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Author: Obert E. Maravanyika Publisher: Washington, D.C. : World Bank ISBN: Category : Education Languages : en Pages : 52
Book Description
Zimbabwe has been independent only since 1980. It has, however, attempted to change significantly the inherited educational policies, which it considers to be inappropriate to the nation's adopted socialist ideology. This paper outlines and critically appraises Zimbabwe's educational policies and finds that post-independence educational policy formulation has been influenced not only by ideological goals of national policy, but equally strongly by the inherited colonial capitalist infrastructure. A thorough review of the main factors influencing policy formulation in the colonial period helps explain why the transformation in educational policies has been more quantitative than qualitative since 1980, the emphasis on socialist development notwithstanding. Additional factors which have hindered substantial qualitative change have been the short time period since independence and shortages of both human and material resources. A particular problem is the preference of students and parents for a traditional, academic education of the sort often denied Blacks under colonial rule over the new, more practical and vocational curriculum. In conclusion, the paper reviews the implications of the dichotomy between pre- and post-independence social, economic, political, and educational goals for the specific areas of private schools, teacher education, curricula, and examinations.
Author: Obert E. Maravanyika Publisher: Washington, D.C. : World Bank ISBN: Category : Education Languages : en Pages : 52
Book Description
Zimbabwe has been independent only since 1980. It has, however, attempted to change significantly the inherited educational policies, which it considers to be inappropriate to the nation's adopted socialist ideology. This paper outlines and critically appraises Zimbabwe's educational policies and finds that post-independence educational policy formulation has been influenced not only by ideological goals of national policy, but equally strongly by the inherited colonial capitalist infrastructure. A thorough review of the main factors influencing policy formulation in the colonial period helps explain why the transformation in educational policies has been more quantitative than qualitative since 1980, the emphasis on socialist development notwithstanding. Additional factors which have hindered substantial qualitative change have been the short time period since independence and shortages of both human and material resources. A particular problem is the preference of students and parents for a traditional, academic education of the sort often denied Blacks under colonial rule over the new, more practical and vocational curriculum. In conclusion, the paper reviews the implications of the dichotomy between pre- and post-independence social, economic, political, and educational goals for the specific areas of private schools, teacher education, curricula, and examinations.
Author: Fernando M. Reimers Publisher: Springer Nature ISBN: 3030570398 Category : Education Languages : en Pages : 198
Book Description
This open access book is a comparative analysis of recent large scale education reforms that broadened curriculum goals to better prepare students for the 21st century. The book examines what governments actually do when they broaden curriculum goals, with attention to the details of implementation. To this end, the book examines system level reforms in six countries at various levels of development. The study includes system level reforms in jurisdictions where students achieve high levels in international assessments of basic literacies, such as Singapore and Ontario, Canada, as well as in nations where students achieve much lower levels, such as Kenya, Mexico, Punjab-Pakistan and Zimbabwe. The chapters examine system-level reforms that focus on strengthening the capacity to teach the basics, as in Ontario and Pakistan, as well as reforms that aim at building the capacity to teach a much broader set of competencies and skills, such as Kenya, Mexico, Singapore and Zimbabwe. The volume includes systems at very different levels of spending per student and reforms at various points in the cycle of policy implementation, some just starting, some struggling to survive a governmental transition, and others that have been in place for an extended period of time. From the comparative study of these reforms, we aim to provide an understanding of how to build the capacity of education systems to teach 21st century skills at scale in diverse settings.
Author: Edward Shizha Publisher: Springer Science & Business Media ISBN: 9460916066 Category : Education Languages : en Pages : 217
Book Description
The book represents a contribution to policy formulation and design in an increasingly knowledge economy in Zimbabwe. It challenges scholars to think about the role of education, its funding and the egalitarian approach to widening access to education. The nexus between education, democracy and policy change is a complex one. The book provides an illuminating account of the constantly evolving notions of national identity, language and citizenship from the Zimbabwean experience. The book discusses educational successes and challenges by examining the ideological effects of social, political and economic considerations on Zimbabwe’s colonial and postcolonial education. Currently, literature on current educational challenges in Zimbabwe is lacking and there is very little published material on these ideological effects on educational development in Zimbabwe. This book is likely to be one of the first on the impact of social, political and economic meltdown on education. The book is targeted at local and international academics and scholars of history of education and comparative education, scholars of international education and development, undergraduate and graduate students, and professors who are interested in educational development in Africa, particularly Zimbabwe. Notwithstanding, the book is a valuable resource to policy makers, educational administrators and researchers and the wider community. Shizha and Kariwo’s book is an important and illuminating addition on the effects of social, political and economic trajectories on education and development in Zimbabwe. It critically analyses the crucial specifics of the Zimbabwean situation by providing an in depth discourse on education at this historical juncture. The book offers new insights that may be useful for an understanding of not only the Zimbabwean case, but also education in other African countries. Rosemary Gordon, Senior Lecturer in Educational Foundations, University of Zimbabwe Ranging in temporal scope from the colonial era and its elitist legacy through the golden era of populist, universal elementary education to the disarray of contemporary socioeconomic crisis; covering elementary through higher education and touching thematically on everything from the pernicious effects of social adjustment programmes through the local deprofessionalization of teaching, this text provides a comprehensive, wide ranging and yet carefully detailed account of education in Zimbabwe. This engagingly written portrayal will prove illuminating not only to readers interested in Zimbabwe’s education specifically but more widely to all who are interested in how the sociopolitical shapes education- how ideology, policy, international pressures, economic factors and shifts in values collectively forge the historical and contemporary character of a country’s education. Handel Kashope Wright, Professor of Education, University of British Columbia
Author: Paul Pius Waw Achola Publisher: Washington, D.C. : World Bank ISBN: Category : Education Languages : en Pages : 74
Book Description
At the time of independence from Britain in 1964, the educational system in Zambia was, as elsewhere in Africa, racially segregated and heavily biased against Africans. This paper briefly reviews the situation at independence before enumerating post-independence educational policy landmarks through both acts of Parliament and national development plans and related documents. It discusses successes and failures in program implementation as evidenced by internal and external efficiency criteria. Particularly the primary school system has expanded substantially, although there exists little data about internal efficiency. Nevertheless, the young and growing population continues to put pressure on the system -- a doubling of primary school places by the year 2000 would be necessary simply to maintain the present gross enrollment rates. High rates of unemployment, especially after completion of primary and secondary school, point to poor external efficiency. Other factors contributing to problems with the successful implementation of educational policies have been a poor economy, inadequate supply of teachers above the primary level, problems with curriculum relevance, and an entrenched debate about the merits of English language versus native language teaching.
