Education in Zimbabwe is under the jurisdiction of the Ministry of Primary and Secondary Education for primary and secondary education and the Ministry of Higher Education and Tertiary, Science and Technology Development for higher education. Both are governed by the Zimbabwe Cabinet. The education system in Zimbabwe covers 13 years of primary and secondary school and runs from January to December. The school year is a total of 40 weeks with three terms and one month break between each semester.
In 1980, education was declared a human right by Robert Mugabe, leader of the ZANU party, which changed the constitution to recognize primary and secondary primary education as free and compulsory. One of the Millennium Development Goals of Zimbabwe is to achieve universal education for all students; However, that goal is not achieved by 2015 because of the public health crisis, economic downturn and inability to pay for education-related costs. The country is currently working towards the goal of Sustainable Development to provide universal and free education to all students by 2030.
Due to the substantial investment in education by the previous Rhodesian government, Zimbabwe has the highest adult literacy rate in Africa which in 2010 was 92%.
Video Education in Zimbabwe
History
Colonial government until 1980
The British South Africa company arrived in the 1890s to Rhodesia, the area now known as Zimbabwe, Malawi and Zambia. The Rhodesia Company Administration created a Christian missionary school to serve local communities. Missionary schools provide education for indigenous populations focusing on agricultural production and industrial development including carpentry and buildings. N.J. Atkinson claims that in order to control the local population, the Company limits education and knowledge censored in schools. Furthermore, he argues that the eurocentric education system is a structural institution that reinforces the superiority of White settlers even though they are a minority of the population. Missionary schools perpetuate the social and economic oppression of indigenous peoples by reducing their chances of getting a job with a good salary or position of power. Rugare Mapako claims education for Africans offers limited academic and basic skills in order to promote labor exploitation and indentured slavery. Limitations of access to quality education make Africans a subordinate of white colonists to advance British political and economic benefits.
Europeans are also funded disproportionately more for education than the majority of Africans because the Rhodesian government controls access to quality schools based on race and ethnicity. School separation was based on the most extreme financing in the 1970s because Europeans represent only a few percent of Zimbabwe's population, but allocated about 90 percent of government spending on education. Secondary school funding is also offered disproportionately to Europeans rather than Africans. In the 1970s, only 43.5% of African children went to school, while only 3.9% of these children were enrolled in secondary school.
In 1979, the Zimbabwe-Rhodesia government just called for educational reforms that created a three-tier school system. The 1979 Education Act regulates access to each type of school through a residential zonation system. Before acting, Zimbabwe's education system was shared between African and European schools. After a shift in policy and leadership, the education system is divided into government schools, community schools and private schools. Government schools are also divided into three divisions called Group A, B and C. White students have historically attended a Group A school that offers highly trained teachers and quality education. These schools are located in a white suburb that denies the housing opportunities for Africans, reinforces segregation based on ethnicity and race. Group B schools require low-cost payments and C schools do not require fees beyond the educational material. Both are only available to African students. Groups B and C schools have fewer resources, funds and qualified teachers than the Group A schools.
National education reform in 1980
The Rhodesian Bush War from 1964-1979, a fifteen-year guerrilla war, catalyzed the shift of power from British colonial rule to juristic sovereignty in 1980. ZANU's Zimbabwe National Union of Africa won a national election in 1980 and took over a white minority government historic sites in Rhodesia. The ZANU Party democratizes education by promising free and compulsory primary and secondary education for all children in Zimbabwe. Party claims are supported by a national constitution, which recognizes education as a human right. All primary school fees were abolished after independence. Dzingai Mutumbuka was elected Minister of Education to support Zimbabwe through other educational reforms and to keep students in school. Its leadership changes the climate of the education system because the Ministry of Education focuses on fostering productive, motivated and dedicated dedicated citizens of citizens. The government allocates 17.3% of the total national budget for education. This is politically regarded as a "wonder of education" as quoted by scholar Clayton Mackenzie. Ultimately, the reform of the Zimbabwean education system is to ensure equal access to education by providing primary and secondary education for all children.
