Exploring College-Based Policy Formulation Processes in Teachers’ Colleges in Zimbabwe for the Promotion of Student Friendly Environments
Author : Alexander Katiyo
Abstract :
The study explored college-based policy formulation processes in an effort to enhance student friendly environments in teachers’ colleges in Zimbabwe. The study sought to establish key stakeholders involved in policy formulation, college-based policy formulation procedures and processes that enhance the promotion of student friendly environments. The study involved two cases: a church-run and a state-run teachers’ colleges. The survey questionnaire was used to gather quantitative data from a sample of 543 students. Semi-structured in-depth questions were used to collect qualitative data from 15 Student Representative Council (SRC) members and 15 College Academic Board (CAB) members through focus group discussions, and face-to-face interviews with the 2 principals of the teachers’ colleges. The study established that the government, principals, CAB members, advisory council members and SRC members were key stakeholders in teachers’ colleges policy formulation. Further, four interdependent formulation procedures emerged from the study. These were college-based agenda setting, stakeholder consultation, policy writing and the ratification process. Results also revealed that the formulators did not religiously adhere to government policy frameworks and that students were lowly involved, which constrained the promotion of student friendly environment. The study recommends more involvement of the student body and adherence to government policy frameworks in the formulation processes in order to enhance the promotion of student friendly environments.
Keywords :
College-based policy, stakeholder, policy formulation process, student teacher, student friendly environment, teachers’ college
