*The Perils and Promises of Private Higher Education in Zimbabwe: The Case of Developing… DOI: http://dx.doi.org/10.5772/intechopen.109686*

literacy rate pegged at 92%, Zimbabwe has the potential to become the hub of the Unicaf University in the Southern Africa region. However, bureaucratic tendencies in the licensing and registration of Unicaf University in Zimbabwe have become a major source of frustration for the European investors, key shareholders and the University leadership that has been hired to spearhead its development in Zimbabwe. Unicaf University is guided by a comprehensive set of core values which clearly sets it apart as a highly reputable international university with global educational focus and reach. The core values for Unicaf University are highlighted in **Table 2** in the section below.

The afore-mentioned principles underpin the Code of Practice for the Unicaf University Zimbabwe. The core values framework highlights the key core values


#### **Table 2.**

*The Core values framework for Unicaf university Zimbabwe.*

driving the institution. These core values serve as the lived experiences for students, faculty and staff. In addition, the principles espoused in the framework in turn form the basis of the University guidelines and procedures in running the core business operations of the private and independent and internationally recognized online and blended learning university.

#### *1.3.1 The development of new academic programmes for the Unicaf university Zimbabwe*

Unicaf started with twenty-eight (28) academic programmes that it initially wanted to register with the Zimbabwe Council for Higher Education (ZIMCHE). On further consultations with the government regulatory authority, ZIMCHE, Unicaf University was tasked to review its academic programmes to ensure that they were complaint with Education 5.0 and Heritage-based education.

During a period of about 12 months from September 2020 to December 2021, Unicaf University led the review and revision of all the 28 academic programmes by local external experts. The revised programmes were later submitted to ZIMCHE for final consideration and accreditation. It became apparent that ZIMCHE would not accredit all the 28 programmes, and it was decided that Unicaf would instead submit eight (8) graduate programmes for initial accreditation and the rest would be submitted in future in batch format.

In the meantime, invitations to inspect physical facilities as part of programme accreditation were sent out to ZIMCHE. The invitations were crafted in January and the regulator managed to come in September citing Covid-19 complications of conducting a physical meeting. Unfortunately, although standard practice is to provide a feedback report within 2 weeks, more than a year elapsed without this ZIMCHE report. The negative experiences, complications and hurdles that led to the regulator's failure to meet its own commitments and subsequent delays spilling over into the following year had a major bearing on the pace and pathway that Unicaf followed in its journey to establish the first private online and blended learning University in Zimbabwe.

## **2. Part 2: the promises of private higher education in Zimbabwe**

A study conducted by World Bank [2] (2020 identified six areas as defining opportunities in Zimbabwe's higher education sector. For the purposes of this chapter, the following three out of the six areas which are (i) Expanding Access and Improving Equity, (ii) Improving Quality and Relevance and (iii) Expanding Technology Transfer were found to be particularly relevant for the mission and vision of Unicaf University Zimbabwe. In order to expand access, enhance quality and improve technology transfer, Unicaf university had to position itself as a highly competitive institution with state-of-the-art infrastructure and facilities and an internationally reputable global brand.

#### **2.1 Competitiveness of Unicaf University Zimbabwe**

#### *2.1.1 Triple accreditation status: Local and international accreditations*

Just like so many other Universities both private and public, Unicaf University Zimbabwe is expected to compete for students in the domestic and regional markets. In order to enhance its global brand, Unicaf University has acquired international

#### *The Perils and Promises of Private Higher Education in Zimbabwe: The Case of Developing… DOI: http://dx.doi.org/10.5772/intechopen.109686*

accreditation status for its academic programmes in other countries. The triple accreditation status arises from the fact that its academic degree programmes are accredited by three different accrediting bodies. First, the academic programmes are accredited by the British Accreditation Council for Independent Further and Higher Education. Second, these programmes undergo the rigorous process of accreditation by the national regulatory authority for higher education in respective countries, such as the Zimbabwe Council for Higher Education (ZIMCHE). Third, Unicaf University degrees are accredited by the United Nations Academic Impact. In general, triple accreditation status gives the Unicaf University degree programmes international recognition by employers and industry in across many different parts of the world.

#### *2.1.2 Virtual learning environment*

Unicaf University has developed the bespoke Virtual Learning Environment (VLE) that is used to offer various course modules via on line and blended learning, examinations as well as professional development programmes. Every student is inducted into the VLE and offered a lap-top in order to fully participate in their degree programmes.

