This study aimed to investigate Zimbabwean parentsâ€™ and teachersâ€™ views on the divergent recruitment policies by Zimbabwean secondary schools in their selection of primary school graduates into secondary schools. Parents and school teachers constituted the sample of this qualitative-cum-quantitative survey research where observations, questionnaires and interviews for teachers and parents were used to collect data. The researchers discovered that boarding schools preferred the use of entrance tests while majority of the day schools used Grade Seven results to recruit candidates for Form One. The study also showed that parents were disgruntled with the confusion created by the conflicting practices in the admission criteria into secondary school. Majority of the parents preferred the use of Grade Seven examinations to entrance tests. Schools that have shifted to using entrance tests, on the other hand, justified their practice on delays by the Zimbabwe Schools Examinations Council (ZIMSEC) to publish Grade Seven results which they claimed derails their preparations for the next academic year. The research questions the laissez-faire approach towards education management by education policy makers in Zimbabwe but recommends co-ordination of educational practices by different schools in the country so that innocent pupils will not at disadvantage.
Keywords: Grade Seven examinations, Zimbabwe Schools Examinations Council (ZIMSEC), entrance tests, assessment, education for all (EFA).