Factors associated with the academic performance of '0' level learners: A study of selected secondary schools in Mutasa District in Zimbabwe.

Abstract

The Zimbabwe Education system has been beset by problems emanating from the colonial system of government. At independence in 1980, the Government of Zimbabwe initiated major expansions in the education sector at all levels. The main aim was to fulfill political promises to transform an elitist, racially and socially biased educational system to one that will provide universal access to education.