remaining staff are temporary lecturers. In addition, there is reportedly low morale at the University due to poor working conditions (Manyukwe, 2008). A report by the Parliamentary Committee on Education, Sports, and Culture, which probed the state of affairs at state‐owned higher education institutions before parliament was dissolved on 28 March, 2008, indicated that the University of Zimbabwe campus had become too small for the number of students enrolled and there were complaints of hostels, kitchens, laboratories, and lecturer rooms becoming dilapidated without any hope of refurbishment because of lack of funds (Manyukwe, 2008).


Little information could be found regarding quality assurance. However, the University’s Vice Chancellor, in a message on the web page of the International Relations Office, made the following brief comment:

Emphasis is placed on sustaining quality in terms of the programmes offered, student experience and institutional reputation.

11 Retrieved October 2, 2007 from website: www.mhet.ac.zw


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No details could be found of challenges to quality assurance at the University.


On the University’s website, the Vice Chancellor discusses the issue of collaboration: The University attaches importance to the development of its international profile through working with other dynamic educational institutions which have displayed an awareness of the benefits that derive from the internationalisation of higher education. To that end, the University of Zimbabwe is party to numerous exchange and link agreements with universities worldwide. Through its efforts, and in collaboration with other universities, the University of Zimbabwe has developed appropriate programmes and courses that make effective use of the new and developing technologies to support the teaching and learning process (University of Zimbabwe).

2.9 ZIMBABWE OPEN UNIVERSITY12

Zimbabwe Open University (ZOU) was established in 1999, with its headquarters in Harare and offices in all the ten provinces of Zimbabwe. It is a multi‐disciplinary institution offering degree and non‐degree courses, using open and distance learning (Chombo, 2003). According to the University’s website, the Institution evolved from the University of Zimbabwe, following a decision by the Government to develop open and distance education learning. Distance education could accommodate the many Zimbabweans who, due to colonial history, were unable to attend residential tertiary institutions to receive an education. The Centre for Distance Education was established in the Faculty of Education, University of Zimbabwe, in 1993. Three years later it evolved into the University College of Distance Education, and in 1999, became the Zimbabwe Open University (Zimbabwe Open University). The University was established by an Act of Parliament, the Zimbabwe Open University Act Chapter 25.20, Number 12/98. It is a public Institution with a mandate to preserve, advance, and transmit knowledge through a distance education system. The University has established a regional centre in each of the ten provinces, each of which is headed by a regional director. The regional centres administer the educational affairs of all students in their region, and provide a hub for all learning activities, cutting student travelling costs to the national centre in Harare. Registration, tutoring, counselling, assignment administration, examinations, and all enquiries and queries are taken care of at the regional centres. The Zimbabwe Open University is the only Institution in Zimbabwe that has the sole purpose of delivering learning by distance education and open learning at degree level. Since its inception, enrolment has increased steadily, and, in 2003, student enrolment was at 19,228 – or 46.9% of the country’s total university enrolment of 40,998 students that year and in 2006/7. Due to its figures, ZOU is the largest university in Zimbabwe and it intends expanding into the SADC Region (Chombo, 2003).

12 A questionnaire was completed by Zimbabwe Open University. This section is based on data provided in the questionnaire response, the university’s website: www.zou.ac.zw, as well as secondary data.


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The University has broken down its primary institutional focus as follows: Table 68 Zimbabwe Open University: Institutional Focus

HE Function Approximate Percentage Of Institutional Focus

Teaching and Learning 70%Research 10%Community Service Activities 20%Source: Zimbabwe Open University questionnaire response

2.9.1 Student Data

Zimbabwe Open University provides distance education to students. In 2007, the University had a total enrolment of 19,676 students of whom the majority were Zimbabwean nationals, with seven SADC nationals and two students from other international, non‐SADC countries. Table 69 Zimbabwe Open University: Summary of Enrolment Numbers (Actual data, 2007)




Number male

students




Masters Degree

Doctoral Degree


(short courses,

certificates etc)


1,760 498 1,262 1,760 0 0 0 0


6,642 1,939 4,703 4,898 453 1,291 0 0


10,271 5,204 5,067 9,651 19 484 0 117

Health Sciences 1,003 453 550 1,003 0 0 0 0TOTALS 19,676 8,094 11,582 17,312 472 1,775 0 117

Source: Zimbabwe Open University questionnaire response The majority of students enrolled at the Zimbabwe Open University are enrolled in undergraduate programmes, with the largest enrolment being reported for Humanities and Social Sciences. There are more male students enrolled at the University, with 59% of students being male. There is a larger gender discrepancy in enrolments in the fields of Science, Engineering, and Technology, where 72% of students are male, and Business, Management, and Law with 71% of students being male.


