Open access peer-reviewed chapter

The Perils and Promises of Private Higher Education in Zimbabwe: The Case of Developing an Online University in Zimbabwe

Written By

Blessing Mukabeta Maumbe

Reviewed: 22 December 2022 Published: 07 March 2023

DOI: 10.5772/intechopen.109686

From the Edited Volume

Higher Education - Reflections From the Field - Volume 2

Edited by Lee Waller and Sharon Kay Waller

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Abstract

The purpose of this chapter is to describe the experiences, challenges and lessons learnt from developing a new private online higher education institution in Zimbabwe. Using a case study of Unicaf University Zimbabwe, the chapter highlights the perils and promises of establishing a private, independent, online university, the first of its kind in the country. The chapter traces the various stages involved in registration, licensing and accreditation of Unicaf University by Zimbabwe Investment Development Authority and the local national accreditation regulator. The chapter describes the uniqueness of Unicaf University Zimbabwe, opportunities or promises that it offers the higher education sector and the challenges or perils that were encountered in the early stages on its road towards establishment in Zimbabwe. The chapter concludes that private online universities are essential for institutional differentiation and the introduction of real competition in Zimbabwe’s higher education landscape.

Keywords

  • accreditation
  • distance learning
  • higher education
  • online
  • e-learning
  • private
  • regulator
  • Zimbabwe

1. Introduction

Zimbabwe like most African countries is undergoing a major transformation in higher education. The outbreak of Covid-19 has accelerated the changes taking place in higher education including online and e-learning programmes. Private higher education is not new in Zimbabwe as the first private and church-related institution, Africa University, was established in 1992 in Mutare, Zimbabwe by the Global Board of Higher Education and Ministries of the United Methodist Church that is based in Nashville Tennessee, in the United States of America. A number of churches felt challenged by this move and started pursuing their own projects to start new Universities in Zimbabwe as will be highlighted below.

Zimbabwe currently has 21 accredited Universities. Out of these institutions, 14 are public or government-owned and the rest are private Universities owned mostly by international churches. In Zimbabwe, the leading churches that now operate fully fledged private Universities are the United Methodist Church (USA Diocese), Seventh Day Adventist (SDA) Church, Dutch Reformed Church, Catholic Church and the Ezekiel Guti, Zaoga Pentecostal Church. Clearly, churches in Zimbabwe have demonstrated a keen interest in developing Universities in future, and a few are already engaged in this process of setting up their new institutions of higher learning. These include the Anglican Church Zimbabwe Diocese, Methodist Church in Zimbabwe (John Wesley, British Diocese), AFM and Mutendi Church. In addition, Maranath Christin University is listed on the Zimbabwe Council for Higher Education website as one of the institutions that is currently operating with a provisional license.

Unicaf University offers a unique model in the sense that it is the first, private, independent, pan-African and internationally recognized Open and Distance-E-learning institution to be established in Zimbabwe. The only other University that has a similar business model to that of Unicaf University is the Zimbabwe Open University (ZOU) which is a public, open and distance learning higher education institution. The ZOU was established by the government of Zimbabwe in 1999 to meet the needs of those who wanted higher education but could not afford to leave their jobs and attend University at the same time. Because of the growing demand for part-time higher education, public Universities in Zimbabwe started to introduce Block Release and weekend programmes to cater for students who would not manage to attend college as full-time students due to other pressing work or family needs. Despite these efforts, the higher education market in Zimbabwe is not yet saturated, and there is an urgent need to have universities that cater for the underserved markets such rural areas, the working class and those who may be saddled with family responsibilities such as caring for a loved one on a full-time basis.

The purpose of this chapter is to describe Unicaf University’s experiences, challenges and opportunities in trying to establish a private, independent, internationally recognized online and blended learning institution in Zimbabwe. The University has achieved some milestones including review of its 28 academic programmes by local experts, aligning its academic programmes curriculum to the Education 5.0 and the Heritage-based Learning as espoused by the Zimbabwe Ministry of Higher and Tertiary Education, Science Innovation and Technology Development (MHTESITD). In addition, Unicaf has built a state-of-the art campus in Harare and is now waiting for full accreditation of its academic programmes and the institution.

Unicaf experiences in establishing campuses and e-learning centres in different African countries are unique, and each country case is affected by different socio-economic environment and political context or circumstances. This chapter focuses on experiences of Unicaf in Zimbabwe and in particular its various interactions with the Government of Zimbabwe (GOZ) especially through the Zimbabwe Council for Higher Education (ZIMCHE) and the Zimbabwe Investment Development Agency (ZIDA).

