The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof.The study found out that the internal efficiency of Rural Day Secondary Schools was low. At least 30% of students entering Rural Day Secondary Schools were overage; and the overall survival rate was 57.4% Dropouts were mainly caused by inability to pay school and examination fees and long distances walked by students to school. Students repeated classes mainly at Form 4. The average "O" level examination pass rate was 9.8%. The reasons for the low pass rates include the calibre of students enrolled; lack of resources; low teacher morale; long distances walked by students to school, and an unsuitable curriculum. BSP (Z) has been the most effective programme in addressing the quality of education, while the Quality Assurance Division is the least effective. ZIMSEC has improved access to "O" level examinations and the relevance of the examination questions, but is fraught with mismanagement, while the Clients' Charter has not been fully implemented due to inadequate training. SDCs have improved the supply of resources in the schools, but lack basic understanding of education policies.The study recommended that more funding be allocated to Rural Day Secondary Schools to boost resources and curtail dropouts, and that low-cost boarding facilities be introduced to deal with the problem of long distances walked by students. There is also a need to re-engineer the curriculum and make it more responsive to the plight of rural students. Training is needed for SDCs, on the Clients' Charter. It was further recommended that BSP (Z) should try to reach out to remote schools; ZIMSEC should improve examinations management, and the Quality Assurance Division should be revamped to carry out effective teacher supervision. / Further Teacher Education / D. Ed. (Education Management)

The study analysed how the management of the quality of education of Rural Day Secondary Schools has been affected by the internal efficiency of the school system. Both quantitative and qualitative techniques were used in the study. The study measured the internal efficiency of selected Rural Day Secondary Schools, and analysed the views of school managers and school heads on the quality of education of Rural Day Secondary Schools, and strategies that can be used to improve the quality of education thereof.The study found out that the internal efficiency of Rural Day Secondary Schools was low. At least 30% of students entering Rural Day Secondary Schools were overage; and the overall survival rate was 57.4% Dropouts were mainly caused by inability to pay school and examination fees and long distances walked by students to school. Students repeated classes mainly at Form 4. The average "O" level examination pass rate was 9.8%. The reasons for the low pass rates include the calibre of students enrolled; lack of resources; low teacher morale; long distances walked by students to school, and an unsuitable curriculum. BSP (Z) has been the most effective programme in addressing the quality of education, while the Quality Assurance Division is the least effective. ZIMSEC has improved access to "O" level examinations and the relevance of the examination questions, but is fraught with mismanagement, while the Clients' Charter has not been fully implemented due to inadequate training. SDCs have improved the supply of resources in the schools, but lack basic understanding of education policies.The study recommended that more funding be allocated to Rural Day Secondary Schools to boost resources and curtail dropouts, and that low-cost boarding facilities be introduced to deal with the problem of long distances walked by students. There is also a need to re-engineer the curriculum and make it more responsive to the plight of rural students. Training is needed for SDCs, on the Clients' Charter. It was further recommended that BSP (Z) should try to reach out to remote schools; ZIMSEC should improve examinations management, and the Quality Assurance Division should be revamped to carry out effective teacher supervision. / Further Teacher Education / D. Ed. (Education Management)

There is limited research on the use of results-based management (RBM) in schools, therefore this study focussed on developing a sustainable and effective RBM model. The objectives of the study were to identify the obstacles encountered in implementing RBM in primary and secondary schools in the Goromonzi District, identify and describe the steps taken in developing and sustaining an effective RBM model, and to develop a sustainable and effective RBM model suitable for both Zimbabwean primary and secondary schools. A qualitative research method was used since the researcher’s interest was to gain insight into and understanding of school heads’ and teachers’ perceptions, concerns and experiences in their real world conditions when implementing RBM. The study covered ten purposely selected schools in the Goromonzi District. Semi-structured individual and focus group interviews were conducted with the school heads and teachers. To enhance the validity of the findings, this study adhered to ethical principles and techniques. The following salient findings that emerged from the study were that the school heads and teachers had a negative perception of IRBM because a top-down approach was used when it was introduced and the system was not customised since it was merely “imported” from a developed country whose context was different from the Zimbabwean socio-political and economic environment. There was also a serious dearth of financial resources to support the system and this affected the quality of RBM training negatively. The lack of funding also led to the non-payment of incentives for the staff with regard to implementing RBM. It was also indicated that the senior Ministry of Primary and Secondary Education officials showed a lack of commitment and support for RBM. To address the implementation challenges it was indicated that resources had to be mobilised to ensure the capacitation of school heads and teachers and also for incentivising them. Incentivising staff is critical for the successful implementation of RBM. It was also noted that there was a need to develop a results culture in schools and train school heads in change management. It was concluded that a home grown RBM model that was context sensitive to the Zimbabwean situation was required. As envisaged, the study resulted in the development of the three phased Zimbabwe results-based management practical model (ZRBMPM). The first phase addresses RBM implementing challenges and the second phase focusses on incentivising staff to promote the effective implementation of results management. The last phase entails the production of the results. / Educational Leadership and Management / D. Ed. (Education Management)