International Journal of Education Administration and Policy Studies Vol. 4(1), pp. 28-37, January 2012 Available online at http://www.academicjournals.org/IJEAPS DOI: 10.5897/IJEAPS11.083 ISSN 2141 - 6656 ©2012 Academic Journals Full Length Research Paper University lecturers’ and students’ views on mass education: A case study of Great Zimbabwe University Felix Mapako 1*, Rugare Mareva 1, Jairos Gonye 1 and Daniel Gamira 2 1Department of Curriculum Studies Great Zimbabwe University P. O. Box 1235 Zimbabwe. 2Department of Teacher Development Great Zimbabwe University P. O. Box 1235 Zimbabwe. Accepted 4 January, 2012 The study focused on university lecturers’ and students’ views on mass education at university level. The inquiry employed both a qualitative and quantitative research design in which twenty lecturers were purposively sampled and interviewed using semi-structured interview guides.A semi-structured questionnaire was also administered to fifty students. The investigation found that while some students and lecturers view mass education as a noble venture which augurs well for the country’s socio- economic development, others view it as a negative venture which, among other demerits, lowers educational standards and is unsustainable due to failure to match such expansion with the requisite learning resources and space. The paper recommends that, in light of the fact that mass education per se is not a bad idea because it opens up opportunities for higher education to a large population, the Government should prioritise infrastructural development and resource provision at universities, so that quality is not compromised by quantity. Key words: Mass education, education for all (EFA), infrastructural development, sustainability. INTRODUCTION This study, which sought the views of lecturers and education also saw enrolment explosion as numbers rose students on mass education, was carried out at Great from just 66 215 at independence (1980) to 604 652 in Zimbabwe (GZU) in 2011. The inquiry was both 1987 (Zvobgo, 1986). It can be argued that by providing qualitative and quantitative in nature in that it employed a mass education to almost all children of school-going age semi-structered interview guide for twenty lecturers and a in Zimbabwe, a higher output of those who qualify for semi-structured questionnaire for fifty students. The university intake is yielded (Zindi, 1998). The study’s research was spurred by an interest to support ongoing focus is on lecturers’ and students’ perceptions on mass government efforts to make education available to all education in Zimbabwe, using Great Zimbabwe people of Zimbabwe. University (GZU) as a case study. GZU is made up of lecturers and students from various parts of the country and of various backgrounds. It was felt that the results Background of the study would be generalisable to all universities, lecturers and students in Zimbabwe. When the government of Zimbabwe announced free Education is valuable to every human being. Education education for all in September 1980, primary school for all is an aspiration and desire to create a universal enrolment soared from 819 568 to 2 251 319 within the society of enlightened persons, persons with first eight years of independence. Secondary school understanding, feelings and an attitude of co-operation, helpfulness, sharing and many other traits (Shulka,1996). Therefore, one of the aims of education is that human beings should attain a certain level of development where *Corresponding author. E-mail: [email protected]. conflicts and wars that are due to differences in caste, Mapako et al. 29 Table 1. Projected secondary school enrolment (in 1000s). Year Form 1 Form 2 Form 3 Form 4 Form 5 Form 6 Total 1982 95 80 26 16 5 2 224 1983 152 95 80 26 6 4 363 1984 167 152 95 80 7 6 507 1985 187 167 152 95 8 7 616 1986 228 187 167 152 9 8 751 1987 360 228 187 167 10 9 961 1988 429 360 228 187 10 10 1 224 1989 411 429 360 228 10 10 1 448 1990 400 411 429 360 10 10 1 620 1991 415 400 411 429 10 10 1 675 Source: C.E.O. Planning Paper, Ministry of Education (1981) in Chombo (2000). creed, religion, language and nationality are replaced by expansion of university education to provide for the human values and oneness of all persons (Shulka, 1996). tertiary educational needs of Form 6 graduates. All these Education leads to individual creativity and improved well-intentioned expansions in education were not participation in social, economic, cultural and political life sufficiently met by corresponding increase in professional of the country. These can lead to more effective expertise, adequate infrastructure and teaching-learning contributions