Public-Private Partnerships in Zimbabwe’s Education Sector: Forms, roles, challenges and sustainability enhancing strategies

Abstract

This article interrogates the forms, roles, challenges and strategies for enhancing the
sustainability of PPPs in the education sector in Zimbabwe. Through desktop-qualitative
research grounded on secondary and thematic analyses, this study revealed that, globally, the
use of the PPPs in the provision of education is on the increase and they exist in the form of
service contracts, lease, design build operate and transfer, management contracts and
concessions. In terms of roles, PPPs provide resources and technical expertise, technology in
schools, renovate infrastructure and assist in increased teacher and pupil turnout. Observed
challenges to the sustainability of PPPs in the education sector include embracing non
competitive bidding frameworks, lack of community engagement in PPP projects, limited
financial capacity to compensate private players in the event of losses, and poor cost
management. To enhance the sustainability of PPPs in the education sector, the study proposed inter  
alia, ensuring a competitive, transparent, multi-stage process in private partner selection;
stakeholder engagement in PPP projects; proper cost management throughout PPP project
lifespan; and establishment of institutional and regulatory frameworks.