1.1 Background information

Unicaf is headquartered in Cyprus, Europe, and it has developed a network of campuses and e-learning centres throughout Africa. Unicaf is now present in 12 African countries and is set to expand its reach to five additional countries in Sub-Saharan Africa. In other words, Unicaf University is a pan-African university with British and local accreditation for its academic degree programmes. For instance, Unicaf degree programmes are accredited by the British Accreditation Council (BAC), the United Nations Academic Impact (UNAI), and it is locally accredited by the National Regulatory Authorities in the respective African countries. The regulatory and accrediting authority in Zimbabwe is called the Zimbabwe Council for Higher Education (ZIMCHE). It was established by an Act of Parliament, the ZIMCHE Act Chapter 25:27 promulgated in 2006 to provide oversight on quality higher education.

In addition to its network of campuses and learning centres distributed throughout Africa, Unicaf operates in partnerships with leading Universities in Europe and the United States of America. The Universities that are currently operating in partnership with Unicaf are the University of East London, University of Liverpool John Moores, University of Suffolk and the University of California at Riverside.

The advent of high-speed internet which facilitates ubiquitous connectivity has provided momentum for the spread of online learning on the continent of Africa and throughout the rest of the world. Post-Covid-19, higher education is seeing increasing delivery of online and virtual provisions as an alternative to the traditional brick and mortar or face-to-face learning that has characterized most public universities for decades. Online or e-learning provides flexible approaches and resilient alternative pedagogy in the face of complex or difficult problems associated with Covid-19 and an uncertain future [1]. The world and, in particular, developing countries have not made a complete shift or pivot to online as questions still arise in terms of quality of online pedagogy, poor access to ICT infrastructure in most African countries and failure to understand the online business model by policy makers in charge of regulating quality in the delivery of higher education. Ye according to the World Economic Forum, an estimated 70% of new value created in the economy during the coming decade will be based on digitally enabled business models.

Unicaf University will add to a growing list of private Universities in Zimbabwe. To date, there are seven private universities that are fully registered and operating in Zimbabwe. Among these Universities, six are church-related institutions and one is a wholly private and non-church-related University. Unicaf University is a private, independent, online and blended learning institution, and it is pan-African in both scope and nature. Table 1 shows the 21 registered public and private universities currently operating in Zimbabwe.

NoInstitutionTypeYear established
1Bindura University of Science Education (BUSE)Public1996
2Chinhoyi University of Technology (CUT)Public2001
3Great Zimbabwe University (GZU)Public1995
4Gwanda State University (GSU)Public2015
5Harare Institute of Technology (HIT)Public1988
6Lupane State University (LSU)Public2004
7Manicaland University of Applied SciencesPublic2016
8Marondera University of Agricultural Sciences & Technology (MUAST)Public2017
9Midlands State University (MSU)Public2000
10National University of Science and Technology (NUST)Public1991
11University of Zimbabwe (UZ)Public1952
12Zimbabwe National Defense University (ZNDU)Public2021
13Zimbabwe Open University (ZOU)Public1999
14The Pan African University of Minerals Processing (SIRDC)Public2008
15Africa University (AU)Private1992
16Arrupe Jesuits UniversityPrivate1994
17Catholic University in Zimbabwe (CUZ)Private1999
18Reformed Church UniversityPrivate2012
19Solusi UniversityPrivate1994
20Women University in Africa (WUA)Private2002
21Zimbabwe Ezekiel Guti UniversityPrivate2012

Table 1.

Higher education institutions registered in Zimbabwe, 2022.

Source: The Zimbabwe Higher Education Council, 2022.

1.2 The establishment of the Unicaf University Zimbabwe

Realizing the potential offered by online teaching and learning, Unicaf made initial moves to establish the Unicaf University Zimbabwe campus in 2018 in the capital city, Harare. The Harare campus has been operating with a Provisional Registration License that was issued in October 2019.

Unicaf was granted an investment license by the Zimbabwe Investment Agency (ZIA) in 2018 which was later renewed by the Zimbabwe Investment Development Agency (ZIDA) in 2022. The investment license allowed the Unicaf University Zimbabwe to operate and set up facilities that are required for it to launch a functional University in Zimbabwe.

Unicaf is supported by reputable international investors in the United Kingdom, United States of America and Africa. These leading investors are, namely University Ventures, British International Investment and Goldman Sachs.

1.3 Vision and mission of the university

The vision of Unicaf University is to be a leading contributor to excellence in tertiary education and research in Africa and the rest of the world. The University has three-pronged mission as follows:

  • “To help students receive quality education, achieve their academic and professional goals and assume responsible roles in a changing world of global cooperation and interdependence.”

  • “To promote applied research and the generation of knowledge.”

