CHAPTER 1 INTRODUCTION 1.

0 Introduction
Micro-economic fluctuations experienced in most developing countries are believed to be the major determinants of the individuals decisions to enroll at higher education. The extent to which these factors influence tertiary education is still on the research agenda. This study takes further the research to analyze the determinants of individuals decision for enrolling at higher education by asking the prospective demanders the factors that lead them to enroll into university or college.

1.1 Background of the study

In order for the researcher to come with a sound model, a development of the variables is studied. The background seeks to answer the question on how the individuals decisions has behaved over time and how the education system developed over time both outside and within Zimbabwe. The Zimbabwean education system was marred by the bottle neck system where the whites went to the best schools. The blacks were sending to schools with poor accommodation and learning facilities. Demand for education in the colonial era was very low because of the restrictions imposed by the settler regime. After attaining independence in 1980, the Zimbabwean economy experienced a period of growth with key social indicators improving. However, the 1990s witnessed a turnaround of economic fortunes and the downward spiral began the human development index (HDI), had peaked in 1985 at 0.621 only to decline to 0.496 by 2001. Life expectancy at birth which was 61 years in 1990 was estimated at 43 years for the period 2000-2005. Some of the explanations for this include recurring droughts and the non realization of the objectives of the structural adjustment programs of the 1990s, with an estimated 20% compared to 48% in 2003. Currently the economy is experiencing a moderate level of inflation at around 4.5%.At independence, in 1980, the Zimbabwe dollar was worth about US$1.50. Since then, rampant inflation and the depreciation of the economy has severely devalued the currency with inflation reaching 624% in the early 2004, falling back to low triple digits around 2005 before surging to a new high 3,713.9% in April 2007. Distortions in the pricing of key commodities and utilities, high unemployment rates, rising poverty levels, foreign exchange and commodity shortages, deterioration of basic public service provision, rising inequalities and disparities have

characterized the economy. In equality as measured by the Gin coefficient increased from 0.57 in 1995 to 0.64 in2003, implying a worsening of income distribution. According to the center for international private centre (CIPE)-2011, the pursuit for higher education in Zimbabwe has become a futile effort. Education is widely considered as one of the most legacies from which people derive legacy and power. In addition it enhances social, political and economic performances. The first major reform soon after independence was the amalgamation of the separate education systems that were presents before independence. The reforms in the first decade focused on addressing quantities and significance increases in the number of schools and colleges were registered. In 1998 there were 5 teachers colleges, 2 polytechnic colleges and 2 vocational training centers (VTCs) established and still one university. The reforms led to an increase in enrolment because of the high demand for schools that was grounded in the preindependence system. The educational reforms from 1990 were more focused on the relevance of quality of education. New approaches to content ,technologies, teaching methodologies, skills provision and decentralization of technical and teachers colleges were used to effect these reforms including the establishment of college advisory boards(CIPE,2011)

Several factors can be advanced as affecting the educational process and youth employment. These can be economic, social, political or cultural. The factors affecting education and access and attainment are varied, some of which, if addressed, also address the problems of employment because of the link between the two. The 2003 Poverty Assessment survey found the major problems of being unemployed in Zimbabwe as being lack of skills and inability to find suitable work. The issues surrounding education and employment are interlinked; hence, interventions are mutually reinforcing and should look at the two issues concurrently. The economic environment is the major inhibiting factor to educational attainment, and development. Cuts in education and other expenditure because of negative economic growth and low investment have compromised the development of Human Capital in recent years. The economic hardships being faced by the majority of people in Zimbabwe, lack of resources by parents and the guardians for schooling costs negatively affects the schooling of many Zimbabwe. The introduction of school fees in 2006 resulted in major outcry from the majority because of the increased cost burden, considering the government is a major duty bearer in the provision of quality education and should also cushion the vulnerable from harsh socioeconomic influences. This saw a large reduction in university student enrolment in state

university as most could no longer afford. This trend has been corrected with the introduction of the Cadetship Scheme and the recent sentiments from the minister of finance Mr. T. Biti (2011 National Budget) about the reintroduction of the education grants