1980s and 1990s
Since independence, the government has focused on providing equal and free education for all through the rapid expansion of educational resources to meet demand. In one year, the education system almost doubled the number of students served from 885,801 students to 1,310,315 students in primary and secondary education. The exponential increase in the number of students attending schools increases the need for more infrastructure and teachers.
The teachers were in great demand after Zimbabwe's independence. In the mid-1980s, thousands of refugee children from Mozambique emigrated to Zimbabwe, increasing the number of children attending public schools and demanding teachers. The Ministry of Education brought teachers from Australia, the UK and Canada for a short time to fill the teaching gap. Schools expand their human resources to serve as many children as possible with limited infrastructure by practicing "hot seats," also known as double session schools. "Hot-seating" is the practice of offering classes in the morning for half of the students and in the afternoon to the other half. The "hot seat" is still not enough to meet the demands of the population; therefore, the Ministry of Education expanded teacher education schools quickly by providing teacher training "on the spot". In 1986, an additional 8,000 teachers were trained to meet national demands.
Communities are also rapidly building more infrastructure for education. For example, from 1979-1984, the number of operating elementary schools increased by 73.3% and the number of secondary schools increased by 537.8%. Despite the challenge of following the size of students to educate, Zimbabwe claimed to achieve universal primary education in the late 1980s. In the 1990s, primary schools were almost universal and more than half the population had completed secondary education.
UNICEF claims that the country's education system was once the most developed in the continent, although the system continues to decline in public funding related to hyperinflation and economic mismanagement. A 40% decline in GDP from 2000-2008 marks a period of economic decline in the first decade of the 21st century. Social spending on health and education also declined by more than half.
At the end of 2008, most schools and hospitals closed down because thousands of teachers left the profession, economic crisis, HIV and AIDS rise and cholera outbreak in 2008 that caused a national epidemic. UNICEF asserts that 94 percent of rural schools, serving the majority of the population, were closed down in 2009. During this time period UNICEF also claimed that attendance rates dropped from over 80% to 20%. The economy regained momentum after 2009 after the Government of National Unity was formed. This is an inclusive government developed to solve national challenges. The Government of National Unity suspends Zimbabwean currency to apply full dollarization, reduce hyperinflation and increase social spending.
Zimbabwe's focus on expanding educational opportunities over the last 25 years has led to national achievements including achieving the highest literacy rate in Africa at 91% from ages 15 to 24. By 2014, 3,120,000 students are enrolled in primary and secondary education and 76% of students - this student is enrolled in basic education.
Maps Education in Zimbabwe
Governance after independence
Non-discriminatory policy
After nearly a century of British colonial rule, the African National Union of Zimbabwe took over Zimbabwe and established an independent state in 1980. The newly created government creates free and compulsory primary and secondary education, assessing education as a fundamental right. This fundamental right is clearly articulated in the 1987 Education Act. It also removes all discriminatory methods from the 1979 Education Act.
The 1996 Education Act and the Disability Act of 1996 continue a non-discriminatory policy by requiring that "all students, regardless of race, religion, gender, creed, and disability, have access to basic or basic education (up to Grade 7 ). " This non-discrimination provision extends the right to education in Zimbabwe for all students, including students with disabilities.
The Education Act of 2006 established the School Development Committee. These committees are overseen and established by the Parent School Counsel for parents and guardians of school children to participate in the development of schools in Zimbabwe. According to Government Statutory Instruments 87 of 1992, the objectives of the School Development Committee are to:
- provide and assist in the operation and development of public schools
- promote the moral, cultural, physical and intellectual wellbeing of students
- promote school welfare for current and future students and their parents and teachers
The School Development Committee has many functions to control the quality of the school system. Their strengths include teacher recruitment and dismissal, conservation of facilities and money-borrowing and applying for grants. These committees also decentralize the education system by allowing parents to choose five other parents to lead the school. The decentralization of schools fights highly centralized governance structures in the hope of assisting in the operation and development of education.
