Diversity and Inclusivity in Higher Education in Zimbabwe

Abstract

The study aimed at establishing the status quo and mapping a direction in diversity and inclusivity in higher tertiary education in Zimbabwe. Whilst different institutions may have guidelines on inclusivity, there seems to be a lack of a specific inclusive education policy or legislation in Zimbabwe. Authors reviewed literature from Scopus several peer-reviewed journals and policy briefs. The reviewed journals covered developed, emerging and developing contexts. Having reviewed the literature, there is evidence that diversity and inclusivity issues are not being fully addressed. Despite ratification of the diversity and inclusion agenda at the national level and the existence of policies at the higher education institutional level, operationalisation is depressed and in need of a Lazarus moment. The situation has been exacerbated by legal and policy incongruities and inconsistencies. Pursuantly, it is recommended that a bespoke diversity and inclusivity institutional policy framework and management architecture be designed, synchronised and operationalised. Areas for further study can be action research focusing on coping mechanisms for the excluded groups. Diversity and inclusion in higher education in developing countries such as Zimbabwe have been adversely affected by limited resources. The negative mindset and stereotypic labelling of marginalised students needs to be changed among the other students and members of staff. The embracing of diversity and inclusion in Higher Education in Zimbabwe provides a sense of hope and optimism among marginalised students. The psychological sense of belonging is reinvigorated as the students are integrated into higher education programmes.