  • “To be of service to society through the dissemination and application of knowledge, as well as through innovative partnerships with business and civic society institutions.”

In Zimbabwe, and globally, the higher education landscape has been reshaped by Covid-19. Although higher education institutions were already undergoing some major changes, the global pandemic has accelerated the pace of adoption of online and e-learning in most Universities. Unicaf University Zimbabwe, whose unique learning and teaching model is based on the provision of quality online and blended learning is well positioned to expand access to higher education for potential students in Zimbabwe and surrounding countries in the SADC region. Because of its high literacy rate pegged at 92%, Zimbabwe has the potential to become the hub of the Unicaf University in the Southern Africa region. However, bureaucratic tendencies in the licensing and registration of Unicaf University in Zimbabwe have become a major source of frustration for the European investors, key shareholders and the University leadership that has been hired to spearhead its development in Zimbabwe. Unicaf University is guided by a comprehensive set of core values which clearly sets it apart as a highly reputable international university with global educational focus and reach. The core values for Unicaf University are highlighted in Table 2 in the section below.

Core valuesDescription/explanationImplementation/practice
Personal and academic integrityPromoting personal and academic integrity through honesty, trust, fairness, openness responsibility and accountability.By avoiding conflict of interest in meetings, conducting research and decision making.
Innovative thinkingCultivating, promoting, transmitting and exchanging knowledge and safeguarding academic freedoms; autonomy and responsibility.Liberty to question, the free pursuit of knowledge and freedom of expression.
Good Governance and Management.Promoting and ensuring democratic governance and management of the University.Effective and efficient management of the University, discharge of ethical leadership and shared governance or the collective responsibility of smooth operation of the institution.
Professionalism and Diligence.Respect for the University’s regulations, and the laws of Zimbabwe.Special focus on laws relating to data protection and confidential information.
Ethical BehaviorPromoting high standards of integrity and ethical behavior, exhibiting professionalism and diligence.Avoidance of unethical or questionable practices. Arises when making or appealing against decisions, and practizing general courtesy and professional ethics.
Civic ResponsibilityPromoting civic and social responsibility and responsiveness to the needs of society, the country and the region.Commitment to the students and the society; taking a responsible role within civic society and responsiveness to the wider needs of society and the economy.
Multi-cultural Awareness.Promoting tolerance, diversity and multi-cultural awareness.Through the curriculum, constant debate and respect for cultural diversity and opinions of others.
Sustainability of ResourcesEfficient and sustainable use of infra-structural, human and financial resources so that the University remains financially viable and environmentally friendly.Involves effective management, avoidance of waste and emphasis on health and safety.
Personalized Attention and Student Focus.Provide responsive and personalized attention to students in both academic and administrative matters.Maximize and optimize student learning experiences, academic achievement and personal growth.

Table 2.

The Core values framework for Unicaf university Zimbabwe.

Source: wwww.unicaf.org, 2022.

The afore-mentioned principles underpin the Code of Practice for the Unicaf University Zimbabwe. The core values framework highlights the key core values driving the institution. These core values serve as the lived experiences for students, faculty and staff. In addition, the principles espoused in the framework in turn form the basis of the University guidelines and procedures in running the core business operations of the private and independent and internationally recognized online and blended learning university.

1.3.1 The development of new academic programmes for the Unicaf university Zimbabwe

Unicaf started with twenty-eight (28) academic programmes that it initially wanted to register with the Zimbabwe Council for Higher Education (ZIMCHE). On further consultations with the government regulatory authority, ZIMCHE, Unicaf University was tasked to review its academic programmes to ensure that they were complaint with Education 5.0 and Heritage-based education.

During a period of about 12 months from September 2020 to December 2021, Unicaf University led the review and revision of all the 28 academic programmes by local external experts. The revised programmes were later submitted to ZIMCHE for final consideration and accreditation. It became apparent that ZIMCHE would not accredit all the 28 programmes, and it was decided that Unicaf would instead submit eight (8) graduate programmes for initial accreditation and the rest would be submitted in future in batch format.

In the meantime, invitations to inspect physical facilities as part of programme accreditation were sent out to ZIMCHE. The invitations were crafted in January and the regulator managed to come in September citing Covid-19 complications of conducting a physical meeting. Unfortunately, although standard practice is to provide a feedback report within 2 weeks, more than a year elapsed without this ZIMCHE report. The negative experiences, complications and hurdles that led to the regulator’s failure to meet its own commitments and subsequent delays spilling over into the following year had a major bearing on the pace and pathway that Unicaf followed in its journey to establish the first private online and blended learning University in Zimbabwe.

