Abstract: This study was motivated by numerous reports on inadequate financial resources in schools. Pragmatic Research Paradigm, Mixed Methods Research (MMR) approach, and explanatory sequential mixed methods research design guided the study. The study involved 56 secondary schools in 30 clusters in Kwekwe District of Zimbabwe. Disproportionate stratified sampling was employed to come up with four (4) clusters from which respondents and participants were drawn. The population of the study was 570 financial management school officials. A sample of 61 respondents answered close-ended questionnaires while a sample of 19 participants answered interviews questions. Statistical Package for Social Science (SPSS) version 20 was used to analyse quantitative data. Data derived from interviews was analysed using ATLAS.ti. Results of the study showed that sources of finances in Kwekwe District secondary schools were, parents, school projects, central government, non-governmental organisations, and alumni. Major impediments to financing secondary schools in Kwekwe District were, Covid 19 interruptions, delays in fees and levies payment, lack of viable income-generating projects, inflation, economic hardships, government education policy on exclusion of fees defaulters, and engagement of unscrupulous debt collectors. The study concluded with recommendations on revisiting government policy on fee defaulters and recommendations on capacity building of stakeholders on supplementing the school budget through entrepreneurial activities.

Abstract: Fundamental right to education and training has been well established and recognized within numerous political frameworks across the world. Young people and adults still face difficulties accessing or completing TVET programmes across the world. Systemic inequalities related to course materials, financial endowment, human resource, school infrastructure and teaching practices are examples of barriers affecting access in TVET programmes. Even if a second wave of infections is avoided, global economic activity is expected to fall, with average unemployment increasing considerably. Education is an area in which all governments intervene to fund, direct or regulate the provision of services. This paper focuses on access to financial resources and institutional infrastructure and physical facilities. Methodology adopted includes systematic review of literature from primary and secondary databases and featured articles. The findings shows that there was poor physical facilities; poor funding mechanism; inadequate teaching and learning materials and poor assessment methods. As there is no guarantee that markets will provide equitable access to educational opportunities, government funding of educational services is needed to ensure that education is not beyond the reach of some members of society. This paper concludes that although government funding on tertiary education often fluctuates in response to external shocks, slowdown in economic growth and it may be worse due to current Covid – 19 pandemic. Thus, it was recommended that the government and stakeholders should redouble their effort towards strengthening the process of access to TVET institutions.