Towards Improving the Quality of Teaching and Learning of STEM Subjects in Rural Post-Colonial Zimbabwe

One major problem faced by science, technology, engineering and mathematics (STEM) education is the shortage of professional programmes that guide teachers on the relationship between STEM disciplines and how to teach them in class. This study was carried out to investigate how quality assurance by the Ministry of Primary and Secondary Education (MoPSE) in Zimbabwe ensures quality teaching and learning of STEM education in rural day secondary schools. A sample of five rural day secondary schools from one district was selected. Premised on the qualitative research approach, data were generated through interviews, focus group discussions and document analysis. The study found that strategies used by MoPSE, such as the introduction and dumping of the Client's Charter in schools without properly marketing and workshopping it, the infrequent visits to schools by School Inspectors, and the coercive introduction of the Results-based Management System without proper change management negatively impact the quality of STEM education. The study recommends capacitating the Schools' Inspectorate Division so it can more frequently monitor learning and teaching and proper change management strategies to ensure teacher buy-in on initiatives such as the results-based management system. The study further recommends thorough training of all stakeholders on the client's charter to ensure its effective implementation.