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2. Part 2: the promises of private higher education in Zimbabwe

A study conducted by World Bank [2] (2020 identified six areas as defining opportunities in Zimbabwe’s higher education sector. For the purposes of this chapter, the following three out of the six areas which are (i) Expanding Access and Improving Equity, (ii) Improving Quality and Relevance and (iii) Expanding Technology Transfer were found to be particularly relevant for the mission and vision of Unicaf University Zimbabwe. In order to expand access, enhance quality and improve technology transfer, Unicaf university had to position itself as a highly competitive institution with state-of-the-art infrastructure and facilities and an internationally reputable global brand.

2.1 Competitiveness of Unicaf University Zimbabwe

2.1.1 Triple accreditation status: Local and international accreditations

Just like so many other Universities both private and public, Unicaf University Zimbabwe is expected to compete for students in the domestic and regional markets. In order to enhance its global brand, Unicaf University has acquired international accreditation status for its academic programmes in other countries. The triple accreditation status arises from the fact that its academic degree programmes are accredited by three different accrediting bodies. First, the academic programmes are accredited by the British Accreditation Council for Independent Further and Higher Education. Second, these programmes undergo the rigorous process of accreditation by the national regulatory authority for higher education in respective countries, such as the Zimbabwe Council for Higher Education (ZIMCHE). Third, Unicaf University degrees are accredited by the United Nations Academic Impact. In general, triple accreditation status gives the Unicaf University degree programmes international recognition by employers and industry in across many different parts of the world.

2.1.2 Virtual learning environment

Unicaf University has developed the bespoke Virtual Learning Environment (VLE) that is used to offer various course modules via on line and blended learning, examinations as well as professional development programmes. Every student is inducted into the VLE and offered a lap-top in order to fully participate in their degree programmes.

2.1.3 Unicaf academic innovation

The main thrust of academic innovation in a university setting is to constantly enhance students’ experience by helping the learners achieve their best academic outcomes and personal goals. Academic innovation is underpinned by new innovations in teaching, learning, assessment and campus operations designed to ensure the development of a quality learning environment. In other words, academic innovation involves investing in systems, processes and procedures to support a seamless student experience from enrolment to graduation. The practice or implementation of innovation activities falls into three categories namely, product or service innovation, technological innovation and innovation in knowledge systems. The culture of academic innovation deals with making the best decisions for students, faculty, lesson delivery and curriculum. With proper planning and execution, academic innovation will result in positive outcomes such as engaged students, greater learning flexibility and a safe campus [3]. Higher education institutions such as Unicaf University are using academic innovation to respond effectively to students who are demanding engaging, collaborative and immersive learning environments.

Academic innovation strives to promote academic growth and allow mindsets and imagination to flourish across university disciplines. In terms of sustainable academic innovation, it requires addressing learning gaps, continuous improvement by catering for the needs of students, faculty and support staff and more importantly replacing outdated or legacy technology with a modern campus technology ecosystem while improving student experience in order to improve retention and success. Besides, academic innovation entails empowering researchers and accelerating research to drive innovation in teaching, service and related areas. Academic innovation is quite central to the promotion of academic excellence.

2.1.4 Unicaf student scholarship programme

Since its inception, Unicaf has distributed over $100 million worth of scholarships as student financial aid that has assisted thousands of students across Africa. This scholarship scheme has enabled poor students acquire high quality Unicaf University degrees or an equivalent degree from its partner institutions. As a result of falling household incomes and rising inflation in Zimbabwe which is currently pegged at 321 per month, Unicaf Scholarships are useful for assisting students particularly those from low-income households acquire a degree from highly reputable pan-African institution in collaboration with strategic partners and leading Universities in the United Kingdom and the United States of America (Table 3).

RankCountryPercentage (%)
1Zimbabwe321
2Lebanon208
3Venezuela158
4Turkey99
5Argentina87
6Sri Lanka86
7Iran84
8Rwanda41
9Suriname40
10Lao PDR39

Table 3.

Zimbabwe food inflation relative to other countries, November 2022.

Source: Food Security, 2022.

It is noteworthy that the Unicaf Scholarships play a pivotal role in eliminating or reducing disparities in access to higher education in Zimbabwe. Given that Zimbabwe leads the World Bank list of countries hit hardest by food inflation at 321%, access to education is therefore threatened by exposure to high inflation. Unlike South Africa, Zimbabwe does not have a national financial aid scheme (NFAS) for students. In developed nations such as the United States of America, United Kingdom and Canada, financial aid schemes for students are readily available especially for students from low-income backgrounds. Once the Unicaf University Zimbabwe is fully accredited, the Unicaf Scholarship Scheme could complement limited corporate scholarships and government financial support such as BEAM which is meant for students from poor families, and this will in turn help to lower financial barriers to tertiary education in Zimbabwe [4].

