A Critical Analysis of Child-Related Policies in Relation to their Implementation in Public Schools in Harare, Zimbabwe

Abstract

This study analysed child-related policies in relation to their implementation in public schools in Zimbabwe, with focus on selected public primary schools in Harare. A phenomenological hermeneutic research philosophy and a qualitative research approach were used to underpin the conduct of this study. The study used a sample of 50 participants comprising 5 public primary school heads, 5 teachers and 40 primary school children. In-depth interviews were used to collect data from school heads and teachers while focus groups were used to collect data from school children. Interpretative phenomenological analysis was employed to analyse data. Findings show that there was weak policy implementation in the participating public schools. The policies were too many for effective implementation. As a result, the majority of the policies were being overlooked by school heads, teachers and other major stakeholders. Based on key findings, this study recommended the streamlining of child-related policies for effective implementation. Furthermore, all stakeholders should be involved in the formulation and development of child-related policies in order to enhance effectiveness at the implementation stage.