Implementing Educational Policies in Zimbabwe
Implementing Educational Policies in Zimbabwe

Author: Obert E. Maravanyika

Publisher: Washington, D.C. : World Bank

Published: 1990

Total Pages: 52

ISBN-13:

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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.

Implementing Deeper Learning and 21st Century Education Reforms
Implementing Deeper Learning and 21st Century Education Reforms

Author: Fernando M. Reimers

Publisher: Springer Nature

Published: 2020-11-04

Total Pages: 198

ISBN-13: 3030570398

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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.

Education and Development in Zimbabwe
Education and Development in Zimbabwe

Author: Edward Shizha

Publisher: Springer Science & Business Media

Published: 2012-01-01

Total Pages: 217

ISBN-13: 9460916066

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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

Ferment in Education
Ferment in Education

Author: John J. Lane

Publisher: University of Chicago Press

Published: 1995-11-05

Total Pages: 218

ISBN-13: 9780226468624

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This book lays no claim to uncovering the full range of problems confronting education elsewhere. It shows, however, the great importance attached to education in a variety of contexts, all of which are marked by dramatic social changes that place heavy demands upon the schools. How can studies in comparative education play a role in such settings? Some authors applaud the development of this field because of the opportunity it provides for systematic cross-national studies of educational problems. Others caution against accepting the findings of what they regard as ill-conceived studies that compare educational achievement among nations.

Implementing Education Policies
Implementing Education Policies

Author: Jonathan D. Jansen

Publisher: Juta and Company Ltd

Published: 2001

Total Pages: 316

ISBN-13: 9781919713335

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Since 1994, there have been major attempts to change educational policy in order to meet the economic demands of South Africa and equalize education for all. Implementation of this policy is the big challenge. Through critical commentary and analysis, this book brings into focus the various policy documents that have been produced since the early 1990s. It looks at the history of education policy, why coherent policy is necessary, how it should be implemented and, most critical of all, it discusses the importance of education management and delivery.

A Strategy to Develop Agriculture in Sub-Saharan Africa and a Focus for the World Bank
A Strategy to Develop Agriculture in Sub-Saharan Africa and a Focus for the World Bank

Author: Kevin M. Cleaver

Publisher: World Bank Publications

Published: 1993-01-01

Total Pages: 162

ISBN-13: 9780821324202

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For 25 years, population growth has outpaced increases in agricultural production in Sub-Saharan Africa. The lack of food and the degradation of agricultural land have forced policymakers to reassess agricultural strategies for the region. This paper provides such a reassessment by identifying policies and investments that have worked and those that have not. The author sets out the common elements required for agricultural and rural development throughout the region. The strategy presented in this paper comprises elements from several development sectors, including transport, water supply, education, finance, and the environment. The author makes five broad recommendations to promote Region: adoption of policies to promote private sector farming and agricultural marketing, processing, and credit development and distribution of new technologies inclusion of farmers in decisions affecting their livelihood development of infrastructure and social programs in support of agriculture improved management of natural resources Projections of the likely effects of the proposed policies and investments are included. Tables throughout the text present statistics on agricultural growth rates, commodity prices, and deforestation in the region. An annex contains more general tables, with information on population growth and fertility rates, land use, agricultural exports, and droughts. The strategies suggested in this paper will be of interest to policymakers, academics, and to development practitioners involved in African agriculture.

A Governance Approach to Civil Service Reform in Sub-Saharan Africa
A Governance Approach to Civil Service Reform in Sub-Saharan Africa

Author: Mamadou Dia

Publisher: World Bank Publications

Published: 1993-01-01

Total Pages: 66

ISBN-13: 9780821326305

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Inefficient civil service administrations are jeopardizing future development in many African countries. The reforms suggested in this paper would make these administrations more accountable, enforce the rule of law, and reward bureaucrats solely on their

Review of Early Childhood Policy and Programs in Sub-Saharan Africa
Review of Early Childhood Policy and Programs in Sub-Saharan Africa

Author: Amy Jo Reinhold

Publisher: World Bank Publications

Published: 1997-01-01

Total Pages: 104

ISBN-13: 9780821339688

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The collaborative efforts of ColombiaA's Department of National Planning (DNP) and the World Bank has produced the National Evaluation System of Public Sector Performance (SYNERGY). Put in place by the Special Division for Evaluation in DNP, this system has been designed and implemented to change the public sector from an inward-looking, process-oriented body (which sometimes restrains economic and social progress) into a more dynamic, results-oriented partner of the community and private sector in development. This report explores the critical factors in making SYNERGY a successful evaluation system. Such factors include ways of making it an effective management tool, promoting civil society participation by focusing on results for people and leveraging on their energy and resource, defining a constructive learning process for implementation, and providing an enabling environment for a results-oriented public sector.

Restoring the Educational Dream. Rethinking Educational Transformation in Zimbabwe
Restoring the Educational Dream. Rethinking Educational Transformation in Zimbabwe

Author: Shizha, Edward

Publisher: Africa Institute of South Africa

Published: 2013-12-07

Total Pages: 308

ISBN-13: 0798304073

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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.