Integrity of institutions of higher learning: Case of Zimbabwe.

1. Integrity of institutions of higher learning: Case of Zimbabwe. Washaya S, Chikumba N Makoni R

2. Introduction • GoZ reforms on Higher Education • The first decade focused on addressing quantities, and significant increases in the number of schools and colleges registered. • In 1980, there were 5 teachers colleges, 2 polytechnic colleges, and 1 University. By 1990, teachers colleges had increased to 14, technical colleges to 8, 2 vocational training centers (VTCs) established butstill 1 University (Kapunga, 2007) • These reforms led to an increase in student enrolment • Moving from elite to massive educational system (Kariwo , 2014) • address historical imbalances, • promote socio-economic development

3. Capacitate the workforce with necessary technical, agricultural, teaching and vocational training • Establishment of at least a university in each of theten provinces, by 2005 there were fourteen universities • So far the focus was on increasing quantity/ accessibility • This created a great disparity between graduating student and the quality of education or expectations by industry • Student to lecturer / technician ratios ballooned and become uncontrollable • Lead to unavoidable quality and integrity challenges

4. Challenges vary from: • poverty, manipulation by both academic and non academic staff, • lack of resident accommodation, • starving to lack of infrastructure especially in the science subjects • Lowering of entry requirements (at least 2 points at A level) • Initiated bribery, collusion and favoritism (nepotism and patronage) • Hence the need of a more robust quality assurance system • Lead to the birth of ZIMCHE replacing (NCHE) • Has a great deal of work in dealing with 19 Universities in particular

6. State Owned New Universities • MaronderaUniversity of Science and Technology - Marondera • Gwanda State University – Gwanda • Manicaland University of Applied Science – Mutare • Zimbabwe National Defence University.– Harare • Higher and tertiary education is composed of : • - Universities – 19 • -Teachers colleges- 14 • -Agricultural Colleges - 8 • - Polytechnics and Industrial Training Colleges -14-Technical Vocational Education and training (TVET) -14

7. Total University Enrolment 1997 - 2017

8. Enrolment in Teacher Training Colleges 1994- 2017 Enrolment in Agricultural Colleges 2005- 2017

9. Enrolment in Technical and Vocational Training 2005- 2017 Enrolment in Polytech and industrial Training 2005- 2017

10. General Trend of Enrolment in Universities: 2010-2012

11. Integrity • An undivided or unbroken completeness/ totality with nothing lacking • Moral soundness, Honesty, probity , wholeness • Probity – having strong moral principles, complete and confirmed integrity • Academic integrity is interpreted as the values, behavior and conduct of academics in all aspects of their practice: teaching, research and service. • It is a proxy for the conduct of students, notably in relation to plagiarism and cheating. (Macfarlane et al., 2014) • AI fundamental values: honesty, trust, fairness, respect, responsibility and courage

12. THE ROLE OF ZIMCHE • The regulatory authority of higher education in Zimbabwe • Established in 2006, • FOR : • Registration • Quality assurance • Accreditation • The concept of higher education institutions (HEIs)

13. Institutional Accreditation • There are 10 criteria to be satisfied. 1. The institution: vision, mission, goals and objectives, Policies, action plans, Relevance to Zimbabwe, Accessibility 2. Governance structures and procedures 3. Physical Structures 4. Staffing 5. Staff promotion procedures 6. Student admission 7. Student registration 8. Special facilities 9. Assessment of students 10 Student and staff welfare

14. Expenditure on Education as a Percentage of the Central GovernmentExpenditure, Zimbabwe 2009-2016

15. Integrity issues • Zimbabwe’s higher education minister battles corruption probe • Jonathan Moyo and deputy deny wrongdoing as fate of $450,000 from skills development fund is investigated • AgnieszkaPiotrowskaNovember 22, 2017 What next for Zimbabwe’s ‘tainted’ higher education system? • economy – Students at risk • Zachariah Mushawatu  03 March 2017 Higher education in a failed economy – Students at risk: Exploitation by landlords, No loans or grants, Female students at risk • Exam results scandal rocks Zimbabwe Open University • LEX VAMBE  November 21, 2017- Grace Mugabe PhD Scandal Forces University of Zimbabwe Exams Suspension

16. Challenges • Persisting problems in education. • These include; • lack of strong and sustained strong political commitment, and • weak governance – including poor transparency, inadequate accountability and even corruption (Hallakand Poisson, 2007)

17. Conclusion • Integrity of institutions is paramount for quality promotion in tertiary education. • Integrity is a process • Without academic integrity, there can be no trust or reliance on the effectiveness, accuracy, or value of a university's teaching, learning,research, or public service activities • Accreditation of Polytech , TVETS and Agric Colleges is necessary • Government funding alone is not enough • Challenges are not confined to the ‘developing worldonly

18. References • Kariwo, M., 2014. The impact of Zimbabwean higher education policies on access . A Comparative Analysis of Higher Education Systems, 25–42.Sense Publishers. • Hallak,J, and Poisson, M. 2007. Corrupt schools, corrupt universities: What can be done? International Institute for Educational Planning. Paris . France. • KapugaR.S,2007. The pursuit of higher education in Zimbabwe:A futile effort?A paper prepared for the centre for international private enterprise(cipe) international essay competition on ‘educational reform and employment opportunities. • Garwe, E., Gwati, V., 2018. The Role of International and Regional Quality Assurance Bodies. Higher Education Research. 3(1) 15-22 • Macfarlane, B., Zhang, J. and Pun, A. (2014). Academic integrity: A Review of the Literature. Studies ofHigher Education. 39, (2), 339-358. • Arwa A., 2016. Academic Integrity Issues: Benefits, Challenges, Initiatives and Practices. International J. Soc. Sci. & Education. 6 (1) 8-21.