The Dynamics of Local Public Policy Processes

An In-Depth Analysis of the Educational System in Zimbabwe

  • Munyaradzi A. Dzvimbo Lupane State University, Zimbabwe
  • Funnycall Zimondi Ministry of Primary and Secondary Education, Zimbabwe
  • Freddy Magijani Ministry of Primary and Secondary Education, Zimbabwe
Keywords: curriculum, education system, public policy, transformation


This paper unpacks various educational policies that have been put forward with some having been able to make long lasting impact on the Zimbabwean education sector. The past three decades, has witnessed the educational system encountering innumerable challenges whose implications on service delivery are wide and deep rooted. Consequently, the education is premised upon a centralised system. Conversely, there have been calls and the need to transform policies which had been marred by colonial connotations hence the need to introduce modern policies which are in tandem with the contemporary world. The study is qualitative in nature as it used in-depth interviews and descriptive analysis. More so, document review of existing literature, reports and research papers were analysed. Educational policies among other issues are failing to effectively respond to the social and economic needs as well as political conscientization of the heterogeneous citizenry. The study recommends that the there is need to embrace the bottom-up approach as it encourages capacity building and participation. As mutual understanding and harmonisation of schools and the head office is imperative in line with the provisions of the new Zimbabwean curriculum of 2015. Moreover, a comprehensive and judicious approach to inclusive, participatory and policy process system is paramount towards the revamping of the education sector towards improved service provision and economic development anchored on innovativeness, science, technology and engineering.