Author: Cooper F. Odaet Publisher: Washington, D.C. : World Bank ISBN: Category : Education Languages : en Pages : 46
Book Description
At the time of independence from Britain in 1962, education in Uganda was more advanced than in neighboring countries, although still unsatisfactory. This paper reviews the recommendations of commissions, educational reviews, and five-year plans for the development of educational policies since independence. There have been two main long-term government objectives -- primary school expansion toward the goal of universal primary education, and the provision of sufficient manpower of the quality needed to meet the skill requirements of the economy. The implementation of these goals was severely hampered by the events of the 1970s, which were a decade of "total national calamity" that affected all sectors of the economy, including the education system. The Recovery Program of 1982/84 was adopted to reconstruct and rehabilitate the educational infrastructure. The report reviews the present-day status of education in Uganda with regard to internal and external efficiency, equity, and non-quantitative criteria such as national policy and Ugandanization. It finds four remaining major problem areas : a) continued illiteracy; b) high dropout rates at almost all levels; c) unqualified teachers along with a shortage of qualified ones; and d) a widening gap between educational preparation and actual employment opportunities.
Author: C. J. Galabawa Publisher: Washington, D.C. : World Bank ISBN: Category : Education Languages : en Pages : 48
Book Description
Of the three East African British colonies (Kenya, Uganda, and Tanzania), Tanzania was the least well off at the time of independence in 1961. At that time, only 16,691 students were enrolled in secondary schools, and all general education at higher levels was provided outside the country. Thus, the goals of post-independence educational policy were the distribution and equalization of educational opportunities and the expansion of the system at all levels, including the attainment of universal primary education. This report reviews the initial evolution and implementation of educational policies through government five-year development plans. From 1969-78, the Education for Self-Reliance (ESR) program became the basis for all major educational policy changes. The final section of the report evaluates the implementation and success of educational policies and finds that the emphasis on achieving universal primary education has led to a system where there are secondary school places for only 4 percent of primary school graduates. The author reviews the financial and macroeconomic circumstances, educational theories and internal and external efficiency criteria that surround the debate about educational quality and ESR. The report finds that some policy objectives have been contradictory and that, in the short run, quantitative and efficiency objectives have been incompatible.
Author: Fassil R. Kiros Publisher: Washington, D.C. : World Bank ISBN: Category : Education Languages : en Pages : 138
Book Description
This paper describes in detail the historical roots of the modern Ethiopian educational system. Ethiopia began a program of modernization and development upon liberation in 1941. By 1961 the country's educational accomplishments were found to be quite low when compared with other African countries, most of whom were not yet or just barely independent themselves. Some gains were made in the education sector through the implementation of a series of five-year development plans. Since 1974, Ethiopia has been undergoing a process of revolutionary change, including a quantitative and qualitative expansion of education at all levels, including basic literacy. However, the education system has expanded faster than the rest of the economy, creating problems of educational quality, wastage and inefficiency, poor working conditions of teachers, educated unemployment, and the need for continuing reorganization. The report describes the role of education as envisioned in the Government's Ten Year Perspective Plan (1984-94) and argues that problems remain today not because education has been neglected, but because much greater emphasis has been placed on its expansion.
Author: Shizha, Edward Publisher: Africa Institute of South Africa ISBN: 0798304073 Category : Education Languages : en Pages : 308
Book Description
The role of education in human well being and social development cannot be overestimated. After a number of highly commendable policies on education in the first decade of independence, the education system in Zimbabwe has taken a tumble that needs both examining and rectifying. This volume analyses the challenges facing the education system in Zimbabwe and explores and scrutinises theoretical and practical possibilities for restoring the educational dream that was initiated at independence in 1980. The book is targeted at academics, scholars, college and university students, policy makers and other stakeholders and advocates a multi-pronged approach that must involve all stakeholders if educational retransformation, reconstruction and restoration are to be achieved. The authors provide a range of recommendations for a project that would restore the educational dream in Zimbabwe.
Author: Obert E. Maravanyika
Author: Obert E. Maravanyika
Author: Obert E. Maravanyika
Author: Fernando M. Reimers
Author: Edward Shizha
Author: Paul Pius Waw Achola
Author: Cooper F. Odaet
Author: C. J. Galabawa
Author: Fassil R. Kiros
Author: Anne Welle-Strand
Author: Shizha, Edward