#1980SoFarSoGood – RGM: Bringing star quality to education

12 Apr, 2015 - 00:04 0 Views
#1980SoFarSoGood – RGM: Bringing star quality to education Zimbabwe Open University Chancellor President Mugabe shares a lighter moment with the institution's vice chancellor Professor Primrose Kurasha at the university's graduation ceremony held at City Sports Centre in Harare in 2014

The Sunday Mail

Zimbabwe Open University Chancellor President Mugabe shares a lighter moment with the institution's vice chancellor Professor Primrose Kurasha at the university's graduation ceremony held at City Sports Centre in Harare today

Zimbabwe Open University Chancellor President Mugabe shares a lighter moment with the institution’s vice chancellor Professor Primrose Kurasha at the university’s graduation ceremony held at City Sports Centre in Harare today

Prof. Primrose Kurasha

Great leaders go for solutions, new ideas, and silver linings, even in the worst of times. They may change course, but they never give up.

 

They thoughtfully navigate their followers to a better place – often to places their subordinates did not even know or believe possible.

The best leaders will tell the truth even if the “sky is falling”, and then shine a light on the path to get everyone to a better place.

At Independence in 1980, Zimbabwe inherited a “falling sky” educationally.

In this context, the newly Independent Zimbabwe yearned for leadership that would trigger impact, influence and inspiration in the democratisation of an education system which was fraught with educational inequities.

Such leadership was to be found in the person of President Mugabe.

Since then, his leadership in the sphere of educational reforms has mesmerised, not only his admirers but his critics alike.

RGM, the educational reformer

Prior to Independence, at the forefront of Zanu’s plans for reform of the educational system was the promise of free and universal primary education. This was to be supported by an expansion of the secondary school system to create access to secondary school education for all those children wishing to venture beyond primary education.

There was also an objective to introduce further reforms, which would provide for continuing education and more scientific and technical curricula, particularly within the secondary school sector.

Expansion of tertiary education also gathered momentum. Immediately after Independence, Government embarked upon a programme of rapidly expanding the education system at all levels – from early childhood development to university.

As a result, Zimbabwe continues to boast the highest literacy rate in Africa. Over the first decade of Independence, Government focused on achieving educational equity in line with the principle of “Education for All”.

The education system was expanded with great speed as schools were constructed in marginalised rural areas and disadvantaged urban areas.

Teacher training was also accelerated.

This unprecedented expansion gave rise to the need for buildings, and this was innovatively managed through the introduction of double shifts per day, but with separate sets of teachers. Call it two schools in one school, if you so wish! The supply of teachers was increased via the Zimbabwe Integrated Teacher Education Course (Zintec), a form of open and distance learning.

In 1988, Government formed a separate Ministry of Higher Education to provide specifically for tertiary education, which included teacher education colleges, universities and vocational colleges.

The proportion of trained teachers increased dramatically during this period.

This ensured more teachers were supplied into the education system, thus greatly reducing the proportion of untrained teachers. From 1990, the reforms began to focus more on the relevance and quality of education. In line with this ‘quality reform’ period, the proportion of trained teachers rose dramatically.

For example, in 1990, about 52 percent of primary school teachers were trained and by 1997, this figure had increased to about 78 percent. In respect of secondary schools, only about 48 percent of the teachers were trained in 1990 and by 1997, this figure had dramatically moved to 89 percent.

The current reforms are, in the main, aimed at promoting national unity with a long-term view to contributing towards national development. It is also the aim of the present educational reforms to promote all languages and cultural values so as to create a distinctive Zimbabwean way of life.

RGM, promoter of children’s rights

Post-Independence education was democratised and experienced phenomenal growth of unprecedented levels. The number of schools nearly doubled between 1980 and 1985 from 2 401 to 4 324 (Saunders, 2000). Total enrolments in the primary schools increased to 2 460 323 in 2001 (Masuko, 2003).