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Table 70 Zimbabwe Open University: Summary of Qualifications Awarded (2006/2007. Actual data)


Number of Qualifications awarded at this level

Total Qualifications Awarded



Masters Degree

Doctoral Degree



850 850 0 0 0 0


1,251 756 0 495 0 0


3,547 2,972 45 477 0 53

TOTALS 5,648 4,578 45 972 0 53Source: Zimbabwe Open University questionnaire response. As with student enrolment data, the majority of qualifications awarded are at an undergraduate level and within the Humanities and Social Science field of study. Zimbabwe Open University reports providing the following services to support students: Table 71 Zimbabwe Open University: Student Services

Type Of Student Service Service Provided (Yes/No)

Academic orientation services YesAcademic support services (e.g. writing centres, study skills etc) YesAccommodation facilities NoCareer guidance services NoPsychological counselling services YesSports facilities NoInformation on study opportunities in other institutions YesLanguage training NoSocial and cultural activities (bars, clubs, theatre, music etc) NoSource: Zimbabwe Open University questionnaire response

2.9.2 Staff Data

In 2008, Zimbabwe Open University reported having 158 academic and research staff, all of whom are Zimbabwean nationals. The University also employs 74 administrative staff of whom one is from a non‐SADC country.


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Table 72 Zimbabwe Open University: Academic and Research Staff (Actual data, 2008)

Major Field Of Study Total Number (headcount) Number of females Number of males

Science, Engineering & Technology 28 4 24Business, Management & Law 31 4 27Humanities and Social Sciences 85 25 60Health Sciences 14 12 2TOTALS 158 45 113Source: Zimbabwe Open University questionnaire response. A wide disparity in staff numbers is evident, with 72% of academic and research staff being male. It is only in the Health Sciences that there are considerably more female staff (86%) than male academic and research staff. Table 73 Zimbabwe Open University: Academic and Research Highest Level of Qualification

(Actual data, 2008)

Major Field Of Study Number of Academic and Research Staff with as this as their HIGHEST qualification

Undergraduate degree/ diploma

Postgraduate degree/ diploma

Masters Degree Doctoral Degree


0 0 27 1


0 0 30 1


20 0 59 6

Health Sciences 3 0 10 1TOTALS 23 0 126 9Source: Zimbabwe Open University questionnaire response. The majority of academic and research staff at Zimbabwe Open University have a Masters Degree as their highest qualification. Research output of academic and research staff is summarized in the table below. Table 74 Zimbabwe Open University: Research Output (Actual data, 2007/2008)


Number Of

Publications in internationally

accredited journals


journals Books Published



0 5 0 8


0 2 0 12


7 6 4 26

Health Sciences 0 2 0 12TOTALS 7 15 4 58


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The University reported that it has a clearly defined research policy/strategy, which ‘seeks to encourage and enhanced academic excellence through knowledge management and knowledge dissemination’. The research policy articulates specifically funding processes, ethical issues, and incentives for consultancy. Zimbabwe Open University reported critical staff shortages in the following areas: • Science, Engineering and Technology; • Business, Management, and Law; and • Humanities and Social Sciences.


The University operates under an Act of parliament referred to as the Zimbabwe Open University (ZOU) Act of 1999. As one of the state universities, ZOU has the Head of State as its chancellor. Governance is effectively through the ZOU Council appointed by the Chancellor. The Council has a number of portfolio committees which focus on specific areas such as human resources and resource mobilization. Academic affairs are presided over by Senate. Senate also has sub‐committees such as a committee on examinations, committee on academic activities, committee on discipline, and so on. The Senate and its sub‐ committees always have students and staff representation. The Institution has a Vice‐Chancellor as its Chief Executive Officer. Immediately subordinate to the Vice Chancellor are two pro‐Vice Chancellors, one responsible for Academic Affairs and one responsible for Learner Support, Strategic Planning, Income Generation and Marketing. The next level comprises of the designated directors, namely the Finance Director, Registrar, Director library and Information Science and Director Information and Computer Technology. Directors and Deans form the next level of management, with Deans being responsible for Faculty operations and directors holding critical administrative portfolios such as Quality Assurance, Human Resources, Academic Registry, Works and Materials Development. The directors usually have managers under them. After managers there are officers, and secretaries. In the Faculties, deans are supported by departmental chairpersons who supervise programme leaders. Under the programme leaders are regional programme coordinators, supported by data information officers. The University’s governing body includes the following representation. Table 75 Zimbabwe Open University: Governing Body Representation

