Enhancing quality in primary, secondary and tertiary education “pay the teacher extra in order to pass.” the provision of incentives in secondary schools versus the enhancement of quality of education in Zimbabwe.

Abstract

The Zimbabwean education system has deteriorated gradually over the past years leading to the introduction of incentives in the school system around 2009.These incentives were meant to be a strategy of retention of staff in schools after the high exodus for greener pastures to neighbouring countries of teachers, especially those in the Science and Maths departments. The focus of this paper is to explore whether this system of incentives has been effective in the education sector in Zimbabwe. Defining incentives is a complex process, not to mention implementing them, therefore it is the researcher’s intention to focus on the incentives system and how it has been implemented in our schools, in light of the fact that schools are graded differently;former group A, mission, rural day, urban day and so on. Has the system been equal to all teachers or equal to some? How about school heads and education administrators? This was a desktop as well as qualitative study, using questionnaires and interviews to gather data