rebuilding education and training in post crisis zimbabwe
DESCRIPTION
Fay Chung proposes reforms to education and training in Zimbabwe. Presented at 'Moving Forward with Pro-poor Reconstruction in Zimbabwe' International Conference, Harare, Zimbabwe, (25 and 26 August 2009)TRANSCRIPT
Brooks World Poverty Institute and University of Zimbabwe Round Table Conference, Harare, 25 – 26 August 2009
Paper by Fay Chung
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� Primary education free and compulsory
� Primary education a basic human right
� No discrimination by race, religion and sex
� Sec education open to all who can pay fee
� Teachers’ housing built in rural areas
� Ed as major instrument of socio-economic transformation
� Curriculum reform, uniting 2 disparate systems and linked to production and technological change
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� Cost effectiveness of education� State support for non formal ed and literacy� Early childhood ed supported� Partnership between Gvt, parents, community and private sector
� Special ed, with teachers trained at United College
� Use of mother tongue and 2 main national languages
� English as an international language from Grade 1
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� Primary ed for all by early 1980s (35% before)
� Innovative sec ed for about 65% of age group (4% before)
� By 2004, 82% at primary, and 34% at sec.
� Tertiary enrolment 3.9%
� Primary dropouts 37.9%
� Completion of Grade 7, 62.1%
� 64% of Grade 1s had pre-primary ed
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� SACMEQ study of Grade 6 in 1998, reasonable classroom furniture
� 79.7% had a textbook without sharing� 40.8% of classrooms required major repairs� Need for additional facilities, e.g. Libraries (58.2%), staff rooms (30.3%), piped water (37.9%), boreholes (71.1%), electricity (23.6%), telephone (33.6%)
� 95.9% of teacher had 11 years schooling, 77.4% trained, and 90% school heads professionally trained
� 56.4% attained minimal level of English, 37.0% desirable level of English
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� Static primary enrolments around 2.4 million� Lower Grade 7 completion rate (70% vs 75%)� 30% of 5 – 14 year olds involved in child labour � 12 000 street kids in urban areas� Drop in sec ed from 0.827 m in 2001 to 0.774 m in 2006
� “O” levels drop from 159 700 in 200 to 149 263 in 2005
� “A” levels increased from 31 505 in 2001 to 56 566 in 2006
� Grade 7 results shrinking slightly by 2000, about 15% drop for English and Mathematics
� More qualified teachers by 2006
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� Rural urban differentiation in enrolments small
� Gender differentiation nil at primary, small at secondary
� 5 “O” level passes shrank from 23% in 1995 to 14% in 2006
� 40% failed all subject, 40% passed 1 – 3 subjects
� “A” levels continue to improve from 58% in 1990 to 75% in 2006 with 2 Es
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� Zimbabwe tertiary 3.9% of age group cf to 2.5% for SSA, 16.8% East Asia, 29.3% Malaysia, 85.4% S Korea, 57.7% Europe and N America
� Enrolments:◦ University , 9 017 in 1990 to 53 637 in 2006
◦ Agricultural colleges, 667 in 1990 to 173 in 2006 -
◦ Teachers’ colleges stable, 17 802 to 18 297
◦ Technical colleges, 11 683 in 1990 to 19 337 in 2006
◦ Vocational training colleges, 340 in 1990 to 1083 in 2006
◦ Nurses 908 in 1990, figures not available for 2006
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� University enrolments 62.6% men and 37.4% women in 2006
� Agriculture 65.1% men 34.9% women
� Teachers’ colleges 54.2% women 45.8% men
� Technical colleges 70.5% men 29.6% women
� Vocational colleges 88.3% men 11.7% women
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� Commerce and business 31%
� Arts 27.3%
� Agriculture, engineering, medical, science, veterinary, 26.6% (cf 42% Malaysia and South Korea) (Engineering, 2.3%; medicine 3.6%; vet 0.4%; science 15.8%)
� Social Studies 9%
� Education 3.6%
� Law 1.8%
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� Data not analysed and used
� Little decentralization of computerization and analysis
� District and regional offices operating at 40% of establishment
� Loss of staff to diaspora
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� 229 551 enrolled in 2007
� More women (55.1%) than men (44.9%)
� Little curriculum change since 1980s
� No civic education, in particular economic, social and cultural development
� Little or no technical/vocational trainng
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� Average expenditure 1980s, 22% of State budget
� Average expenditure 2000 – 2006, 14.2% of State budget
� Average staff salary 1990/91, US$4 565; 2008, US$560.73 per annum (12.3% of 1990/91 salary)
� Per capita grant 1990/91, US$6.26; 2006, US$0.18 (2.9% of 1990/91 amount).
