Zimbabwe is facing a severe education crisis as many pupils are forced to learn under trees and in open spaces due to a shortage of classrooms. This situation affects not only rural schools, but also urban ones, where demand for places is high.
Lack of Infrastructure and Funding
One of the schools that suffers from this problem is Mhanyame Primary School in Chinhoyi, a town about 120 kilometers northwest of the capital Harare. The school, which was established in 2002, has an enrollment of 1,615 pupils, but only 16 classroom blocks. This means that some pupils have to sit on the ground under the scorching sun or the pouring rain, while others share desks and chairs in overcrowded rooms.
The school’s headmaster, Kufakuneyi Rupere, told a delegation of education officials that visited the school last week that the lack of infrastructure was hampering the quality of education and the health of the learners. The school initiated the construction of more classroom blocks, but it stalled the project due to lack of funds.
The Chinhoyi Municipality runs the school and is responsible for providing the resources and maintenance. However, the local authority is facing financial challenges and has not been able to meet the needs of the school. The headmaster also blamed the parents and guardians for failing to pay the school fees and levies on time, which affected the school’s cash flow and development plans.
Impact on Learning Outcomes and Morale
The education crisis in Zimbabwe has a negative impact on the learning outcomes and the morale of the pupils and the teachers. According to the headmaster, the school used to produce high pass rates in the national Grade 7 examinations, and even won the Secretary’s Bell Award for Best Performing School in 2013. However, the performance has declined in recent years due to the unfavorable learning environment.
The pupils also expressed their frustration and disappointment with the situation. Some said that they could not concentrate or hear the teacher well when they were learning under the trees. Others said that they felt embarrassed and discriminated against when they compared themselves with other schools that had better facilities.
The teachers also faced challenges in delivering the curriculum and managing the classes. They said that they had to deal with noise, distractions, and weather conditions that affected their teaching methods and materials. They also said that they had to cope with low motivation and high absenteeism among the pupils.
Government Response and Recommendations
The education officials who visited the school saw something that shocked and saddened them. They acknowledged that the school’s situation was not unique, but reflected a wider problem of education in the country. They said that the government was aware of the challenges and was working on addressing them.
The Minister of Primary and Secondary Education, Torerai Moyo, who led the delegation, said that the government was committed to providing quality and inclusive education for all Zimbabwean children. He said that the government was mobilizing resources and partners to build more classrooms and improve the infrastructure of the schools. He also said that the government was implementing policies and programs to enhance the curriculum, the teacher training, and the assessment systems.
The minister also urged the parents and guardians to play their part in supporting the education of their children. He said that they should pay the school fees and levies on time, and also participate in the school development committees and activities. He said that education was a shared responsibility and a national priority.
The minister also appealed to the pupils and the teachers to remain hopeful and resilient. He said that education was the key to the future of the country and the empowerment of the people.
Source: New Zimbabwe