The total enrolment for secondary schools increased from 66 215 in 1979 to over 800 000 by 1999 (Nziramasanga Commission, 1999). Teachers’ colleges, which had an enrolment of 2 829 in eight colleges in 1980, had an enrolment of 19 000 in 15 colleges by 1999 (Nziramasanga Commission, 1999). Technical colleges and vocational training centres, which had 3 832 students in two colleges in 1980 had 18 000 in 11 colleges by 1995.

Enrolment was at 2 240 students in one university in 1980 and by 1999, was over 54 000 in five universities.

Accessing basic education

Soon after Independence, Government – in an effort to lessen the negative impact of the colonial educational system – made public education in Zimbabwe free. In this way, inequities from the then existing colonial educational system were dismantled.

Education was declared a basic human right and racial integration was vigorously pursued.

Further, Government made basic education accessible through policies of free education, compulsory education and upholding children’s right to education. Driven by a socialist philosophy, primary education was made free and this resulted in admission rates expanding dramatically (Ministry of Education, Sport and Culture, 2001). Education was democratised.

President Mugabe declared education to be a basic human right in line with the United Nations Convention on socio-economic development. This opened doors to anyone who wanted education regardless of age, ethnicity or colour.

It was not surprising, therefore, to find men and women aged 15 or 16 years in a Grade One class. Education for all was ushered in leading to a massive increase in school enrolment at primary and secondary levels.

For example, enrolment rose from 66 215 to 716 730, an increase of 951 percent between 1980 and 1995 while the number of schools increased from 177 to 1 502 (749 percent) during the same period.

Existing schools were required to expand by enrolling more classes at every level. For example, if a school normally had six classes of Form 1, they were expected to double or even treble. No wonder some schools had as many as 2 500 pupils.

Class sizes also increased from about 35 to 42. In order to ease congestion, more new schools were built and existing ones expanded. The idea was simple: Anyone who needed education was not to be denied access. Secondary school classes were created at primary schools, popularly known as “Upper Tops”.

These bold measures were taken to expand access to education. Under normal circumstances or in other countries, increase in enrolments would have waited until infrastructure and qualified personnel were in place. In Zimbabwe, it was education for all now!

Unqualified personnel with O-Level and A-Level were recruited to teach at primary and secondary schools, respectively.

In addition, expatriate teachers from all over the world were also recruited to complement teaching staff. These were measures taken to ensure no one was left behind in acquiring education.

Quality education

Quality issues have always pre-occupied President Mugabe. This, he demonstrated by setting up the Nziramasanga Commission into Education and Training. The Presidential Commission made several recommendations to enhance the quality of education.

It is, however, sad that the recommendations were not implemented due to a combination of factors, including economic. Among the recommendations was the introduction of ECD. It is now policy that every child must go through ECD before commencing Grade One.

Consequently, every primary school in the country should offer ECD classes.

This is meant to strengthen the education foundation of every child before starting formal school. In addition, the policy is meant to level the playing field so that all children commence Grade One on equal footing. ECD is no longer for the elite.

The review of the education curriculum by the Ministry of Primary and Secondary Education currently underway seeks to address issues of quality and relevance.

This follows the 1986 policy which introduced technical vocational subjects at primary and secondary school levels in a bid to equip school-leavers with some technical or practical skills.

Issues of governance were not spared.

Gender equity in education

In 1980, the proportion of female learners in primary schools was 47,6 percent. By 1999, the proportion of females had increased to 49,1 percent, meaning that of males had gone down to 50,9 percent.

This information shows that although equity had not been completely achieved, there were significant improvements during the first two decades of Independence in making education accessible to female students. The general pattern is the same for secondary education as it is for primary education; that is, the proportion gap between male and female students was narrowed during the first two decades.

In 1980, about 43,3 percent of students in secondary education were females. In 1999, the proportion of females had increased to 46,9 percent.

Racial equity in education

Prior to Independence, schools in Zimbabwe were divided into two main categories – Group A and Group B.

