Determining the relationship between infrastructure and learner success: A comparative study of two primary schools in Zimbabwe
- Publication date
- Publisher
- Unisa Press
Abstract
This study was designed to examine the extent to which the availability of adequate infrastructure
or lack of it affects the future success of learners. This was against the backdrop of the persistent
calls by researchers and agencies for the engagement with issues around basic, youth and adult
education in Southern Africa so as to find ways of dealing with the region’s escalating primary school
drop-out rates and limited access to both technical and vocational education. The study adopted
a purely qualitative approach to uncover the meanings that participants attach to their behaviour,
how they interpret situations, and what their perspectives are on particular issues. This study was
conducted in two primary schools in Zimbabwe among 52 participants, which included 20 learners
and 32 educators. The study indicates that the level of infrastructure available in the schools varies
and, in some cases, is inadequate. But more importantly, the study found that a well-equipped school
is more functional and presents better learning opportunities for learners. The study recommended,
among other things, that school planners, funders and policy makers should take note of the positive
impact that a functional, clean and attractive school building can make on education. The size of
the population is small; therefore generalisation should be done cautiously. This paper adds to the
literature on the significance of quality infrastructure in facilitating learner education, especially in a
burgeoning economy such as Zimbabwe