2.1.5 Local versus global strategic partnerships

Unicaf has forged strategic partnerships with a number of local banks, Telcoms and other key institutions. For instance, Unicaf has signed Memorandum of Understanding (MOUs) with CBZ, TELECEL, Institute of Chartered Accountant of Zimbabwe, (ICAZ) and the Zimbabwe Open University (ZOU) among others. These strategic partnerships are designed to advance academic excellence and generate leads for Unicaf. Corporate partnerships in particular usually involve Unicaf extending its scholarships to mobile phone subscribers in telecoms, private banking clients and individuals who are drawn from these private institutions.

Unicaf University has forged value-added strategic partnerships with key institutions in Europe, United States and throughout Africa. As previously highlighted, in the United Kingdom, Unicaf University has established mutual, synergetic partnerships with University of East London, Liverpool John Moores, University of Suffolk including the University of California Riverside in the United States of America.

2.1.6 Unicaf Call Centre

Unicaf operates a Call Centre which recruits prospective students on a daily basis. Since academic programmes at Unicaf University had not received full accreditation from the ZIMCHE, and were still undergoing accreditation considerations, the Call Centre was restricted to enrolling students on behalf of other Unicaf University campuses in Sub-Saharan Africa as well as the afore-mentioned partner institutions from around the world. The Call Centre is therefore an essential cog in turning the wheels of Unicaf University campus network forward in its bid to be highly competitive in the student recruitment arena on the continent of Africa.

2.1.7 Unicaf sustainability award

Unicaf University subscribes to a number of core values such as personal and academic integrity, liberty to question and pursue knowledge, respect of democratic governance and management, professionalism, diligence, ethical behavior and civic responsibility, respect of all human beings, multicultural awareness, tolerance and personalized attention and focus on each individual student. In addition, Unicaf University is being molded as a sustainability campus. In 2021, Unicaf University won the Green Gown Award for sustainability which is a recognition for its sustainability credential across all its campuses throughout Africa.

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3. Part 2: the perils of private higher education in Zimbabwe

3.1 Challenges facing higher education in Zimbabwe

3.1.1 High cost of tuition, poor access to decent accommodation and food insecurity

Exorbitant tuition fees and relatively high cost of accommodation are among some of the major challenges facing students at both private and public higher education institutions alike in Zimbabwe. The Southern Africa sub-region has witnessed a number of student demonstration dubbed the “#Fees Must Fall” which started in South Africa but have since spread to Zimbabwe and other countries. The average salary for a school teacher in Zimbabwe currently stands at $100 a month, and that low-income figure for a public servant leaves them with no disposable income to cater for school or college fees. The recent 500–1000% spike in tuition fees at University of Zimbabwe which resulted in flash student demonstrations in September 2022 is indicative of the extent of the problem that has been simmering on the ground. Students have been paying Z$50,000 per semester, and the fees were increased to between ZW$300,000 and ZW$500, 000 or US$930. However, Master’s students were expected to pay ZW$1 million in tuition following the increase. Clearly, those tuition fees are out of reach for most poor families in Zimbabwe. Similar trends in tuition increases have spread to other public institutions such as the Midlands State University, Great Zimbabwe University and National University of Science and Technology although these have been introduced against vehement resistance or displeasure from both the students and the hard-pressed parents. Meanwhile, the average Unicaf tuition is pegged at US$100 per module or US$3000 per programme. Clearly, these fees are beyond the reach of many average Zimbabweans. The issue of affordable fees is a major challenge in the Zimbabwe’s economy where majority of the workers are struggling with the highest inflation in the world which is eroding household incomes and making it difficult for students to afford university education.

3.1.2 Low student enrolments rates

The world has been facing what has been dubbed “the great enrolment cliff” or a major decline in enrolment numbers across both public and private Universities and Community Colleges. The onset of Covid-19 accelerated the rapid decline in student enrolments and made an already bad situation worse. In Zimbabwe, Universities have been grappling with falling student enrolment numbers for years a predicament that is in tune with global trends. Compared with its regional counterparts, Zimbabwe is lagging behind in tertiary student enrolment rates. According to the World Bank (2020) report, Zimbabwe’s 8.5% tertiary enrolment rate lags behind that of regional leaders Botswana (23.4%), South Africa (20.5%) and Kenya (11.7%). In addition, drop-out rates are high and heavily correlated with the relatively high cost of tuition fees as the main cause or reason for dropping out of tertiary institutions. Similarly, the outbreak of Covid-19 has negatively affected enrolment rates at major universities worldwide. Although specific numbers for enrolment declines attributed to the pandemic are not available, anecdotal evidence shows that most students failed to attend classes at universities during Covid-19 era with international students being heavily and seriously impacted negatively.

