An Evaluation of the Extent of Involvement of Educators in the Formulation of National Education Policies in Matabeleland North Province

Abstract

The aim of the present study was to establish the role played by educators in the formulation of education policies in Matabeleland North Province in Zimbabwe. The population was made up of all the teachers, heads of schools, education inspectors, district education officers as well as teacher union leaders. The Matabeleland North Province has an establishment of plus or minus 7000 educators. The sample consisted of 440 educators made up of 350 classroom practitioners, 68 heads of schools, 3 district education officers, 9 education inspectors and 10 union leaders selected using stratified random sampling. Data were collected using the questionnaire and interviews. The study revealed that policies are made, revised, implemented and abolished on a continuous basis with little or no input from educators. The study recommends that the Ministry of Primary and Secondary Education should consult educators widely on matters concerning policy making if policies are to be implemented without antagonism and resistance. Key words: Educators, education policy, involvement, formulation, province