Experiences of School Development Associations in Zimbabwe: A case of Bulawayo Metropolitan High Density Secondary Schools.

Abstract

In recent years, Zimbabweans have witnessed increased participation of parents and guardians through School Development Associations (SDAs) in the management of school development affairs. Several SDAs have constructed classrooms, computer laboratories and bought schools computers, school cars and buses. In almost all the public schools, SDAs are responsible for paying incentives-an allowance paid to teachers over and above their monthly salaries to cushion them from a depressed economy. However, SDAs activities have not always been smooth sailing. The purpose of this study was to explore the activities of SDAs, unmask the challenges they experience and suggest strategies to enhance the smooth operation of the SDAs. Ten school heads and ten SDA chairpersons who were purposively sampled formed the study sample. Data were generated through interviews. Major conclusions were that: the main challenges faced by SDAs in developing schools were inadequate financial resources; political interference; increasing numbers of vulnerable children and orphans and low qualifications of some of the SDA executive members. Recommendations included: capacitating SDA executive members through workshops; auditing of SDA funds by government auditors; stipulating the minimum qualifications of parents and guardians who should hold offices in SDAs and encouraging parents and guardians to attend SDA meetings and support SDA activities.