The role of public education in addressing corruption in Zimbabwe: experiences and perspectives of of multiple stakeholders.
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Date
2018
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Abstract
This study examined the people’s experiences and perspective on the role of public
education in addressing corruption in selected two government, two parastatals and
two civil society institutions in Zimbabwe. The study used the mixed method design
in which qualitative and quantitative data were generated through structured
questionnaires and interviews. The study chose ten participants by simple
convenience in each of the six institutions and these were better placed to share
their experiences and perspectives on the role of public education in addressing
corruption in Zimbabwe. Their willingness to participate in the study gave me the
confidence that they would do their best to add value to the study by contributing
their honest opinions on the topic.
The study was guided by two theories, namely the Structural Functionalist and the
Marxist. These theories provided a framework on class struggles and how those in
positions of authority related with the general public particularly in the distribution of
goods and services. Public education on anti-corruption was one social service in
which the ruling class puts control measures through crafting laws and making
policies to safeguard their interests never mind the extent to which the public
education content would meet the public’s expectations.
The study came up with the following substantive issues; The Commission should
• cast its net wider when hiring experts to review its curriculum on anticorruption
education.
• increase the number of languages used in public education on anti-corruption
with the aim to incorporate all the approved sixteen national languages.
• spearhead the development of a National Anti-Corruption Policy.
• advance the issues of mainstreaming anti-corruption education in formal
curriculum and all work processes.
• work with stakeholders to establish integrity committees in all institutions.
• lobby the government to increase funding on anti-corruption education and
also invite development partners who could assist with project funding.
The study put to the fore the need for the people of Zimbabwe to speak with one
voice on the type and quality of public education on anti-corruption they wanted. The
Commission had a tall order to bring together a Zimbabwean society which was
seriously fractured and highly polarised due to a poor legacy of politics of patronage
which had engulfed the government for the past thirty-seven years which had
characterised Mr Mugabe’s rule. Finally, the public is required to actively participate
in all anti-corruption education fora and contribute freely without fear or prejudice.
Description
Doctoral Degree. University of KwaZulu-Natal, Durban.