LAST week, I read a report in Chronicle highlighting the Zimbabwe School Examinations Council (Zimsec)’s ambition to achieve a historic 50 percent Ordinary Level pass rate.
This is a commendable target, particularly considering that national pass rates have historically struggled to rise significantly beyond the 40 percent mark.
Yet, the announcement revives a perennial debate: when learners fail, who should shoulder the blame?
For decades, academic failure has been one of the most controversial issues in education.
Teachers blame students, students blame teachers, parents blame schools and schools point to broader systemic challenges.
The reality, however, is that educational success or failure is rarely the responsibility of a single stakeholder.
It is the product of a complex partnership involving teachers, learners, parents, school leaders and the Government.
The teacher’s mandate
Teachers remain the engine room of learning. They are expected to demonstrate subject mastery, prepare adequately, use effective teaching strategies and continuously motivate learners.
A teacher who lacks commitment, preparation or professionalism can undoubtedly contribute to poor academic performance.
However, education is not merely about transmitting information; effective teaching inspires curiosity, critical thinking and confidence.
Yet, even the most dedicated teacher cannot learn on behalf of a student. Teaching creates opportunities, but learners must seize them.
The learner’s choice
Students are not passive participants in education; they bear a significant responsibility for their own success. An interesting pattern emerges in many examination results, where some learners excel in certain subjects while performing poorly in others.
This raises a critical question: if a
learner can achieve distinctions in Literature or History but fail Mathematics or Science, can the problem be attributed
entirely to teachers or external circumstances?
In many cases, attitude plays a decisive role.
Some learners become self-motivated in subjects they enjoy while developing negative perceptions towards those they find challenging.
Yet, education requires balance.
Success is not built by embracing only easy victories, but by persevering through difficulty.
Learners who cultivate discipline, resilience and a willingness to confront challenges often outperform those who rely solely on natural ability.
The parent’s influence
Parents are a child’s first educators and their responsibility extends well beyond paying tuition fees.
Some parents fail to hold learners accountable for their studies: homework goes unchecked, academic progress is seldom monitored and school communication receives little attention.
In other cases, learners miss valuable lessons because fees and compulsory learning requirements are not provided on time, leading to absenteeism and disrupted learning.
While economic challenges are a reality for many families, parental involvement remains critical. Learners consistently perform
better when parents actively monitor, encourage and support their educational journey.
The system factor
Equally important is the role of Government and school administration.
Educational excellence cannot be achieved without adequate resources, effective leadership and supportive
policies.
Governments must ensure schools are properly equipped with learning materials, qualified teachers, modern infrastructure and continuous professional development programmes that support curriculum reforms.
Meanwhile, school administrators must provide strong leadership that minimises high teacher turnover, maintains academic standards and fosters an environment conducive to learning.
Even the most motivated learner and committed teacher will struggle in a poorly resourced institution.
Beyond blame
The quest for a 50 percent Ordinary
Level pass rate should not merely be viewed as a target for Zimsec; it should serve
as a national call for collective accountability.
Academic failure is rarely caused
by a single weakness but rather reflects
multiple gaps across the education ecosystem.
Rather than asking who is to blame, perhaps we should ask a more constructive question: if teachers taught passionately, learners studied diligently, parents supported consistently and schools and the Government provided the necessary resources, how much academic failure would actually remain?
Gabriel Manyeruke is an author and educator at Wise Owl High School in Marondera. Feedback [email protected]
