Strategies for reviving Zimbabwe's education system

Strategies for reviving Zimbabwe's education system

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By Dennis Sinyolo
Posted to the web: 12/01/2009 15:02:13
THE current political and socio-economic environment prevailing in Zimbabwe has adversely affected the provision of basic social services.

A recent cholera epidemic, which has taken so many innocent lives, is a painful reminder of the extent to which the country’s social services, including the provision of health services, clean drinking water and sanitation, have deteriorated.

Zimbabwe’s education system has not been immune from the neurotic political situation and harsh socio-economic environment in the country. Our once revered education system is now a shadow of its former self. Many schools and institutions of higher learning have not been operating normally for more than a year now, thereby depriving millions of students their right to quality education.

The chaotic handling and administration of Zimbabwe’s public examinations last year and ZIMSEC’s failure to mark and release the Grade 7 results in time, are obvious symptoms of an ailing education system.

Virtually all schools and institutions of higher learning are without basic provisions, equipment and teaching and learning materials. Many teachers and lectures, most of them highly qualified and experienced, have left the country due to low salaries and poor working conditions, while many others have been forced to stay home just because their earnings are not even enough to cover their transport costs, to and from work.

This is a tragedy, taking into account the undeniable fact that the country’s education system is the backbone of social and economic progress. Education provides opportunities for individuals to realise their full potential and to achieve their dreams. It is through education that young people can climb the socio-economic ladder and improve their well-being.

Basic literacy, numeracy, entrepreneurial and other life-skills benefit, not only the individual, but the country as a whole. A country cannot develop without an educated and highly skilled labour force.

Therefore, immediate and concrete measures ought to be taken to revive Zimbabwe’s education system. The envisaged formation of a new government on the basis of the September 1, 2008, Global Political Agreement (GPA) would, hopefully, provide an opportunity for comprehensive educational reforms.

However, whether there is a new government or not, concrete action still needs to be taken to revive, sustain and improve service delivery in the education sector. Otherwise current and future generations will continue to be robbed of their fundamental and basic human right, which is education.

Some of the possible measures for reviving Zimbabwe’s education system are given below.

1. Make education revival part of the country’ broader recovery strategy

The new inclusive government, if established, will inevitably, embark on reviving the economy and on restoring social services.
I have heard political figures talk about reviving the agricultural and manufacturing sectors, the health sector etc. Granted, these sectors are important. However, I have not heard much talk about reviving the country’s education system, yet it is the backbone of all other sectors.
The revival of the education sector should not be forgotten, it should be part of the whole recovery effort and an important item on the new government’s reconstruction agenda. This calls for political will and commitment on the part of the signatories to the GPA and the new government (if formed).

2. Establish Education Recovery Task Force

Rebuilding the country’s whole education system will not be an easy task. It will be necessary to tap on the skills, experience, expertise and support of various government departments/ministries, individuals and organisations. In that respect, it will be necessary to establish an Education Recovery Task Force.

The main role of the Task Force would be to come up with concrete strategies and measures for reviving the country’s education system. The Task Force may also oversee the implementation of these measures, working closely with the Ministries of Education.

Members of the Task Force would be drawn from relevant government ministries such as Education, Finance and Local Government, from responsible authorities, institutions of higher learning, education experts, teachers’ unions/organisations, UN agencies such as UNESCO, UNICEF and UNDP, donors, civil society organisations and other stakeholders.

3. Develop Comprehensive Education Sector Plan

Zimbabwe is currently one of the few countries in Africa, and indeed in the whole world, still without a comprehensive education sector plan. Education policy is currently enshrined in the Education Act and other relevant Acts of Parliament, statutory instruments and policy circulars. While the above legal instruments are necessary, they are inadequate without a consolidated, comprehensive long-term education sector plan.

The absence of a long term comprehensive plan, spanning over a period of 5 – 10 years or so, partly explains why Zimbabwe’s education policy almost always changes with the appointment of a new Minister or Permanent Secretary.

Such a comprehensive plan would have to cover the various levels and aspects of the education system, based on the concepts of relevant quality education for all, building a knowledge society and life-long learning. For example, the plan would include early childhood education/development, primary education, secondary education, tertiary and higher education, vocational education and training, formal and non-formal education etc.

The development of such a plan should involve various stakeholders, including the Ministries of Education, Finance and Local Government, responsible authorities, institutions of higher learning, experts, teachers’ unions, UN agencies such as UNESCO, UNICEF and UNDP, donors, civil society organisations and others. Some of the findings of the Commission of Inquiry into Education and Training 1998/99 and the various policy circulars may inform the development of the consolidated plan.

4. Mobilise resources

Reviving Zimbabwe’s education system will obviously require enormous financial, material, human and other resources. The government, through the proposed Task Force or other mechanism, will have to mobilise substantial financial and other resources to restore basic services in schools, colleges and universities.

Many schools, colleges and universities will need renovation, furniture, textbooks, stationery, equipment and other resources. Adequate financial resources will have to be mobilised to pay teachers and lecturers salaries that are above the poverty line and befit their professional status. Good salaries will encourage teachers and lecturers to stay in the profession and attract those who have left back into the system.

Resources will have to be mobilised both internally and externally. The Government will have to demonstrate its political will and commitment to reviving the country’s education system by allocating substantial funding to the Ministries of Education from the national budget.

However, since enormous financial resources will be required, particularly during the first few years of the rebuilding exercise, additional funding for specific programmes, projects and general budget support will have to be mobilised from the local and international donor community. Opportunities for such additional funding exist, particularly if the situation in the country comes back to normal.

5. Attract teachers back into the profession and into schools

A special campaign to attract teachers back into the profession and into schools should be organised in close collaboration with teachers’ unions. Such a campaign should also target teachers who have left the country (brain drain) and encourage them to return to Zimbabwe. Special incentives, such as assistance with relocation and settlement in the original or new school, could be put in place.

Current Public Service Regulations on dismissal and readmission into the Civil Service would have to be reviewed or relaxed to make it easier for teachers who had emigrated to be rehired. Some of these teachers have acquired additional knowledge and skills from the host countries (brain gain) and these new competencies can help improve teaching and learning and the country’s education system as a whole.

I am confident that a number of Zimbabwean teachers who are currently teaching in South Africa, Botswana, Britain, Ireland, New Zealand and other countries, or doing menial jobs in these countries(brain waste) would be willing to return, provided they are paid well and there is a conducive political and socio-economic climate in the country.

Sinyolo is the former secretary of ZIMTA, currently the coordinator of Education International -- a global union representing 30 million teachers and education workers from 140 affiliates in 172 countries

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