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- W2789776449 abstract "The study sought to investigate factors hindering increased access to higher education in Zimbabwe. The study was prompted by the increased number of A-level graduates who are failing to get the opportunity to university education yet higher education is the driver to knowledge creation, knowledge generation and innovation. The study employed the qualitative methodology informed by the interpretive philosophy. The case study design was employed in this study. Purposive sampling was employed to select information rich cases who in this case are A-level students who were pursuing teacher training in colleges and dean of students of colleges and universities. Open-ended questionnaires, semi-structured interviews focus groups and document analysis were the data generation tools. For data presentation and analysis, the constant comparative method was employed and themes were generated. The major findings of the study were that high achieving students are training as teachers yet they have points that qualify them to go to university. Policy issues, economic challenges, culture, gender and discrimination emerged as issues hindering potential students’ access to university education. The study concluded that there are barriers hindering Advanced-Level high achieving students’ access to university. In view of the conclusions above, the study recommends that educational policy on access to universities, be interpreted and implemented holistically. It is further recommended that the government avail funds and resource materials towards access to university and more information on access be disseminated to schools through, radios, newspapers and workshops. From the findings an emergent model has been crafted to illuminate haze ideas on how to increase access to university education in Zimbabwe" @default.
- W2789776449 created "2018-03-29" @default.
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- W2789776449 date "2018-06-24" @default.
- W2789776449 modified "2023-09-23" @default.
- W2789776449 title "A Critical analysis of factors hindering A-Level students with high passes to access university education in Zimbabwe" @default.
- W2789776449 hasPublicationYear "2018" @default.
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