A CRITICAL ANALYSIS OF FACTORS HINDERING A- LEVEL STUDENTS
WITH HIGH PASSES TO ACCESS UNIVERSITY EDUCATION IN ZIMBABWE.
Dublin Core
Title
A CRITICAL ANALYSIS OF FACTORS HINDERING A- LEVEL STUDENTS
WITH HIGH PASSES TO ACCESS UNIVERSITY EDUCATION IN ZIMBABWE.
WITH HIGH PASSES TO ACCESS UNIVERSITY EDUCATION IN ZIMBABWE.
Creator
KUTIWA KUZIWA LAWRENCE
Description
The study sought to investigate factors hindering increased access to higher education in
Zimbabwe. The study was prompted by the increased number of A-level graduates who are
failing to get the opportunity to university education yet higher education is the driver to
knowledge creation, knowledge generation and innovation. The study employed the
qualitative methodology informed by the interpretive philosophy. The case study design was
employed in this study. Purposive sampling was employed to select information rich cases
who in this case are A-level students who were pursuing teacher training in colleges and dean
of students of colleges and universities. Open-ended questionnaires, semi-structured
interviews focus groups and document analysis were the data generation tools. For data
presentation and analysis, the constant comparative method was employed and themes were
generated. The major findings of the study were that high achieving students are training as
teachers yet they have points that qualify them to go to university. Policy issues, economic
challenges, culture, gender and discrimination emerged as issues hindering potential students’
access to university education. The study concluded that there are barriers hindering
Advanced-Level high achieving students’ access to university. In view of the conclusions
above, the study recommends that educational policy on access to universities, be interpreted
and implemented holistically. It is further recommended that the government avail funds and
resource materials towards access to university and more information on access be
disseminated to schools through, radios, newspapers and workshops. From the findings an
emergent model has been crafted to illuminate haze ideas on how to increase access to
university education in Zimbabwe
Zimbabwe. The study was prompted by the increased number of A-level graduates who are
failing to get the opportunity to university education yet higher education is the driver to
knowledge creation, knowledge generation and innovation. The study employed the
qualitative methodology informed by the interpretive philosophy. The case study design was
employed in this study. Purposive sampling was employed to select information rich cases
who in this case are A-level students who were pursuing teacher training in colleges and dean
of students of colleges and universities. Open-ended questionnaires, semi-structured
interviews focus groups and document analysis were the data generation tools. For data
presentation and analysis, the constant comparative method was employed and themes were
generated. The major findings of the study were that high achieving students are training as
teachers yet they have points that qualify them to go to university. Policy issues, economic
challenges, culture, gender and discrimination emerged as issues hindering potential students’
access to university education. The study concluded that there are barriers hindering
Advanced-Level high achieving students’ access to university. In view of the conclusions
above, the study recommends that educational policy on access to universities, be interpreted
and implemented holistically. It is further recommended that the government avail funds and
resource materials towards access to university and more information on access be
disseminated to schools through, radios, newspapers and workshops. From the findings an
emergent model has been crafted to illuminate haze ideas on how to increase access to
university education in Zimbabwe
Publisher
Zimbabwe Open University
Date
2017
Files
Collection
Citation
KUTIWA KUZIWA LAWRENCE, “A CRITICAL ANALYSIS OF FACTORS HINDERING A- LEVEL STUDENTS
WITH HIGH PASSES TO ACCESS UNIVERSITY EDUCATION IN ZIMBABWE.,” ZOU Institutional Repository, accessed August 21, 2025, https://ir.zou.ac.zw/items/show/299.
WITH HIGH PASSES TO ACCESS UNIVERSITY EDUCATION IN ZIMBABWE.,” ZOU Institutional Repository, accessed August 21, 2025, https://ir.zou.ac.zw/items/show/299.
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