Interrogating the Role of Parents in Promoting Improved Science, Technology, Engineering and Mathematics Education in Rural Day Secondary Schools in Zimbabwe

Abstract

Since the establishment of the School Development Committees (SDCs), Zimbabwe has seen increased participation by parents in the governance of schools. The purpose of this study is to examine the role of parents in promoting improved science, technology, engineering and mathematics (STEM) education in rural day secondary schools in Zimbabwe. Drawing on a qualitative inquiry, data were gathered by means of five interviews, five focus group discussions and document analysis of minutes of SDC meetings, schools strategic plans and school budgets. The study concludes that parental involvement helped decentralize school decision making, improved school accountability to their communities, provided the avenue for parents to question decisions, and helped accelerate infrastructural development. The study further concludes that inadequate funding in the wake of economic challenges bedevilling the country and low levels of literacy among SDC members militated against effective participation of SDC members in the governance of schools. The study recommends capacitating SDCs executive members through training, empowering them to raise funds for capital development in these schools, and clear delineation between SDC roles and the instructional roles of school principals and teachers.