Governing Body Representation Number Of Members Representing This Group

Number of members who come from or represent the business/industry sector 4Number of members who come from or represent the community sector 1Number of members who come from our represent the public (i.e. government) sector

8

Number of students representatives 1Number of staff representatives 11TOTAL 25


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Source: Zimbabwe Open University questionnaire response. The University reported that it plays a significant role in informing national higher education policy through a number of structures, such as the Zimbabwe Vice‐Chancellors’ Association, the staff bargaining forum, and membership of the Zimbabwe Council on Higher and Tertiary Education, as well as through research and publications.

2.9.4 Funding

Most funding for the Zimbabwe Open University is in the form of government subsidies and grants. Table 76 Zimbabwe Open University: Funding Sources (Estimate data, 2006)

Sources of Funding Percentage of total funding/income

Student fees 31%Government subsidy/grants 62%Donations – private sector/businesses/corporations 7%Total 100%Source: Zimbabwe Open University questionnaire response The University reports that the level of funding that it currently receives is not sufficient for it to operate effectively. Sources of funding/income have not changed significantly over the last ten years. For research, 92% of funding was sourced from government, 6% from private sector donations, and 2% from international donors. It was reported that 3% of students receive additional financial support (excluding financial support from their families). The University reported that it currently faces infrastructure constraints that have a major negative impact on its ability to achieve its goals and objectives. The University does not have its own premises, and operates from rented buildings most of which are not custom‐built. Some of the libraries are not large enough to accommodate all students. In addition, the University reported facing resource constraints such as inadequate computers and absence of broadband internet connectivity. The four main funding challenges facing the University are the inflationary macro‐economic environment, lack of endowment policies, lack of immovable assets, and cash up front purchasing terms. To address these challenges, the University has been banking money in high interest account for limited periods. The main challenges to financial sustainability reported by the University are hyperinflation, regulation of fees by the state, shortage of goods, and unavailability of credit terms by suppliers.


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Zimbabwe Open University has internal quality assurance processes, as well as a specific budget to cover the costs of carrying out these processes. The quality assurance framework covers teaching activities, research activities, community service activities, student performance, administrative processes, and external relations. The main challenges facing the University regarding quality assurance is the macro‐economic environment, high staff turnover, and lack of equipment. To address these challenges, the Institution is implementing cost saving, improving the conditions of service for staff and linking with donors. The national quality assurance framework does not prescribe the quality assurance procedures that individual institutions must follow, and the University is not required to report on quality assurance issues to authorities at the national level. Zimbabwe Open University participates in peer review quality assessments (i.e. external quality assessment), which is mandatory. It has mechanisms in place to provide ongoing staff development, 73% of which is done internally and 23% by external service providers. In addition, the University has mandatory processes in place for evaluating the performance of individual teaching staff, as well as processes for evaluating some student learning services. Furthermore, there are processes in place for evaluating the performance of some research activities. External/independent moderators are involved in the setting and marking of student examinations, and the Institution actively seeks feedback from students on academic issues and student services.


Collaboration with other higher education institutions in the SADC Region is valued and given high priority by the University’s management and senior academic staff. Collaborative relationships are in the form of partnerships to enhance performance, knowledge management, and capacity building. Enrolment by students from other countries in the SADC Region is also given a high priority. However, in the last five years there has not been any significant change in the number of students from foreign countries studying at the Institution. The University does not provide language and/ or cultural support to incoming international students. Zimbabwe Open University has two collaborative academic or research programmes with higher education institutions located outside Zimbabwe. One is a human resource management programme in partnership with Botswana College of Distance and Open Learning (BOCODOL), and the other is a learner support programme with the Distance Education Association of Southern Africa (DEASA). The University is also involved in one collaborative community/development project with the Zimbabwe Olympics Committee. In addition, Zimbabwe Open University has two collaborative projects with business or industry; one in tour guide training with the Zimbabwe Tourism Authority and the other with the Zimbabwe Olympics Committee.


