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The pursuit of higher education in Zimbabwe: A futile effort?
Roselyn Sekai Kapungu
October 02, 2007

http://www.cipe.org/programs/women/essayresults.php

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This essay was submitted for the Center for International Private Enterprise 2007 essay competition, " educational reform and employment opportunities." Kapungu received Third Place in the Educational Reform and Employment category for this essay.

"Why have you returned home? You should have searched for any form of employment where you were. It is better to be a cleaner overseas than anything here!" These were sentiments echoed by family and friends upon my return from studies abroad. The disbelief in everyone's eyes was evident, and within the next few weeks, I began to understand.

The Zimbabwean Context

After attaining independence in 1980, the Zimbabwean economy experienced a period of growth, with key social indicators improving. However, the 1990s witnessed a turnaround of economic fortunes and the downward spiral began. The human development index (HDI), had peaked in 1985 at 0.621, only to decline to 0.496 by 2001. Life expectancy at birth which was 61 years in 1990 was estimated at 43 years for the period 200 to 2005. Some of the explanations advanced for this turnaround include recurring droughts, and the non-realization of the objectives of structural adjustment programmes of the 1990s. In the period 1991 to 1995, real GDP growth rate was about 1.5% per year, after which, the country started experiencing negative growth. Real GDP growth rate was -5.7 in 2004 (CSO 2005). Extreme poverty increased significantly during the 1990s, with an estimated 20% of households living below the Food Poverty Line (very poor) in 1995, compared to 48% in 2003 (PASS, 2003). Based on the total consumption poverty line (very poor and poor), households in poverty increased from 42% in 1995 to 63% by 2003.

Currently, the economy is characterized by ever-escalating inflation levels. At Independence, in 1980, the Zimbabwe dollar was worth about $1.50 US. Since then, rampant inflation and the depreciation of the economy have severely devalued the currency, with inflation reaching 624% in early 2004, falling back to low triple digits around 2005 before surging to a new high of 3, 713.9% in April 2007. Distortions in the pricing of key commodities and utilities, high unemployment rates, rising poverty levels, foreign exchange and commodity shortages, deterioration of basic public service provision, rising inequalities and large income disparities, characterize the economy. Inequality, as measured by the Gini coefficient increased from 0.57 in 1995 to 0.64 in 2003, implying a worsening of income distribution.

Educational Reforms in Zimbabwe

Zimbabwean educationalist, Dr. Samuel Mumbengegwi outlined in his paper, "Quality Education for All: knowledge, technology and the future of higher education" some of the major reforms that the Zimbabwean education system has undergone since attaining independence in 1980. These have included both quantitative and qualitative reforms. Having its roots in a colonial legacy of a broader primary and a narrower tertiary education, the Zimbabwean education system was characterized by an unequal provision of education between the white and black communities. To address these anomalies and inequalities, the education system has undergone major reforms over the past 20 years, with the principle of education for all adopted at independence in 1980.

The first major reform was the amalgamation of the separate education systems that were present before independence. The reforms in the first decade focused on addressing quantities, and significant increases in the number of schools and colleges were registered. In 1980, there were 5 teachers colleges, 2 polytechnic colleges, and 1 University. By 1990, teachers colleges had increased to 14, technical colleges to 8, 2 vocational training centres (VTCs) established and still 1 University1. These reforms led to an increase in student enrolment because of the response to the high demand for schools that was grounded in the pre-independence system.

The educational reforms from 1990 were more focused on the relevance and quality of education. New approaches to content, technologies, teaching methodologies, skills provision and decentralization of technical and teachers colleges were used to effect these reforms, including the establishment of college advisory boards. The Presidential Commission on Education and Training of 1999 recommended a wide range of educational reforms with primary focus on teacher education, the sciences, technology and skills. This gave way to the establishment of the Scientific and Industrial Research Development Centre (SIRDC). This institution had the mandate of conducting research in industry and linking it with higher education learning. Concerning teacher education, several programmes were introduced and integrated into the system, such as population education, HIV and AIDS education, and informal sector training.

In recent years, there has been a persistent drive for the computerization and networking of tertiary institutions through the Educational Management Information Systems (EMIS). The country also moved towards a computer-based higher education system, promoting computer use and technology at all levels of education.

The effects of these reforms, however, have been eroded by the adverse economic climate, with registered successes being reversed and implementation of programmes challenged by lack of continuity and resources to move policy to action.

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