Ministry of Education
In 2013, the government created the Ministry of Education, Sports, Arts and Culture to promote social cohesion, economic empowerment and education development in primary and secondary schools. Minister of Education, Sports, Arts and Culture is Andrew Langa until Mugabe President fired Langa in September 2015. Langa was replaced by Makhosini Hlongwan and the ministry's name changed to the Ministry of Sports and Recreation in 2015.
Currently, government primary and secondary schools are run by the Ministry of Primary and Secondary Education (MoPSE) and non-government schools run by local authorities including churches and nonprofit organizations. Minister of Primary and Secondary Education is Lazarus Dokora by 2015. The Ministry of Higher Education and Tertiary, Science and Technology Development (MoTES & TD) oversees state and private universities as well as technical and teacher education. Minister of Higher Education and Tertiary, Science and Technology Development is Jonathan Moyo.
Education stage
A list of early, primary, secondary and tertiary schools and educational institutions can be found in Zimbabwe's online school directory. [1]
Initial education
Preschool is directed by Early Childhood Development (PAUD) system under the Ministry of Secondary and Secondary Education. Early childhood education is offered for children ranging in age from three to five years through early childhood education. According to the UN and South and East Africa Consortium for Quality Education Monitoring, Zimbabwe prioritizes and extends Early Childhood Development by offering early childhood education in primary schools. These programs are currently available in most urban areas and may be owned by governments, organizations or individuals. In fact, 98 percent of primary schools have PAUD centers for ages four to five and 60 percent of primary schools have PAUD centers for ages three to four with trained teachers.
Primary education
The Zimbabwe education system mandates seven years of primary school, covering Class 1 through 7. Urban primary schools teach in English. Rural primary schools teach students in their local native language, usually in Shona or Ndebele, then transition to English by Class 3. Students for teacher ratios are usually from 30 to 50 students per teacher; However, this varies by location, country of state economy and annual budget for education. The curriculum in elementary schools includes Language, Art, Content and Mathematics. Based on Education Policy Secretary No. 12 in 1987, "the minimum expected educational outcome for all students is literacy and functional numeracy at the end of primary school."
At the end of Class 7, students take national exams in Mathematics, English, Shona or Ndebele and General Papers covering Social Sciences, Natural Sciences and Religious Education. The Zimbabwean government system requires education for all, but this examination can determine the types of secondary school students who can attend based on school criteria. Private or religious schools typically have performance requirements, but many rural public schools allow "mass acceptance" regardless of performance on examination.
Intermediate education
Secondary education is not funded by the government and students can attend private boarding schools, government boarding schools or day schools, all with registration fees. Secondary education consists of two cycles, a General Certificate of Education, or an Ordinary Level, for four years and a Secondary Education Certificate, or Advanced Level, for two years. This structure is adopted from the British education system.
Students take classes in Mathematics, English, Science, Shona or Ndebele, Geography, and History. The Ordinary Level Certificate exam is taken after four years in Grade 11 and expects students to graduate at least five subjects including Science, English, Mathematics, History and practical subjects such as wood or agriculture. This check is rated on a letter scale and can determine student achievement, selection for "A-Level" schools and employment status.
Students have the option to enroll in A-Level secondary education or may attend teacher training, technical, agricultural, polytechnics and nursing academies. If a student chooses to enroll in A-Level education, they must take the Advanced Certificate Exam after a total of six years of secondary education run by the Zimbabwe School Inspection Board. The "A-Level" examination is required for admission to a university in Zimbabwe.
Tertiary education
The tertiary education sector is operated by the Ministry of Higher Education and Tertiary which includes university, academy, polytechnic and teacher training academy and vocational training centers. The tertiary education was first introduced to Zimbabwe in 1957 by the University College of Rhodesia and Nyasaland, now known as the University of Zimbabwe. The nation's independence in 1980 expanded the University of Zimbabwe's enrollment from 2,240 to 9,017 in 1990. The National Council for Higher Education was established in 1990 as a measure of high quality education insurance in Zimbabwe. Increased access to education in recent decades has increased the number of higher-level institutions in the country. For example, eight other universities were established between 1999 and 2005. The Zimbabwean Council for Higher Education (ZIMCHE) was formed in 2006 as another step to ensure quality and accreditation for university education. In 2012, there are fifteen universities listed (nine public and five private), fifteen teacher colleges, eight polytechnics and two industry training academies.
