Education for peace, development

Political Writers
Education is one of the pillars that the post-independent Government set up for development and national stability.
It is remarkable that despite the challenges that the country has faced, induced by the imposition of illegal sanctions by the West, the education sector remains strong and able to produce quality graduates that are in demand the world over.

When Zimbabwe gained its Independence in 1980, the majority of its people did not have access to quality schooling, with the majority of them having only done seven years of primary education.

In the last 35 years of Independence, the Government, in partnership with local communities and mission institutions, made enormous strides in the construction of schools, in teacher training and resource improvement.

As a result, Zimbabwe boasts, at 92 percent, one of the highest literacy rates in the world.

Zimbabwe’s education system is made up of seven years of primary, and six years of secondary schooling, before students can enter tertiary institutions.

Most Zimbabwean children between the ages four and six attend Early Childhood Development learning (pre-schools), and begin Grade 1 during the year in which they turn six.

On average, pupils enter secondary school at the age of 13 years and complete Form 4 or Form 6 at 16 and 18, respectively.

National exams are written at the end of Grade 7, in Mathematics, English, Shona/Ndebele and General Paper.

However, the primary school curriculum offers a total of 13 subjects. Grades 1 to 3 are taught in the mother language (mostly Shona and Ndebele).
Practical subjects are non-examinable but schools offer such subjects depending on their resources, and these include art and craft, home economics, music, sport and physical education.

At secondary school level, there are two terminal examinations: the Ordinary Level Certificate Examination taken after four years of secondary education, and the Advanced Level Certificate Examination written after six years.

At Ordinary Level, students are required to pass a minimum of five subjects, which should include English, Mathematics, Science, History and/or one of the Technical/Vocational subjects so as to earn a full certificate.

At Advanced Level, a minimum of two subjects is required for a full certificate.

Massive changes have been made to the school curriculum in the last 20 years. The new thrust is towards provision of technical/vocational education, and the enhancement of Mathematics, Science and Technology.

There has also been a shift from the provision of quantitative education to the attainment of quality education.

Entry qualifications for teacher training colleges, for those intending to teach at primary school level, is a minimum of five “O” Level passes; English and Mathematics are compulsory. The duration of the training programme is three to four years depending on the institution.

Teachers recruited to teach in secondary schools should have degrees, diplomas or certificates in education.

Efforts are underway to ensure that teachers are all degreed and offer the highest level of education to learners.

Government pays for all teachers on the official establishment of schools, but should the school wish to have additional staff, above its quota, then the School Development Association has the mandate to engage and pay such teachers.

Schools in Zimbabwe are run by Government, rural district councils, urban councils, churches, trust boards and private companies.

Government contributes towards education through per capita grants. Private schools charge high fees in the form of levies. School Development Associations also fund-raise in order to support the funding of extra teaching staff, the building of additional facilities and equipment.

Tertiary Institutions

Zimbabwe has witnessed a major expansion in the construction of tertiary institutions that offer diplomas, degrees and post-graduate qualifications in a variety of disciplines in the arts, humanities, social sciences, the sciences, information technology and others.

At Independence, Zimbabwe had one national university offering diplomas and degrees. But, Zimbabwe now boasts seven public universities, including a university of science and technology; four church-run universities, and a women’s university, all of which are are internationally accred- ited.

Zimbabwe also has an open learning university to cater for people who cannot attend residential university programmes.

There are a number of teacher training, and technical colleges that offer diplomas and degrees in business and vocational subjects.

In the last few years Zimbabwe has seen a mushrooming of private institutions also offering diplomas and degrees. All such institutions have to be registered with the Ministry of Higher Education before they can operate.

A successful adult literacy programme was launched in 1982, in order to provide functional literacy to adults who did not have an opportunity to attend school during the war of liberation.

Education remains one of the hallmarks of the successes of the post-Independence era.