Transcript Accelerating Expansion of Access to Secondary Education

Accelerating Expansion of
Access to Secondary
Education
1980 - 1990 Experience in
Zimbabwe
1. Inherited Situation
2 education systems
35% at primary, 4% at secondary, 0.1%
tertiary
Total of 80 000 with secondary education
and 4 000 with university education out of
population of 7.5 million
2 economic systems, formal for small
percentage and traditional subsitence for
the majority
2. Review of Macro Policy
Framework
 Education as main tool for political, social and
economic development
 Local community and parental participation in
school provision
 Reduction of unit costs
 Free and compulsory primary education
 Affordable secondary education
 Secondary education to be terminal for majority
 Curriculum to be reviewed rather than for
preparation to live in Britain or to be ruling class
3.1 Innovative Policy Implementation
 Planning and school registration process
 Government sec school in each district
 “Private” schools 93.8% of primary and 87.3% of
secondary schools
 Day schools rather than boarding schools
 Planning department expanded
 School mapping with IIEP
 Open access to “O” levels, selection for “A”
levels
3.2 School Construction
 Parents’ responsibilities:
Build actual school
Ensure children attend school
Pay fees as agreed by parents and kept by parents
 Government responsibilities:
Provide plan and technical support
Provide subsidy
Pay teachers and per capita grant
Provide some free materials
Train teachers and school heads
3.2 Construction 2
Labour only contracts for small scale
builders
Tax rebates and subsidies for commercial
farmers, commerce and industry for school
construction
School location systematized
3.3 Innovative Curriculum
Development
5 subject groups at sec - Need to select at
least 1 or 2 subjects from each group:
Languages - English and 1 main African
Language compulsory
Sciences - Core Science is compulsory
Mathematics
Human and Social Sciences
Practical, Technical, Business and Commercial
Subjects: 2 compulsory
Generally students do 7 subjects
3.3.1 Innovative approaches
 Use of distance education methodologies
 ZimSci kits
 Practical subject kits
 National Foundation Courses
 Changes in Social Studies
 HIV/AIDS education
 Free textbooks
 MOE collaboration with pvt sector publishers
 Tree planting and tree care
3.4 Quality and Availability of
Teachers
Teachers’ Associations
Availability of qualified teachers
Teacher education
ZINTEC and Zintecisation of system
Technical teacher training
Gender Gap amongst sec teachers
4.2 Involvement of Parents and
Community
Decentralization of funds through District
Councils or through School Development
Committees?
Appointment and promotion of teachers disastrous decentralization
Abuse of per capita grants
Need for a clear time frame and gradual
approach to decentralization of functions
4.3 The White Minority
Sale of “white” state schools to parents
rescinded
Allowed strong parental participation in
school governance, including parental
“levies” to overcome new teacher pupil
ratios
Allowed establishment of new “private”
schools by white farmers
4.4 Politicians and Parliament
New legislation passed enthusiastically
Politicians not allowed to site and establish
schools
4.5 Private Sector Participation
6 different types of private sector
participation:
Distict Council and Community owned schools
“Elite” or Independent schools
Farm and mine schools
Mission and other church schools
ZIMFEP schools
Profit making schools
All except last group received grants and
subsidies.
4.6 Zimbabwe Foundation for
Education with Production
Achievements include:
Schools constructed by students and
communities
Educated 15 000 war veterans and former
refugees
Self-sufficiency
Theatre and culture
New syllabuses and textbooks
Education and employment creation
5. Impact of Reforms on Expenditure
in US$s - Table 1
1980/81
1985/86
1990/91
339.715
396.480
581.265
Index of Increase 100
117
171
Ed Budget as % 22.3
of Total
Sec Budget as % 16.1
of Ed Budget
21.8
22.4
12.7
29.5
Ed Budget
Table 2. Unit Cost of Sec Education
in US$s
1980
1985
1990
Unit cost in US$s
735.83
104.35
257.82
Index of Increase
100
14
35
Table 3. Number of Sec Schools and
Sec Enrolments
1980
1985
1990
Number of
schools
197
1215
1512
Enrolment
74 321
482 000
665 791
Index of
enrolment
increase
100
649
896
Table 4. Increase in 6th Form
Enrolment
1980
1985
1990
Number of students 1 930
5 423
8 273
Index of increase
281
429
100
6.3 Gender Gap at Secondary
Girls 40% up to “O” levels
Girls 33% at “A” levels
Table 5. “O” levels Number and %
passing 5 or more subjects at Grade
C and above
Year No
Index
Candidat
es
1980 7 818
100
1990 194 654
No
Index
%
Passed Increase Pass
1 460
100
24 898 25 651 17 569
18.7
13.2
Table 6. “O” Level Passes 1985 and
1990
1985 No. 1985 % 1990 No. 1990 %
Passed 5 14 762
13.1
25 651
13.2
Passed 3 28 591
25.3
46 874
24.1
Passed 1 65 904
58.4
116 180
59.7
Failed all
46 979
41.6
78 474
40.3
Total
112 881
100.0
194 654
100.0
Table 7a. Academic “O” Results by
Subject 1990
Subject
i. English Language
ii. English Lit
iii. History
iv. Geography
v. Shona & Ndebele
vi. Mathematics
vii. Core Science
No
Candidates
163 586
48 070
58 092
119 204
115 405
87 946
127 566
% Grade
C & above
18.5
44.3
32.3
27.9
61.1
23.4
24.8
Table 7b. Practical Subjects “O”
Levels Results 1990
Subject
viii. Agriculture
No.
% Grade
Candidates C
45 766
51.8
ix. Woodwork
6 215
63.7
x. Fashion & Fabrics
11 935
36.7
xi. Commerce
44 866
34.0
xii. Principles of Accounts
22 015
42.8
Table 8a. Urban cf. Rural “O” Levels
Academic Subject Results 1990
Subject
No
Urban
Passes
i. Eng Lang
11 210
ii. Eng Lit
4 838
iii. History
5 045
iv. Geography 10 102
v. Shona/Nde. 19 140
vi. Maths
6 046
vii. Core Sci. 9 536
%
Urban
Passes
25.9
46.8
25.4
29.5
58.6
19.0
24.9
No.
Rural
Passes
12 386
5 753
12 699
20 750
48 330
12 707
20 415
%
Rural
Passes
15.0
43.1
37.9
28.6
63.0
27.4
26.1
Table 8b. Urban cf. Rural “O” Levels
Practical Subject Results 1990
Subject
viii. Agriculture
No.
Candidates
2 166
%
Urban
Candi.
44.3
No.
Rural
Candi.
21 479
%
Rural
Candi.
52.7
ix. Woodwork
2 701
63.5
1 238
64.0
x.Fashion/Fab
1 932
36.7
2 374
36.2
xi. Commerce
4 479
31.7
7 296
34.2
xii. Principles of 4 324
Accounts
38.2
3 439
50.0
Table 9. “A” Levels - No. & % with 2
or more Subjects at E or better
Year No.
candi.
1980 1 146
Index
increase
100
No.
Index
%
passed 2 Increase Pass
subjects
577
100
46.0
1990 14 722 12 846 9 984
18 945
67.8
9. Lessons Learnt: Positive Impact
High quality sec education for majority
possible in cost effective ways
Education map changed within 1
generation
Population growth similar to West
More aware of human rights
Technological jump from peasant based
technology to modern technology
Lessons Learnt: Negative Impacts
Higher aspirations and expectations
Exodus of 2 million plus young people
Economic development not commensurate
with educational development
Zimbabwe clung to the Cambridge exam
system, rejecting closer links with
economic productivity