British Journal of Marketing Studies Vol.2,No.6, pp. 68-83, October 2014 Published by European Centre for Research Training and Development UK (www.eajournals.org) 68 ISSN 2053-4043(Print), ISSN 2053-4051(Online) MANAGING QUALITY IN THE NON-FORMAL SECONDARY EDUCATION SECTOR: A CASE STUDY OF INDEPENDENT COLLEGES, MIDLANDS PROVINCE, ZIMBABWE Edward Mudzimba, Fainos Chokera, Tendai Ngwenya Ministry of Education and Culture, Dorset Secondary School, Gweru, Zimbabwe Lecturer Department of Marketing, Midlands State University, Gweru Zimbabwe Lecturer Department of Marketing, Midlands State University, Gweru, Zimbabwe ABSTRACT: The study is an evaluation of the quality of education offered by small independent colleges in Zimbabwe. Focus was on (1) the level of compliance of independent colleges to the government requirements on quality education (2) perceptions held by students on the quality of education they experience in the independent colleges and (3) challenges faced by independent colleges in providing quality education. Data was collected from the 320 respondents being students, staff of the independent colleges and representatives from the ministry of education and culture and the Zimbabwe Council for Education (ZIMSEC). The main instruments of the study are questionnaires and interviews. The study found out that Independent colleges are failing to meet governments requirements on quality education and their students have negative perceptions towards the quality of education they are receiving. Lack of funding emerged as the main challenge affecting independent colleges in providing quality education. The study recommends the government to strengthen its monitoring and supervisory efforts in the non-formal education sector. Independent colleges are also urged to seek strategic partnerships with other players locally or internationally to reduce their financial burden. KEYWORDS: Quality, Non - Formal Education, Independent Colleges INTRODUCTION Zimbabwe is currently ranked the best African nation in terms of literacy rate (UNDP 2010). The United Nation Development Programme (UNDP) statistical digest of June 2010 highlighted that the country’s literacy rate had risen to 92% up from 85%, this is a plus to a government which upon gaining independence in 1980 declared education a basic human right and devised several strategies to ensure that education is accessible to its citizens. One of the strategies adopted by the government which is credited with this success has been the partnering with the private sector in the provision of education. Since the enactment of the Education Act [Chapter 25:04], Zimbabwe has witnessed a tremendous growth in the number of private educational institutions mainly through the emergence of large as well as small independent colleges. In most countries there is a general feeling that the rapid expansion if not massification of education will result in the deterioration of quality. Grisay and Mahlck (1991) urged the governments of developing nations to put more emphasis and particular attention to the issues concerning educational quality and improvement strategies. The Zimbabwe Education Act [Chapter 25:04] defines an independent college as any educational institution, other than a Government educational institution, which maintains, manages or conducts any educational