3.1.3 Negative publicity

The local higher education regulator recently published a negative notice stating that Unicaf University Zimbabwe was not a registered institution and that it was not allowed to serve as a recruiting agent for foreign Universities. This fallout resulted in litigation with Unicaf University Zimbabwe contesting the intentions of the national regulator of placing the advertisement in press knowing fully well that Unicaf was in the process of applying for the renewal of its provisional registration license. Although an assessment of the damage has not been completed, some private partners withdrew from negotiations to establish MOUs with Unicaf without providing any clear reasons, and this could only be attributed or related to the negative effects arising from that public notice that was flighted in a local newspaper.

3.1.4 Lack of political support

Doing business in Africa is not only affected by the conditions or eligibility requirements that are set for future businesses or potential investors, most of which are clearly laid out. What is deeply disturbing is that political culture in most African countries including Zimbabwe makes it hard to conduct normal business depending on who you are taking to and how connected one is to the key political actors or levers of power in the land. Without the necessary political or social capital, meeting eligibility criterion may be necessary but insufficient to pave the way for successful completion of investment deals in an African country such as Zimbabwe. What is even more troubling is the fact that strings that are attached by these dubious political actors or people with influence are oftentimes invisible and what you experience are the negative outcomes or delays that cannot be explained rationally or attributed to the rules and regulations affecting doing business in given country or investing in particular economic sector. This borders on corruption, abuse of power and a tendency to indirectly demand bribes without clearly doing so as that is against the law or can be contested in a court of law. The ability to counter such nefarious practices by lobbying relevant key players could eventually result in securing the intended outcome which is often elusive given the information asymmetry associated with such conduct.

3.1.5 Bureaucracy in institutional and academic programme accreditation

Unicaf has been operating in Zimbabwe since 2018. Despite its lengthy presence in Zimbabwe where it is expected to establish its future hub for online teaching and learning in Southern Africa, the institution does not yet have accredited academic programmes and renewal of its registration license has been delayed unnecessarily. Bureaucratic wrangling between Unicaf and ZIMCHE appears as the main stumbling block in institutional and academic programmes accreditation. Although numerous communications have been exchanged between Unicaf University Zimbabwe and ZIMCHE, there has not been much progress in the past 4 years.

The bureaucratic tendencies have been manifested through delays in holding key inspection meetings, such as the physical facilities inspection visit that was originally slated for April but was eventually held on the 9th of September 2021. Although a report on the proceedings of the meeting was to be prepared by regulator and shared with the host institution, a year later no formal report was submitted or shared with Unicaf University. Another area that has suffered from bureaucratic wrangling is the delays in approval of eight (8) graduate programmes that were submitted for accreditation in December 2020. Almost 2 years later, the regulator has not formally responded to the institution regarding the status of these programmes. In addition, the Provisional Registration License of Unicaf University Zimbabwe was allowed to lapse in October 2019 despite numerous efforts to remind the regulator to renew this license before the expiry date. Similarly, bureaucratic delays were experienced in the form of lack of feedback on the University Charter that was submitted in 2021 and University organogram.

It appeared as if the Quality Assurance regulator was pursuing an agenda of ‘strategic ambiguity’ or in worst-case scenario ‘strategic confusion’ as there were cases when communications between Unicaf University and the local regulator were suspended pending outcome on legal actions that were being pursued by Unicaf University Zimbabwe as a game of last resort.

3.1.6 Legal challenges in institutional accreditation

Because of the frequent delays, suspensions in communication and inaction on key decisions, Unicaf University was left with no option but pursue the legal route during its pursuit of institutional accreditation. One of the major motivations for pursuing the legal route was the Public Notice that was flighted by the regulator in the local press warning Zimbabweans that Unicaf University was not registered by the local regulator. Although this seems to state the obvious as Unicaf University had applied for a renewal of its Provisional Registration License at the time, and in fact, its case was being heard by the Council, the regulator still went ahead in a move that was designed to tarnish the image and reputation of the institution. Although the University did not win its case against the regulator after filing an Urgent Chamber application in the High Court for the regulator to withdraw the damaging Public Notice, the Judge felt that the case was not urgent since it was filed after 2 weeks of internal consultations among the leadership at Unicaf University. The Judge felt that the case between the two parties could be heard based on its merits.

