The role of public education in addressing corruption in Zimbabwe: experiences and perspectives of of multiple stakeholders.

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.