#### *2.1.3 Unicaf academic innovation*

The main thrust of academic innovation in a university setting is to constantly enhance students' experience by helping the learners achieve their best academic outcomes and personal goals. Academic innovation is underpinned by new innovations in teaching, learning, assessment and campus operations designed to ensure the development of a quality learning environment. In other words, academic innovation involves investing in systems, processes and procedures to support a seamless student experience from enrolment to graduation. The practice or implementation of innovation activities falls into three categories namely, product or service innovation, technological innovation and innovation in knowledge systems. The culture of academic innovation deals with making the best decisions for students, faculty, lesson delivery and curriculum. With proper planning and execution, academic innovation will result in positive outcomes such as engaged students, greater learning flexibility and a safe campus [3]. Higher education institutions such as Unicaf University are using academic innovation to respond effectively to students who are demanding engaging, collaborative and immersive learning environments.

Academic innovation strives to promote academic growth and allow mindsets and imagination to flourish across university disciplines. In terms of sustainable academic innovation, it requires addressing learning gaps, continuous improvement by catering for the needs of students, faculty and support staff and more importantly replacing outdated or legacy technology with a modern campus technology ecosystem while improving student experience in order to improve retention and success. Besides, academic innovation entails empowering researchers and accelerating research to drive innovation in teaching, service and related areas. Academic innovation is quite central to the promotion of academic excellence.

#### *2.1.4 Unicaf student scholarship programme*

Since its inception, Unicaf has distributed over \$100 million worth of scholarships as student financial aid that has assisted thousands of students across Africa. This scholarship scheme has enabled poor students acquire high quality Unicaf University


#### **Table 3.**

*Zimbabwe food inflation relative to other countries, November 2022.*

degrees or an equivalent degree from its partner institutions. As a result of falling household incomes and rising inflation in Zimbabwe which is currently pegged at 321 per month, Unicaf Scholarships are useful for assisting students particularly those from low-income households acquire a degree from highly reputable pan-African institution in collaboration with strategic partners and leading Universities in the United Kingdom and the United States of America (**Table 3**).

It is noteworthy that the Unicaf Scholarships play a pivotal role in eliminating or reducing disparities in access to higher education in Zimbabwe. Given that Zimbabwe leads the World Bank list of countries hit hardest by food inflation at 321%, access to education is therefore threatened by exposure to high inflation. Unlike South Africa, Zimbabwe does not have a national financial aid scheme (NFAS) for students. In developed nations such as the United States of America, United Kingdom and Canada, financial aid schemes for students are readily available especially for students from low-income backgrounds. Once the Unicaf University Zimbabwe is fully accredited, the Unicaf Scholarship Scheme could complement limited corporate scholarships and government financial support such as BEAM which is meant for students from poor families, and this will in turn help to lower financial barriers to tertiary education in Zimbabwe [4].

#### *2.1.5 Local versus global strategic partnerships*

Unicaf has forged strategic partnerships with a number of local banks, Telcoms and other key institutions. For instance, Unicaf has signed Memorandum of Understanding (MOUs) with CBZ, TELECEL, Institute of Chartered Accountant of Zimbabwe, (ICAZ) and the Zimbabwe Open University (ZOU) among others. These strategic partnerships are designed to advance academic excellence and generate leads for Unicaf. Corporate partnerships in particular usually involve Unicaf extending its scholarships to mobile phone subscribers in telecoms, private banking clients and individuals who are drawn from these private institutions.

Unicaf University has forged value-added strategic partnerships with key institutions in Europe, United States and throughout Africa. As previously highlighted,

*The Perils and Promises of Private Higher Education in Zimbabwe: The Case of Developing… DOI: http://dx.doi.org/10.5772/intechopen.109686*

in the United Kingdom, Unicaf University has established mutual, synergetic partnerships with University of East London, Liverpool John Moores, University of Suffolk including the University of California Riverside in the United States of America.

#### *2.1.6 Unicaf Call Centre*

Unicaf operates a Call Centre which recruits prospective students on a daily basis. Since academic programmes at Unicaf University had not received full accreditation from the ZIMCHE, and were still undergoing accreditation considerations, the Call Centre was restricted to enrolling students on behalf of other Unicaf University campuses in Sub-Saharan Africa as well as the afore-mentioned partner institutions from around the world. The Call Centre is therefore an essential cog in turning the wheels of Unicaf University campus network forward in its bid to be highly competitive in the student recruitment arena on the continent of Africa.

#### *2.1.7 Unicaf sustainability award*

Unicaf University subscribes to a number of core values such as *personal and academic integrity, liberty to question and pursue knowledge, respect of democratic governance and management, professionalism, diligence, ethical behavior and civic responsibility, respect of all human beings, multicultural awareness, tolerance and personalized attention and focus on each individual student*. In addition, Unicaf University is being molded as a sustainability campus. In 2021, Unicaf University won the Green Gown Award for sustainability which is a recognition for its sustainability credential across all its campuses throughout Africa.