The latest factor affecting education in Zimbabwe
Access to quality education
Despite initiatives during independence to expand educational opportunities quickly, demand for education is still greater than supply. The quality of education is hindered by teacher shortages, infrastructure pressures and the economic crisis of the last decade. UNICEF claims that only one-third of schools are considered "in good condition." Schools also face capacity challenges, including double session schools, or "hot seats," and crowded classrooms. "Hot seating" means that half of the students attend school in the morning and the second half attend school in the afternoon. These methods allow more students to go to school, but quality degradation because students are given less attention and time to learn.
The quality of education is also influenced by the lack of trained teachers in secondary schools. Most of the teaching colleges in Zimbabwe are for basic education training, leaving little opportunity to meet the demand of trained middle school teachers. The spike in teacher shortages is more rural than urban areas due to unfavorable working conditions and low compensation. Many teachers in rural areas lack training due to high demand for labor and less attention to quality. Not only teachers are under compensation, but teaching materials are also allocated less than one percent of the federal budget for education.
Funding
The Zimbabwe education reform in 1980 aspires to provide free and universal education for all children through the Zimbabwe Education Act; however, tuition fees and tuition fees have accumulated over time. Many families pay tuition, even if it is a small fee in public schools. Families who do not pay tuition fees because of subsidized education still have to pay additional fees including building costs, transportation costs, examination fees, uniforms and stationery for their children. Education is not entirely free in Zimbabwe as historical government spending focuses on infrastructure for education and the last few years of the global economic crisis. Programs such as the Basic Education Assistance Module (BEAM) have been developed to prevent orphans and vulnerable children from dropping out of primary school due to costs. BEAM pays tuition and other basic fees, but only serves less than half of the target population. In 2014, only 10 percent of students aged 15 to 24 have not completed basic education that can be attributed to tuition fees.
Students with disabilities
It is estimated that more than 300,000 school-aged children in Zimbabwe have disabilities. There is a current push for inclusive schools to provide quality education for students with physical and mental disabilities. Inclusive schools involve "the identification and minimization or elimination of barriers to student participation in traditional settings (ie schools, homes, communities, and the workplace) and maximize resources to support learning and participation." Non-discriminatory laws, including the 1996 Education Act and the Disability Act of 1996, do not catalyze inclusive education for schools in Zimbabwe or protect students with disabilities from discrimination in secondary schools.
Most schools undertake "unplanned or de facto inclusion" by keeping students with disabilities in the classroom with all other students and teaching them the same curriculum without their specific disability documentation. Teachers and schools are not equipped to educate and explain students with disabilities; Therefore, most drop out in third grade. Schools have found alternative ways to conduct individual inclusive education, but there is still a lack of standardization and quality, especially for rural schools. Researcher Regis Chireshe claims that inclusive education requires legislative and policy support, more inclusive quality teacher training for teachers and inclusive education campaigns to improve the stigma associated with people with disabilities. The government recently expanded School Psychology Services and the Special Needs Education Division to better serve disabled students in schools.
Gender differences
Although education is accepted as a fundamental right by the constitution, the gender gap in education still exists. Gender differences are less prominent in primary education than in secondary education. The United Nations Zimbabwe claims in 2009, 85 percent of women, compared with 80 percent of men, complete elementary school. In 2010, 48.8 percent of women achieved secondary or higher education, while 62 percent of men reached secondary or higher education.
Women are increasingly more likely to drop out than their male counterparts in high school because of early marriage, the cost of continuing education and gender-based violence in high school. Women are considered a source of income through marriage and families are more likely to educate their sons to increase their earning potential. Lack of education for women is correlated with developmental risks including teenage pregnancy, HIV and AIDS, poor health and poverty. In times of economic hardship, resources for education are allocated to men more than women because of the role of labor, social values ​​and gender expectations. However, reports from the UN Children's Fund claim that Zimbabwe's gender gaps in education are smaller than many other African countries.
