Implementing Arts and Culture in Secondary Schools: The Case of Matabeleland South In Zimbabwe

This qualitative study focuses on the implementation of the Arts and Culture programme in eight secondary schools in the Matabeleland South region of Zimbabwe. Adopting a multiple case study design the article explores, through semi-structured interviews and questionnaires District Education officers, secondary school heads, Arts and Culture Heads of Department, secondary school teachers, parents and secondary school pupils’ perceptions on how effective the Arts and Culture programme is being implemented in secondary schools. The study, among other things, established that while most schools acknowledge that the Arts and Culture programme should be implemented according to Ministry specifications there is a tendency amongst schools to give attention to Arts and Culture when inter-house, inter-school and district competition dates have been announced. Findings also reveal that not all learners are given the opportunity to participate in at least two performing and two visual arts programmes in a year as stipulated by circular number 28 of 2010.Additionally, the policy on the institutionalisation of Arts and Culture was not matched with the provision of adequate materials, infrastructural facilities and manpower. The study recommends the deployment of qualified Arts and Culture teachers to secondary schools, provision of adequate support by District Education officers as well as close monitoring if Arts and Culture is to be effectively implemented.