Group A schools were for white learners and most of them were well-equipped with state-of-the-art teaching and learning facilities. Group B schools were for black learners and most were poorly-funded.

Government disbanded this classification system to achieve racial equity in all schools. White and black learners had the opportunity to enrol in the same schools and receive the same education regardless of race. According to Watkins (2000), before Independence, average expenditure for each white pupil was about 20 times higher than that of a black pupil.

This wanton discrimination ended in 1980 when the education system was democratised. Education, after Independence, saw a substantial increase in national budget allocation, always making it the highest funded sector.

Watkins (2000), states that education was consistently the single biggest item of budgetary expenditure and it accounted for 18 percent of total spending on average. The share of GDP allocated to education increased by 3 percent, one of the highest levels of investment in education in the developing world.

It is no wonder, therefore, that literacy levels rose to the highest levels in Africa.

The dual education system was abolished by merging the European and African divisions of education. Staff conditions of service were unified. For example, equal salaries for teachers with the same qualifications, single administration structure with more blacks occupying key positions such as permanent secretary and directors.

While blacks could not head secondary schools for blacks or whites, this was brought to an end with the appointment of blacks to head former Europeans only schools such as Mount Pleasant and all other secondary schools. Black children could also enrol at former whites only schools such as Prince Edward, Churchill, Girls’ High, Queen Elizabeth just to mention a few.

Similarly, blacks could enrol to train as teachers at colleges such as Hillside, previously reserved for whites.

The abolition of tuition fees at primary school level brought education to the door-step of all those who had the thirst for education. Education was made free and compulsory, and was free from all forms of discrimination. Government policy now is to build a primary school within a five-kilometre radius and a secondary school within a 10km radius of every village.

Also, there is a Government secondary school in every rural district.

Educated manpower

The aggressive education policies resulted in Zimbabwe producing professionals to work in the private sector and Government. The country also became a major source of educated manpower in Southern Africa.

Today, Zimbabwe has thousands of teachers, engineers, doctors, nurses, and other professionals working in neighbouring countries and overseas.

Economic expansion led to the demand for skilled personnel. Government responded to the challenge by authorising expansion of enrolments at the Harare and Bulawayo polytechnics.

In addition to the vertical expansion, more technical colleges were built, at least one in every province. These measures provided the Zimbabwean child more choices – to pursue technical vocational education post-O or A-level and higher education.

Similar measures were taken for nursing and agriculture. All these were unprecedented and remarkable achievements.

In 1993, the College of Distance Education – now Zimbabwe Open University – opened its doors to the first students to study for a degree through the ODL mode.

While it was for teachers initially, the offerings have expanded to include social sciences, commerce and science with more undergraduate and postgraduate programmes planned for the future.

ZOU has brought university education to the door-step of every household.

Many men and women who never dreamt of acquiring university education are now proud holders of undergraduate and postgraduate degrees of their choice and, in the process, have raised their socio-economic statuses.

Developments in higher education have greatly enhanced the human resources base for the various sectors of the economy of Zimbabwe and beyond.

Literacy Rate

Although literacy rate is not a perfect measure of educational results, it helps, especially in international comparisons of some achievements in different education systems.

According to the United Nations Development Programme (2003), Zimbabwe achieved a male literacy rate of 94,2 percent; a female literacy rate of 87,2 percent and a total literacy rate of 90,7 percent.

The country ranks first in male literacy rate, second in female literacy rate and first in total literacy rate among Southern African countries. This is important because literacy and educational access are important as a means of improving public awareness of environmental and health issues, and family planning (International Labour Review, 1995). Today, Zimbabwe is rated the most literate nation in Africa. Unicef (2014) indicates that 92 percent of the Zimbabwean population is literate.

A long-term investment

Almost every province in Zimbabwe now has a technical college.

