ABSTRACT
The marginalization of rural areas in Zimbabwe in the post-colonial era facilitated the researcher to evaluate on the programs launched by the state and non- state actors in their effort to promote and improve the standards of primary and secondary education from 1980 to 2008 basing in Gokwe rural area. In the first chapter the thesis discuss the efforts done by the state in promoting primary and secondary education, the chapter also covers the constrains or obstacles which hinders the state to successfully achieve her goals. The second chapter tackles upon factors which continued to act as obstacles in hindering the government to achieve its goals and as a result further affected the quality of education attained by learners in the New Millennium era. The third chapter discusses about the revival and intervention of the non-state actors and the final chapter assesses the success as well as failures of the state and non-state organization in their programs in promoting primary and secondary education in order to draw a proper conclusion. The findings detect that although certain achievements were attained by these organizations. Gokwe Gumunyu still remained a marginalized rural area as social, political and economic crisis continues to worsen the situation.
