A framework towards improving income-generating projects in secondary schools in Mbire District

Abstract

The increasing financial challenges facing secondary schools in Zimbabwe, particularly in rural districts, have necessitated the adoption of Income-Generating Projects (IGPs) as alternative sources of revenue for supporting educational programmes and institutional sustainability. Despite the widespread implementation of such projects, many schools continue to experience difficulties in achieving sustainable project performance. This study sought to develop a framework for improving the management and sustainability of Income-Generating Projects in secondary schools in Mbire District, Zimbabwe. The study was informed by Resource Dependence Theory (RDT) and the Resource-Based View (RBV), and adopted a Pragmatist research philosophy. A Convergent Parallel Mixed-Methods Design was employed to collect and analyse both quantitative and qualitative data. The study involved 136 participants comprising school heads, School Development Committee (SDC) members, teachers, and students drawn from selected secondary schools in Mbire District. Data were collected using questionnaires and semi-structured interviews and analysed through descriptive statistics, correlation analysis, and thematic analysis. The findings revealed that the most common Income-Generating Projects implemented by schools were poultry production, horticulture, tuckshops, and goat rearing. The overall performance of the projects was found to be moderately effective, with a mean score of 3.01 (SD = 1.12), indicating that although the projects contributed to school development and supplementary income generation, their sustainability and profitability remained limited. The study identified lack of funding (88%), poor management skills (79%), environmental and climatic challenges (69%), inadequate stakeholder participation (60%), limited technical expertise (57%), and poor market access (52%) as the major factors affecting project sustainability. Stakeholder participation was generally moderate, with most respondents indicating limited involvement of parents and community members in project planning and decision-making processes. Statistical analysis established a strong positive relationship between stakeholder participation and project performance (r = 0.68, p < 0.001), demonstrating that schools with higher levels of stakeholder involvement achieved better project outcomes, accountability, and resource mobilisation. The study concluded that while Income-Generating Projects play a critical role in enhancing financial sustainability in rural secondary schools, their effectiveness is constrained by financial, managerial, technical, environmental, and institutional challenges. The sustainability of school-based projects depends on effective leadership, adequate resource mobilisation, stakeholder collaboration, entrepreneurial capacity, transparent financial management, and continuous monitoring and evaluation. Based on the findings, the study developed a management framework centred on entrepreneurial leadership, financial accountability, stakeholder participation, technical capacity building, climate-resilient project implementation, strategic resource mobilisation, and monitoring and evaluation systems. The study recommends increased financial and technical support from government and development partners, continuous training of school administrators in entrepreneurship and project management, enhanced stakeholder participation, improved monitoring and evaluation mechanisms, project diversification, and the establishment of clear policy guidelines for the management of school-based Income Generating Projects. The proposed framework provides a practical strategy for transforming Income-Generating Projects into sustainable institutional enterprises capable of improving educational quality and financial resilience in secondary schools within Mbire District and similar rural contexts.