Needs assessment for the development of educational interventions to improve quality of education: A case of Zimbabwean primary schools

Abstract

This study sought to conduct a needs assessment as a preliminary study for developing a specific educational intervention, a School Self-Evaluation (SSE) framework for Zimbabwean primary schools. A qualitative research methodology was adopted where eighteen schools, thirty-six teachers, eighteen school administrators and three Education Officials took part in this study. Interviews and questionnaires were used to collect data which were analysed through thematic content analysis. Findings indicate that there is no SSE framework for Zimbabwean primary schools and no meaningful SSE takes place. The study concluded that there is a need for an SSE framework for Zimbabwean primary schools if an effective evaluation of education quality is to be realised. The study recommends the Ministry of Education to develop an SSE framework for use in evaluating education quality in schools for its realisation and improvement.

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