to human development. Education is resources. This investigation, therefore, aims at finding believed to be a natural pre-requisite for human the merits and attendant problems of this expansionist development.Shulka also noted that in Nigeria, the approach to education basing on Great Zimbabwe Government strongly believes education is a strong tool University lecturers’ and students’ views. with which a country’s goals can be achieved The introduction of free primary education and the (Igbinewaka and Adeyemi, 2004). Personal and social removal of bottlenecks for entry into secondary education benefits to derive from education are immense. at independence in 1980 meant that there was increased Livelihood improves, and families are better nourished pressure on higher education. The pressure on higher and become healthier. Education is valued and civic education increased as each year, 300 000 students from responsibility is enhanced. secondary schools entered the system. To alleviate this It was because of the recognition of the value of pressure, the university system had to expand from one education that the Government of Zimbabwe to nine universities by the year 2000. The increase in the implemented several policies at independence and number of universities led to an overall increase in thereafter, to widen access to education, for example, enrolment as shown in Table 2. free and compulsory primary education and expansion of Expansion of the university system in Zimbabwe was secondary schools, especially in rural and resettlement mainly in response to the ripple effects created by areas. Enrolment at university level, was also expanded massive expansion of the primary and secondary so as to produce critical professional skills for the nation. education at independence in 1980. The Ministry of Following some of these policies, considerable Higher Education and Technology (1997) notes that of achievements have been made as far as the expansion the 825 210 students who completed ‘O’ Level and ‘A’ of secondary education is concerned. The number of Level from 1991 to 1995, only 61 265 were able to enrol secondary schools rose from 177 in 1979 to 730 in 1982 at available tertiary institutions under the Ministry. and higher enrolments were projected for the periods However, the number of ‘O’ and ‘A’ Level school-leavers from 1991 to 2000 (Zvobgo,1996) as shown in Table 1. continues to rise as reflected in Table 3. Table 1 reveals that between 1982 and 1991, Form 1 The number of candidates seeking university places far enrolment was expected to rise from 95 000 to 415 000, exceeded available places, even after all faculties had Form 2 from 80 000 to 400 000, Form 3 from 26 000 to increased their intakes to near-capacity, particularly for 411 000, Form 4 from 16 000 to 429 000, Form 5 from 5 the University of Zimbabwe. This, therefore, explains the 000 to 10 000 and Form 6 from 2 000 to 10 000. Overall, need for more universities to accommodate more an increase of 86% was expected from 1982 to 1991. students. Table 4 illustrates the pressure that faced the Given this estimation, the implications of this expansionist University of Zimbabwe in 1995. policy would be wide, notably an unprecedented Most of the applicants who were rejected (74%) would 30 Int .J. Educ. Admin. Pol.Stud. Table 2. Summary of universities enrolment statistics 1980-1998. Year U.Z N.U.S.T Solusi Africa Bindura Total 1980 2240 N/A N/A N/A N/A 2240 1981 2525 N/A N/A N/A N/A 2525 1982 3091 N/A N/A N/A N/A 3091 1983 3620 N/A N/A N/A N/A 3620 1984 4131 N/A N/A N/A N/A 4131 1985 5162 N/A N/A N/A N/A 5162 1986 5843 N/A N/A N/A N/A 5843 1987 6722 N/A N/A N/A N/A 6722 1988 7385 N/A N/A N/A N/A 7385 1989 9073 N/A N/A N/A N/A 9073 1990 9017 N/A N/A N/A N/A 9017 1991 8635 256 256 N/A N/A 8891 1992 8385 293 293 N/A N/A 8678 1993 7231 534 534 64 N/A 7829 1994 7199 1119 1119 89 N/A 8858 1995 10606 1268 1268 99 N/A 12 442 1996 11 378 1 359 1 359 396 125 13 795 1997 11 203 1359 1359 396 176 13 664 1998 9 582 2 129 2 127 927 364 13 779 NB: N/A shows that the particular university was not yet in existence, hence could not enrol. SOURCE:Chombo (2000). Table 3. Projected ‘O’ and ‘A’ Level graduates 1996-2000. Table 4. Undergraduate applicants to the University of Zimbabwe in 1995. Year ‘O’ Level ‘A’ Level Total 1996 137 612 10 293 147 905 Undergraduate Male Female Total % 1997 153 289 9 809 163 098 Applicants 6 825 2 928 9 573 100 1998 157 070 9 507 166 577 Accepted 1 741 799 2 538 26 1999 160 802 10 590 171 392 Rejected 5 084 2 131 7 215 74 2000 164 624 10 853 175 477 Source: Ministry of Higher Education and Technology (1997) in TOTAL 773 397 51 052 824 449 Chombo (2000).