Perspectives of stakeholders on the implementation of the Basic Education Assistance Module in Zimbabwe

Abstract

This article is based on a study conducted on the contribution of the Basic Education Assistance Module (BEAM) in enhancing access to education in Gutu District, Zimbabwe. The aim of the study was to explore the perspectives of stakeholders on how the Zimbabwean BEAM enables Orphans and Vulnerable Children (OVCs) to access education. A qualitative research approach and a case study design was employed in this study. Purposive sampling was used to sample eight stakeholders who were involved with the implementation of BEAM on a local level. The method of data collection was audio-recorded face to face interviews. A semi-structured interview guide was used in the process of data collection. The data were analysed using thematic analysis. The study findings revealed that BEAM facilitates access to education in the Gutu District. The focus is on the education of girl children as there is high prevalence of school dropouts among girl children in Gutu District. Active participation of community members and involved stakeholders are characteristics of the BEAM implementation process. However, the inconsistent and low budgetary allocations that characterise BEAM compromise its effective implementation. To enhance the effectiveness of BEAM an improved and consistent budgetary allocation is required. To raise awareness on BEAM community workshops on BEAM must be implemented and the establishment of feeding programmes for beneficiaries of BEAM is recommended.