Textbooks are a method for analyzing gender relations and roles in the Zimbabwe curriculum based on research Gudhlanga et al. Gudhlanga et al. claims that gender stereotypes are prevalent in textbooks because men are used to describe scientific or technical fields, leadership positions and jobs rather than women. Research by Gudhlanga et al. found that active and productive roles were more often held by men in textbooks, while the role of women in passive and dependent textbooks. In addition, the study found that English textbooks were written from a male perspective and left important women leaders and perspectives in history.
Teacher
Thousands of Zimbabwean teachers have been striking, joining unions and leaving the profession in recent years due to low salaries, poor working conditions, political victimization and violence. Teachers' unions including the Progressive Teachers Union of Zimbabwe set up strikes to catalyze wage negotiations and better working conditions. In the first decade of the 21st century, 45,000 of the 100,000 teachers in the country left the profession.
Characterized by a period of hyperinflation, teachers were one of the lowest paid professions in the 2000s, receiving $ US $ 10 equivalent for every three months of teaching. Their salaries in 2009 are as low as one US dollar per month teaching with a $ 100 USD per month shopping voucher. Thousands of teachers protest, leaving public education and migrating to other countries in response to the economic crisis. [14] During the year-round strike from 2008 to 2009, teachers demanded higher salaries paid in international currency. This strike left nearly 94 percent of all rural schools closed and school attendance dropped from 80 percent to 20 percent.
Many teachers join the informal economy, or black sector, during the economic crisis. They participated in cross-border trade with Botswana and South Africa because public servants were not required to have a visa at the time. Teachers will spend their year-long holidays to stockpile goods from other countries and resell them in Zimbabwe to earn a decent living where their salaries are unsatisfactory.
In 2009, the national economy became stable due to actions taken by the newly established National Unity Government (GNU). The GNU authorizes the nationalization of the national economy that is curved due to hyperinflation and the informal economy. The GNU also allocates every civil servant, including teachers, equivalent to $ 100 US dollars. Teachers are encouraged to reenter the profession and return to Zimbabwe, but thousands never return and find higher paying positions elsewhere.
Today, the United Nations Zimbabwe claims that thousands of teachers are unmotivated because of low salaries, limited resources, pressure, political harassment and lack of teachers. Regis researcher Chireshe and Almon Shumba affirm that teachers believe that their teacher training does not prepare them for the class or teach special education. Researchers also believe that teachers will continue to threaten or actually attack in the future unless their needs are better handled by the government.
Text book
In 2009, the Educational Transition Fund (ETF) was launched to improve the quality of education by distributing educational materials. ETF partnered with UNICEF and encouraged personal donations. The accumulation and distribution of textbooks has been the focus of ETFs in recent years. In 2008, the National Education Advisory Board stated that 20 percent of students do not have textbooks for core subjects and the student ratio for textbooks is 10: 1. Thousands of textbooks have been donated in recent years along with additional learning materials. UNICEF is currently reporting that the student ratio for textbooks is now 1: 1 due to international assistance from ETFs.
2017 AND A NEW CURRICULUM Dr Lazarus Dokora, the current Minister of Primary and Secondary Education, has overseen the implementation of a new curriculum designed to create new students that are very different from pre- The curriculum is more focused on raising inheritance awareness and creating employers than employees. However, the success of this move floats above the dark waters because of the current melting economy. This has been affected by an intense resource shortage in terms of books and IT.
See also
- Education in Africa
- School List in Zimbabwe
- List of Universities in Zimbabwe
- Ministry of Higher Education and Tertiary, Zimbabwe
- National Council for Higher Education, Zimbabwe
- Zimbabwe
References
External links
- Ministry of Higher Education and Tertiary
- Education Statistics and Quality Education in Zimbabwe, South and East Africa Consortium for Quality Education Monitoring (SACMEQ)
Source of the article : Wikipedia
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