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� 1990/91, 86.7% for primary/secondary; 2008, 69.5% for primary/secondary
� 1990/91, 13.3% for higher; 2008, 30.5% for higher
� Unit costs 2006 - primary: secondary, 1:1.57
� Unit costs 2006– primary: university, 1: 9.67
� Administration increases from 8.4% of the total in 1990/91 to 17.2% in 2008
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� Weakened state: under staffing and under financing of education
� Strengthening of SADC and other regional institutions
� Diaspora of 2 – 3 million
� Growing globalization
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1. 9 years of free, compulsory and quality basic education
2. Linking education and training to economic development◦ More science and tech/vocational
◦ More tech/vocational at secondary level
◦ Key role of agriculture
◦ Increase number of students in agricultural colleges
◦ Increase number of students in technical/vocational colleges
◦ Need increased enrolments,quality, relevance and diversity in higher education
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◦ More science, technology and engineering in tertiary education
◦ More training of doctors, teachers and nurses –training for region and overseas
3.Education and training for the region
4.Linking education for real life challenges� Prospect of unemployment
� Interpersonal relationships
� HIV/AIDS
� Intergenerational relationships
� Working in Zimbabwe, region and overseas
� Dealing with conflict, paranoia, intolerance, political polarisation, etc.
� Inadequate understanding of economics
� Civic education
� Environmental care and improvement
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5. Development of values, principles and moral education
6. Improvement of the quality of education◦ School construction
◦ School maintenance, furniture and equipment
◦ Pre-primary
◦ Curriculum
◦ Textbooks and teaching/learning materials
◦ Expansion teacher training
◦ Narrow gender gap
◦ Distance education for upgrading/updating
◦ Strengthen inspectorate
◦ Renewal and strengthening ZIMSEC
◦ Renew and increase per capita grants
◦ Provide some free textbooks
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7. Involvement of the community and decentralization◦ Decentralize resources to school level
◦ Decentralize supervision to district level
◦ Pro-poor budgeting
◦ School fees exclude the very poor and destitute
8. Non formal education
9. Strengthening policy and strategy
development
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10. Financing of education◦ Return to 22% of State budget
◦ Realistic teacher salaries
◦ Per capita grant commensurate with costs
◦ Provide for construction, etc.
◦ Better balance between primary, secondary and tertiary
◦ Focus on pre-primary and non formal
◦ Pro-poor budgeting
◦ Lower administration costs
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11. Donor aid◦ Pro-poor donor support
◦ Funds reach grass roots
◦ Emphasis on systemic improvement
◦ More technical/vocational/technology
12. Research and development◦ Link education and training to ec. development
and employment
◦ Utilize data
◦ Better and more monitoring and evaluation
◦ Curriculum research
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� The State
� Private Sector
� Parents and Communities
� Donors
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� A – requires little or no additional funding and immediately implementable. Existing resources can be better coordinated and better utilized. Time frame: one year
� B – requires moderate funding and can be implemented quite quickly. Requires some capacity building and modest additional funding. Time frame: 3 years
� C – requires medium and long term planning. Innovative and developmental. Requires substantial additional funding over a long period. Time frame: 15 years.
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