The future of education: Rethinking Advanced Level studies

Jobert Ngwenya

In Zimbabwe, the transition from Ordinary Level to Advanced Level studies marks a crucial phase in a student’s educational journey.

However, it is essential to critically examine the prevailing mindset that compels most students who pass ‘O’ Level to pursue ‘A’ Level education, often at the expense of technical colleges and vocational training.

Last week, I hinted on how ‘A’ Level is not for everyone and the proliferation of out-of-market demand degrees in our tertiary institutions.

This article delves into some of the reasons for, and the problematic consequences of this trend and explores the necessary steps that education stakeholders can take to foster a more balanced and inclusive educational landscape.

Recently, I spoke with a former student who had excelled in their ‘O’ Level studies but felt pressured into pursuing ‘A’ Level against their true aspirations.

A bit of background here; this was one of the students I had conducted a group counselling session with sometime during their school days.

In this session, they expressed how they were pressured into ‘A’ Level, yet their dream was elsewhere. Of course, I told them that they have an option of continuing with ‘A’ Level or quitting (I always encouraged students to quit ‘A’ Level before they waste their two years).

Your guess is right; they never quit, and this particular one did not quit either. They went on to pass their ‘A’ Level.

At this point, they were still uncertain about which degree to pursue, as their academic path hitherto, did not align with their true passions.

My suggestion was simple: have an open and honest conversation with your parents and possibly pursue the agricultural diploma, a field of your dreams and go follow that path towards a degree if you find it necessary.

Conversations with ‘A’ Level freshmen have revealed the students’ own responsibility in their decision-making.

Their reasons for pursuing ‘A’ Level studies range from seemingly trivial desires, such as wearing a pleated uniform, long trousers, or white shirts, to more neutral factors like seeking personal growth, yearning for additional high school experiences, or lacking financial means for higher education.

In Zimbabwe, students often choose ‘A’ Level education due to the pursuit of higher academic qualifications for university admission, the necessity of advanced credentials in specific career paths, limited accessibility to technical colleges in certain regions, insufficient awareness about opportunities provided by technical colleges, and the influence of parental aspirations and societal expectations that emphasise academic achievement.

Although some reasons may be valid, others are arguably unnecessary. Another case I would like to share involves a determined student who knew their desired career path and had the opportunity to pursue it immediately after ‘O’ Level.

Despite excelling in the sciences and having the chance to attend a polytechnic college, obtain a Higher National Diploma, and potentially pursue a degree (although I personally deemed it unnecessary), the student opted for the ‘A’ Level route.

Despite my efforts to explain the futility of ‘A’ Level for their professional goals and provide supporting resources, the student expressed a desire for out-of-class experiences that they believed tertiary education would not offer in the same way as high school.

In the end, they completed ‘A’ Level and then pursued their desired path at the polytechnic college, ultimately gaining the high school experiences they longed for – a decision that I believe will have a lasting impact on their personal development.

Thus, the question arises: Is ‘A’ Level suitable for every student who passes ‘O’ Level with at least five subjects?

When considering the choice of pursuing the ‘A’ Level route, it is crucial to examine its implications for teachers, students, parents, and the education sector as a whole.

Firstly, students face the challenge of ‘A’ Level’s highly academic and demanding nature, where simply obtaining five ‘O’ Level subjects does not guarantee qualification.

The intensity of these studies can demotivate average students, leading to potential failure in obtaining sufficient points for desirable degrees.

Consequently, some students graduate from high school only to realise they should have pursued technical colleges two years earlier (I know someone who dumped their ‘A’ Level certificate and its prescribed pathway for a technical college and rose through that route ultimately acquiring an engineering degree).
The emphasis on ‘A’ Level and academic studies may restrict exposure to practical skills and vocational training, depriving students of opportunities to develop hands-on knowledge applicable to various industries.

This narrow focus on academics can limit their employability in technical fields and hinder future career prospects.

From the teachers’ perspective, instructing “unqualified” candidates can be demotivating, requiring them to undertake double the effort.

With the heavy emphasis on academic-oriented learning outcomes, the burden on teachers becomes significant.

Additionally, parents may experience wastage of time and resources that could have been directed towards more meaningful studies.

I always emphasize to ‘A’ Level newcomers that they should either quit now or brace themselves for a challenging journey; otherwise, they risk wasting two years and their parents’ resources.

The overemphasis on ‘A’ Level education can lead to imbalances in the skills and knowledge base of the workforce, impacting educational outcomes.

This imbalance can result in a shortage of skilled workers in technical fields, impeding the country’s overall economic development and industrial growth.

The mismatch between the education system and the demands of the labour market perpetuates unemployment and hampers the country’s ability to meet evolving industry needs.

Addressing the issue of all students primarily desiring Advanced Level education requires collaborative efforts from various stakeholders that include education authorities, schools, teachers, parents, colleges, the media, and students themselves.

The role of the education authorities (hoping they are aware of the downside of too much emphasis on ‘A’ Level), is to promote and prioritse vocational and technical education by allocating resources, establishing technical colleges, and developing comprehensive vocational training programs.

Authorities should also conduct awareness campaigns highlighting the value and benefits of technical education, showcasing successful career pathways and job opportunities.

School authorities and teachers should offer comprehensive career guidance to students and provide such information to parents too.

Parents should have open dialogue with their children about careers; seek information and guidance from teachers, career counsellors, vocational training institutions, and industry professionals to better understand the potential of technical careers.

They should also have a balanced approach that considers both academic and technical pathways based on the individual interests and strengths of their children.

Students should actively seek information about different career options and pathways, including technical fields, by exploring vocational training programs, attending career fairs, and seeking guidance from career counsellors.

They should also consider their own interests, strengths, and long-term goals when making educational decisions, rather than solely following societal expectations.

Engaging in self-reflection and research to identify the benefits and opportunities offered by vocational education and consider how it aligns with their aspirations is very key.

Colleges and vocational training institutions should strengthen their outreach efforts to raise awareness among students and parents about the specific vocational programs they offer, highlighting successful alumni and career outcomes.

These institutions should also collaborate with schools, industries, and government bodies to bridge the gap between educational institutions and the workforce, ensuring their programs align with industry needs.

Media houses should also come in handy by disseminating information and success stories about technical careers as well as showcase the achievements and contributions of individuals who have pursued technical pathways to inspire and inform students and parents and promote a positive perception of education outside the ‘A’ Level route.

As we undertake our national curriculum review, it is crucial to initiate a conversation regarding our educational goals, taking into account the state of our economy and the future of work on a global scale.

Indeed, life is not linear, when students are transitioning from ‘O’ Level, it is essential to note that ‘A’ Level is not for everyone.

Therefore, various stakeholders and society as a whole should step forward and guide students based on their interests, skills, and the demands of future careers, rather than trivial reasons.

I must caution against universities that offer “meaningless” degrees solely to exploit the gullible and vulnerable population who are happy about their degreed but unemployable children.

Zimbabwe needs to be vigilant in avoiding such practices that waste resources and hinder the prospects of our educated youth.

*Jobert Ngwenya is an award winning educator, Fulbright TEA Fellow, National Geographic Education Grantee, author, and academic audio content creator.

He holds a Master of Arts in Development Studies (MSU) Bachelor of Arts (UZ) and Post Graduate Diploma in Education (ZOU). He can be contacted by email on [email protected]