The University felt aggrieved when the regulator allowed its Provisional Registration License to lapse and then proceeded to not renew this license yet requests for renewal were sent a long time back. Unicaf also appealed the decision on the grounds that the regulator took almost a year to conduct a physical inspection of facilities blaming the delay non Covid-19 despite a request for virtual assessment by the University. The bureaucratic tendencies or bungling by the local regulator birthed an acrimonious relationship with an institution with a noble mission and vision to service an under-served market by developing a state-of-the-art online teaching and learning by establishing a private, independent and pan-African university in Zimbabwe.

3.1.7 Potential risk of lack of multicultural awareness among employees

Unicaf University is a global institution with its students, staff and faculty drawn from more than 160 countries. There are now almost 40,000 students in the Unicaf University campus network. Not every employee of Unicaf has been exposed to international university culture, and therefore, this implies the need for Unicaf in its induction process to train its workers and students on the significance of multicultural awareness. Multicultural awareness is a core value for Unicaf University, and both employees and students are expected to model this behavior by creating a flourishing and diverse multicultural environment at the institution.

3.1.8 Governance issues: conflict of interest in council membership

Membership in ZIMCHE Council comprises current and former Vice-Chancellors of private and public universities among other scholars. This raises the problems of conflict of interest as Councilors are likely to prioritize their own institution through self-interest behavior and thus may exercise bias when voting on decisions or outcomes affecting the institution deemed as a competitor.

3.1.9 Digital divide: low ICT penetration in Zimbabwe and Africa

In rural areas and some urban towns, access to the Internet or WiFi remains intermittent. Yet in the knowledge society, digital access is not a nice to have, but it’s a must have in the same league as utility such as electricity and water. Zimbabwe’s Internet penetration is 30% while mobile penetration is above 90% in 2021. Affordability of gadgets such as computers and laptops also tends to interfere with access to quality online higher education. In order to circumvent this challenge, the Unicaf University provides a complimentary lap-top to all its registered students.

3.1.10 Economic recession and high inflation

Zimbabwe currently ranks among the top three nations in the world having a very high rate of inflation. The inflation rate in Zimbabwe was 285% (i.e. as of October 2022) and is currently 321% (i.e., as of November 2022), and this makes it difficult to conduct normal business while students often struggle with payment of their tuition fees under such hyper-inflationary situation. In such a scenario, students struggle to pay for accommodation, food and health insurance forcing them to drop out from the Universities. With majority of parents earning in Zimbabwe Dollars, the depreciation of the local currency against the United States dollar makes it more difficult for parents to afford to send their children to college. Recently, some public universities in Zimbabwe have faced waves of student demonstrations protesting against more than 100% hike is some colleges fees. Unicaf is better placed to weather this storm as it offers scholarships to its prospective students which help to ease the burden of high cost of tuition and other fees at the university.

3.1.11 Lack of land to build university campus

Unicaf University has not secured large tract of land on which to build a fledgling university campus in Zimbabwe. Such a development will signal to both the government and other key partners that Unicaf has a long-term intention to invest in Zimbabwe’s higher education sector for the benefit of the local population and students that will be drawn from other SADC countries in the sub-region. Unicaf can easily implement the strategy currently being used by other relatively new universities that have bought land in surrounding areas of Harare given that it is both cheaper and easily accessible to the city centre in order to support the business activities of the university.

Given that Unicaf does not own land in Zimbabwe currently as its main campus is located in a rented space in Central Business District in Harare expansion plans which are predicated on successful institutional accreditation should entail securing vast tracts of land to build its own campus. Suffice to say the government views Universities that have invested in land favorably as it sends a clear signal to demonstrate long-term expansion and presence in a given country. Renting in Central Business District may not be sustainable especially as the University plans to grow its campus into a major hub for Southern Africa.

3.1.12 Covid-19 outbreak

The global pandemic has negatively affected the steady progress in the establishment of Unicaf University in Zimbabwe. Although developed nations have established technological infrastructure to support transition from face-to-face or brick-and-mortar to e-learning and distance education, in contrast most developing countries are still underprepared for this transition [5]. For instance, the Unicaf University Zimbabwe which is trying to establish a state-of-the-art e-learning institution in Zimbabwe suffered a severe blow when it lost its founding Deputy Vice-Chancellor and Acting Vice-Chancellor to Covid 19 in 2020. Even as the pandemic was ragging, a number of staff including two senior management contracted Covid-19 and were hospitalized. The University adopted a series of strategies including trainings on Covid-19 prevention, hand washing, sanitizing, fumigation of offices, the wearing University supplied masks, limiting visitors to campus and holding virtual meetings as ways to curb the spread of the pandemic at the Harare campus.