The major achievements attained so far in higher education sector in Zimbabwe since 2008 are reflected in increased access by more young people to education and training enhancement of equity. In terms of access, total enrolment in universities, technical and teachers colleges grew by 6% between 2008 and 2011 as shown in the following bar graph. Bar Graph. Evolution of enrolments at universities and colleges since 2008

4.5 4 3.5 3 2.5 2 1.5 1 0.5 0 technical colleges teachers colleges universities 2008 2009 2010

In addition there are more than 400 private vocational training institutions with an estimated total annual enrolment of 1500. These institutions are providing short and long term courses in Hospitality, Applied Arts, Business Studies, Information Technology, Horticulture as well as Hair dressing and Cosmetology. They play a pivotal role in widening access to tertiary education and training to young school leavers.

The huge fall in enrolment over 2000-2005 might only be explained by economic contraction which averaged -8% over the period. In light of the large evidence that links economic growth to education, such high levels of enrolment decline motivated us to conduct this study. Therefore, the purpose of this study is to investigate the link between social and economic variables to the individuals decision to enroll for tertiary education, focusing on income, gender, students general performance, and breadwinners education. Soon after independence, the country made significance gains in expanding educational levels as result of greater attention to education by government and increasing international support .Several tertiary institutions were built; these include universities, technical and teachers colleges which offers studies that have a specialist component of either degree or diploma courses. Universities offer degree courses in various disciplines whilst colleges offer diplomas in agriculture, teacher, nurse and technical training. These higher education institutions have greatly expanded as the government embarked on education for all policy. For instance in 1980 there was only one university but this figure increased to 11 universities by 2010(stat and private owned). Most of the tertiary institutions are publicly owned and the government finances their programs by releases block grants. The educational policy creates dependency of both public institutions and students on the performance of fiscal revenue. Hence in line with the evidence on the pro-cyclical nature of fiscal revenue, any shock to fiscal revenue will affect the success of tertiary institutions.

Statement of the problem

Population is rapidly increasing at a higher rate than that of enrolment into institutions of higher learning. This results in many youths remaining idle to the economy, downfall of the standard of living, crime rate increasing-infect social unrest are rampant. All these problems are determined to the sustainability of the economy. The main concern is on identifying the main determinants of the individuals decision to enroll into higher learning such that the downfall can be addressed at individual level.

Research questions
Is there a conducive educational environment for the individuals in deciding whether or not to enroll at higher institutes? What are the benefits of proceeding with education at higher institutes instead of getting employed soon after completing the basic education? What are the challenges faced by individual decision makers on the issue of high education in Zimbabwe?

Objectives
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The study seeks to highlight factors that lead individuals to whether or not to enter university or college from individuals perspective.
To provide summary on the relationship that exist between individuals decision for higher education and the explanatory variables (income, breadwinners levels of education, gender tuition and the general performance of the student). To bring about the solutions to the government and responsible authorities on problems bedeviled the higher education demand and circumvent the ripple effects to economic growth.

Statement of hypothesis
Decision to enroll for higher education has a positive relationship with household income, breadwinners level of education, students general performance, and there is a negative association with the level of tuition fees.

Delimitation of study
The researcher will carry out the study in Harare which will enhance the success of the study. The researcher will consider 150 students as the population size whom I assume will posses same characteristics.

Limitations
There is a lot of paperwork that is time consuming and cumbersome given the short timeframe of doing the study. Financial disbursement may slow the pace at which the researcher is expecting to accomplish the research.

Organization of the research

Chapter two provides empirical and theoretical evidence on the determinants of individuals decision for higher education. Chapter three describes the methodology and chapter four- outlines the researchers results after diagnostic tests of the variables. Finally, chapter five- the researcher presents and discusses policy recommendations and the conclusion based on the findings.