An analysis of quality of education and its evaluation: A case of Zimbabwean primary schools

Elizabeth Garira*, Sarah Howie, Tjeerd Plomp

*Corresponding author for this work

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    This study sought to analyse quality of education and its evaluation in Zimbabwean primary schools. A qualitative research methodology was adopted. Thirty-five schools, 73 teachers, 15 school administrators and four Education Officials participated in the study. Data were collected through interviews and questionnaires and analysed through thematic content analysis. Findings indicate that a lot still needs to be done for quality of education to be fully realised. Overall, no meaningful school self-evaluation (SSE) of quality of education is taking place and teachers are not involved in the evaluation of quality of education in schools. Moreover, there is no standard instrument used to evaluate quality of education in schools. The study concluded that schools should engage in SSE and recommends the Ministry of Education to develop an SSE framework to be used in schools. It also recommends that teachers, as the main mediators between policy and practice, ought to be actively involved in SSE of education quality for its realisation and improvement.

    Original languageEnglish
    Article number1644
    JournalSouth African Journal of Education
    Issue number2
    Publication statusPublished - 2019


    • Evaluation
    • Primary schools
    • Quality of education
    • School self-evaluation
    • School self-evaluation framework
    • Zimbabwe

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