Factors Hampering the Realization of Equity and Quality Education in Zimbabwe’s Rural Schools: Experiences of Chipinge Central Circuit, Manicaland

Abstract

Globally, many countries are grappling with educational inequities. Despite the Government of Zimbabwe’s pursuit of universal education since 1980, inequities and poor quality education challenges persist unabated in rural schools. The continuing challenges prompted this study to investigate the factors hampering the realization of equity and quality education in rural communities. The article provides a case-specific account anchored on the lived experiences of rural teachers and school heads in Chipinge central circuit. Drawing on key informant interviews coupled with documentary review, the article revealed a multiplicity of factors, namely, funding, family and community support barriers, child labour and dropouts, child hunger and distance challenges, shortage of teaching resources, shortage of teachers, inadequate physical structures, electricity, among others, that undermine the realization of equity and quality education in rural schools. The article recommends improved government funding and support, digital skills capacity development for rural school teachers and retention strategies for rural teachers. Through such capacity-building interventions, rural schools will have the needed infrastructure, modern technologies and adequately qualified teachers to provide quality education to rural learners.