ZIMBABWE: Education system unravels

[ This report does not necessarily reflect the views of the United Nations]

HARARE, 15 Aug 2005 (IRIN) - Ratidzai Haparingi trots along the veranda of a classroom block at the Zengeza 3 High School in Chitungwiza, a satellite town 30km east of Zimbabwe's capital, Harare, occasionally stopping to check whether a classroom is vacant.

This has been her daily routine since last year, when the school introduced 'roving classes' in an attempt to alleviate classroom shortages. A 'roving class' has no permanent classroom.

When Ratidzai finds one, she scoots back to fetch her classmates waiting in the schoolyard and shepherds them to the classroom before another 'roving class' takes it.

Then she has to perform one more chore: as a prefect she has to find a teacher to take the class through its lesson, otherwise she has to lead her 40 classmates in discussing the subject. "We try to teach ourselves but at times it is the proverbial blind leading the blind," Ratidzai told IRIN.

The introduction of 'roving classes' is one more sign that the education system - once lauded for its high standards - is unraveling.

Pass rates at both primary and secondary schools have fallen dramatically, while teacher morale has been dented by the lack of adequate infrastructure and teaching aids.

The Zimbabwe Schools Examination Council (Zimsec) has elicited public criticism for its record of incompetence in executing its mandate after it issued results for subjects students had not sat for, or certificates reflecting an incomplete number of subjects.

A government-run boarding primary school at Macheke, about 100 km east of Harare, was closed recently to pacify parents and guardians outraged over allegations of sexual abuse.

Raymond Majongwe, secretary-general of the Progressive Teachers Union of Zimbabwe (PTUZ), has accused the education ministry of negligence.

Commenting on proposed amendments to the Education Act that would allow more government control over schools, Majongwe said: "We are not arguing that the ministry should not have some control, but too much of it is uncalled for."

He suggested that the government should instead look into introducing measures to improve working conditions in the education sector.

During the past five years an average of 2.5 million children have been enrolled at primary schools throughout the country, but of the 1.7 million who completed seven years of primary school, a mere 800,000 have had access to secondary school education.

According to Education, Sport and Culture Minister Aeneas Chigwedere, at least 320,000 students sat for Ordinary Level examinations in 2003, of whom 250,000 failed.

Research has shown that Zimbabwe needs an additional 1,800 new primary schools and 1,500 new secondary schools to cope with increased enrolment.

In response the education ministry introduced double sessions in schools, but this has not solved the problems of overcrowding.

Chigwedere and Higher and Tertiary Education Minister Stan Mudenge have noted the increasing demand for Zimbabwean professionals in the United Kingdom, the United States and neighbouring African countries as evidence of the country's high quality of education.

But education expert Fidelis Mhashu disagreed, saying, "The government mistakes the flight of Zimbabwean professionals ... as a barometer for the quality of its education, yet these people are running away from the current economic and political crisis that has created serious unemployment."

An estimated three million Zimbabweans - out of a population of 11.6 million - have left the country in search of better employment opportunities.

[ENDS]