3.1.13 Science, technology engineering and mathematics (STEM) deficiency

In Zimbabwe, the National Skills Audit Report [3] of 2018 identified major gaps in the area of Science, Technology, Engineering and Mathematics [6]. The deficiencies in STEM are manifested through an acute shortage of academic staff, laboratories and workshops and related specialized facilities to support teaching and learning in STEM programmes especially in the public Universities. Given that Unicaf University is a technology-centred institution, any shortages or deficits in technology skills which are relevant for driving e-learning and e-innovations have a direct negative impact on the future development and growth of the University. The challenge in terms of weak supply and demand for STEM at the national level requires close attention from not only policy-makers but those who are tasked to establish online and blended e-learning institutions which put information and communication technology (ICT) at the centre of their very survival as well as the ability to thrive in the long-term.

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4. Conclusion

Unicaf University is a pan-African, independent and internationally recognized institution with a network of campuses and Learning Centres situated in 12 different African countries. In Zimbabwe, Unicaf University was granted a license to operate a university in 2018 by Zimbabwe Investment Agency (ZIA). Unicaf University operates in partnership with highly reputable institutions in Europe and United States of America. These include University of East London, University of Liverpool John Moores and University of Suffolk. In the mainland of United States of America, Unicaf University has partnered with the University of California at Riverside.

Unicaf University is the first, private open and distance e-leaning institution to be established in Zimbabwe. Unicaf is currently situated in the Central Business District of Harare and has built a state-of- the-art-campus comprising a digital library, offices for senior management, lecture rooms, tutorial rooms, Auditorium, Call Centre and Walk-in Centre among other facilities. Despite building such modern facilities, the local regulatory authority has taken more than a year to approve the teaching and learning facilities. While some delays could be blamed on Covid-19, even after the peak period key decisions required to launch the use of these modern facilities remain outstanding or are still pending.

The entry of Unicaf University in Zimbabwe’s higher education landscape is in direct alignment with and advancement of key observations and recommendation made by the World Bank report that the country’s low level of tertiary enrolment coupled with the dominant position of public universities in tertiary sector and the government’s limited budgetary resources point to the need for an expansion strategy based on “institutional differentiation” and “real competition.” The pursuit of such a strategy would create an opportunity to tap into complementary benefits of various institution types (including private Open and Distance e-Learning) and educational modalities (online and blended learning) to create a flexible, adaptive and fit for purpose workforce.

Although the situation is not dire, there are still problems that are associated with navigating the treacherous accreditation of private, open and distance e-learning institutions in Zimbabwe and Africa in general. However, Unicaf University will continue to grow into an internationally reputable institution that is resilient, welcoming, multicultural and supportive of its students, faculty and staff as well as conducting its civic duty in relation to uplifting the livelihoods of the local communities that it serves.

The Unicaf University offers a relatively new alternative and innovative distance education model through a private university set up that helps to meet the growing demand for tertiary education and life-long learning programmes. Such a development adds to the much needed public good in terms of diversification of institutional composition, thus complementing the traditional public universities. In addition, e-learning that is being provided by Unicaf model in its various campuses is a necessity even in times of Covid-19 pandemic induced shuts downs and lock downs. Further, the increasing role of private distance learning will help to ease the burden or pressure on government education budgetary resource in short to medium term.

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Disclaimer

The views or opinions expressed in this chapter are mine and in no way represent the official position of Unicaf University, its shareholders or strategic partners. Any mistakes, errors, false claims or misrepresentations that may be contained or identified in this chapter should be attributed to me and not the institution that I represent or work for in this regard, Unicaf University.

References

  1. 1. Wahab A. Online and remote learning in higher education institutes: A necessity in light of Covid-19 pandemic. Higher Education Studies. 2020;10(3):16-25
  2. 2. World Bank. Revitalizing Zimbabwe’s Tertiary Education Sector to Support a Robust Economic Recovery. Washington DC, USA: World Bank; 2020
  3. 3. Canvass. From student-focussed to student-centric: Your guide to strengthening the student experience. 2022 . Available at https: //www.instructure.com/higher-education. [Accessed: 15 December 2022]
  4. 4. Devex and Visa. Bridging the digital divide skills for digital financial equity and inclusion. 2022
  5. 5. Zarei S, Mohammadi S. Challenges of higher education related to E-learning in developing countries during Covid-19 spread: A review of perspectives of students, instructors, policy makers and ICT experts. Environmental Science and Pollution Research. 2022;29:85562-85568
  6. 6. Ministry of Higher and Tertiary Education Science Innovation and Technology Development. National Skills Audit Report. Harare, Zimbabwe: Ministry of Higher and Tertiary Education; 2018

Written By

Blessing Mukabeta Maumbe

Reviewed: 22 December 2022 Published: 07 March 2023