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The Institution has a strategic plan for collaboration and cooperation with business and industry, which runs to 2009 with set goals and targets, including initiating and developing strategic partnerships with stakeholders in commerce and industry. The partnerships seek quick win‐win relationships, where the Institution provides consultancies in assessment, research, and other activities while the stakeholder promotes the interests of the University through sponsorship of consultancies and other activities. The Institution believes that it can derive the following tangible benefits from Regional collaboration: • Experience in knowledge development; • Funding for individual and institutional development; and • Skills development and capacity building. The main challenges to Regional collaboration are lack of contacts, lack of travel grants, and lack of funds to host conferences. The University reported that it currently has the necessary ICT infrastructure that it needs to collaborate effectively with other Regional institutions. It was noted that the Zimbabwean government could facilitate Regional HE collaboration through provision of responsive policies to support Regional initiatives, provision of viable research grants, and awarding individuals or institutions on collaborative research outputs. Donor support was also recommended, specifically through provision of funding for Regional collaborative research initiatives, support with Information Technology capacity, sponsorship of travel grants for academics, and provision of opportunities for staff exchange visits.

3. REFERENCES

Bloom, D. E., Canning, D., & Chan, K. (2006). Higher Education and Poverty in Sub‐Saharan Africa. International Journal of Higher Education, Fall(45).

Chombo, I. M. C. (2003). Country Paper: The Status of Open Learning and Distance Education in Zimbabwe.

CIA. (2008). CIA ‐ The World Factbook ‐‐ Zimbabwe. . Retrieved August 13, 2008, from https://www.cia.gov/library/publications/the‐world‐factbook/geos/zi.html#Econ.

Government of Zimbabwe Ministries of Education, Culture, Higher and Tertiary Education. (2004). The Development of Education: National Report of Zimbabwe. In International Conference on Education. Geneva Switzerland.

Kubatana.net. (2008). Kubatana ‐ Archive ‐ Legislation Update and Index ‐ G‐O. . Retrieved August 18, 2008, from http://www.kubatana.net/html/archive/legisl/050124kub1.asp?orgcode=par001&year=0&range_start=1.

Manyukwe, C. (2008). Zimbabwe: Economic crisis devastates universities. . Retrieved August 17, 2008, from http://www.universityworldnews.com/article.php?story=20080522130127881.

Maunde, R. (2006). INHEA Country Higher Education Profile ‐ Zimbabwe (Vol. 2007). Mtetwa, D., Tambo, E., & Chavunduka, K. (2006). Secondary Education In Africa (SEIA):

Science, Mathematics and ICT (SMICT) Study: Zimbabwe Country Profile.


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Murerwa, H. M., & Chigwedere, A. S. (2004). Messages from the Minister of Higher Education and the Minister of Education, Sport and Culture. UNESCO.

National Council for Higher Education Harare. (2001). Zimbabwe‐Education System. Retrieved from http://www.lmu.edu/globaled/wwcu/background/zw.rtf.

SADC. (2007). SADC Review 2007/2008: Zimbabwe Country Profile. . Retrieved August 13, 2008, from http://www.sadcreview.com/country_profiles/zimbabwe/zimbabwe.htm.

UNAIDS. (2008). 2008 Report on the global AIDS epidemic. . Retrieved August 8, 2008, from http://www.unaids.org/en/KnowledgeCentre/HIVData/GlobalReport/2008/2008_Global_report.asp.

UNDP. (2008). Human Development Report 2007/2008 ‐ Country Fact Sheets ‐ Zimbabwe. . Retrieved August 13, 2008, from http://hdrstats.undp.org/countries/country_fact_sheets/cty_fs_ZWE.html.

UNESCO Institute for Statistics. (2006). Education in Zimbabwe. . Retrieved August 13, 2008, from http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=121&IF_Language=eng&BR_Country=7160&BR_Region=40540.

University of Zimbabwe. (, no date). University of Zimbabwe Website. . Retrieved October 1, 2007, from www.uk.ac.zw.

Wikipedia. Midlands State University. Wikipedia. University of Zimbabwe. Wikipedia. (2008). Bindura University of Science Education. . Retrieved August 13, 2008,

from http://en.wikipedia.org/wiki/Bindura_University_of_Science_Education. World Education News and Reviews. (2003). WENR, July/August 2003: Africa. . Retrieved

July 11, 2007, from http://www.wes.org/ewenr/03july/Africa.htm. World Education News and Reviews. (2007). World Education News: Africa Zimbabwe. .

Retrieved from http://www.wes.org/ewenr/03july/Africa.htm. Zimbabwe Open University. (, No date). About Zimbabwe Open University. . Retrieved

August 2, 2008, from http://www.zou.ac.zw/aboutzou/index.htm.

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