The President’s vision has been that of producing learners with entrepreneurial skills to meet the development needs of the nation. This philosophy was premised on the provision of education for self-reliance and education with production meant to do away with a dependency mentality. Zimbabwe now has at least one teachers’ college in nine provinces. Harare has Belvedere Technical Teachers’ College and Morgan Zintec College training secondary and primary teachers, respectively.

Mashonaland Central has Madziwa Teachers’ College training primary teachers. Midlands has a primary teachers’ college called Mkoba. Masvingo Teachers’ College also trains primary school teachers.

In Bulawayo, there are two colleges: Hillside Teachers’ College for training secondary school teachers; and United College of Education, which trains primary school teachers. UCE also trains special education teachers as part of post-teacher education training.

In Matabeleland South, Gwanda Polytechnical College trains primary school teachers. Manicaland has Mutare Teachers’ College for training secondary school teachers and Marymount Teachers’ College for training primary school teachers.

As a result of President Mugabe’s realisation that education is a long-term investment, Zimbabwe now competes with developed countries with regards to numbers of state and private universities.

Every province now has at least one state university because ZOU is found in 10 administrative centres of the country.

Harare has three state universities – University of Zimbabwe, ZOU and Harare Institute of Technology, while Bulawayo has the National University of Science and Technology and ZOU.

Matabeleland North now has Lupane and ZOU. Matabeleland South has ZOU and Gwanda State University. Midlands boasts of Midlands State University and ZOU.

Manicaland and Mashonaland East have ZOU, while Mashonaland Central has ZOU and Bindura University of Science Education.

Mashonaland West has ZOU and Chinhoyi University of Technology, and Masvingo has ZOU and Great Zimbabwe University.

Zimbabwe also has private-owned universities: Catholic University and Women’s University (Harare), Africa University (Manicaland), Ezekiel Guti University (Mashonaland Central) and Solusi University (Matabeleland South).

The President – in line with his desire to keep Zimbabweans abreast with 21st century education demands – donated computers to various secondary schools and teachers’ colleges countrywide.

In terms of human capital development for post-independence teachers, the President initiated the Cuba Degree Programme for secondary school teachers intending to specialise in Science and Mathematics in the late 1980s.

This programme gave birth to the establishment of BUSE.

Primary trained teachers who were teaching in “upper tops” were in-serviced at Gweru Teachers’ College in the early 1980s. Primary school teachers without standard qualifications were in-serviced at Seke Teachers’ College, Marymount Teachers’ College, United College of Education and Mkoba Teachers’ College.

Also through distance education, school supervisors and teachers were able to upgrade their professional qualifications since 1993.

Because of such a vision, Zimbabwean education products are the most-sought-after lot in higher education institutions that offer further education and employers worldwide.

They are best known for their ability to deliver and perform at the highest possible quality levels even in the most challenging situations.

In addition, the President has provided university education to needy members of society through Presidential scholarships at various international universities, with the largest contingent at South African universities.

Conclusion

Without any shadow of doubt, the educational reforms that were pursued by Government soon after Independence revolved around the concept of educational equity, which, by definition, is dependent on two main factors.

The first is fairness, which implies that factors specific to one’s personal conditions should not interfere with the potential of academic success. The second important factor is inclusion, which refers to a comprehensive standard that applies to everyone in a certain education system. Since Independence, Government has pursued both with great conviction and consistency.

Thus, from the discussion above, it is evident that President Mugabe – through his valuing of education, understanding of what education can achieve for an individual, family and country – took measures to reform the education system in favour of the majority who were disadvantaged and everyone else who opted to accept the reconciliatory hand that was offered at Independence and stayed.

The contributions have been immeasurable covering access, quality, equity, curriculum and governance.

President Mugabe has made Zimbabwe’s education the envy of everyone at home and abroad.

◆ Professor Primrose Kurasha is the Vice-Chancellor of the Zimbabwe Open University and president of the African Council of Distance Education and Chairperson of the Sou thern Africa Regional Universities Association.

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