College lecturers are caught up in the proverbial no-man's land.Educators in the Ministry of Education are members of ZIMTA which addresses all their labour and professional concerns. Most lecturers used to belong to ZIMTA before they moved to the Ministry of Higher and Tertiary Education.
To a large extent ZIMTA no longer addresses concerns of lecturers as the majority of its membership are teachers. Therefore, sector specific concerns of lecturers are ignored since lecturers do not have a vibrant union or organization to articulate their concerns.
The College Lecturers Association of Zimbabwe [COLAZ] on the other hand is meant to cover these lecturers. However, due to lack of transparency and accountability by the previous leadership, instead of growing the organization has been shunned by the very same people it is meant to represent. The association also suffered a leadership vacuum after the top leaders left the country for greener pastures. This shattered the already fragile reputation it had that lecturers still resort to ZIMTA even if it does not fully represent them.
It is therefore imperative that current efforts being made to resuscitate COLAZ address these issues so that it stands a chance of winning the trust of its intended constituencies and being a true representative of lecturers.
Tuesday, November 24, 2009
Wednesday, November 18, 2009
DOES THE 2-5-2 PROGRAMME HAVE RELEVANCE IN TEACHER EDUCATION IN ZIMBABWE?
The 2-5-2 model of training was adopted in Zimbabwe's primary school teacher training colleges to have a more practical approach in the teaching of primary school . Students spend an disrupted 5 term stretch on teaching practice and only 4 terms at college during the 9 term course.This programme relies heavily on mentoring and college based supervision whereby students are constantly supervised by lecturers.
In Zimbabwe this programme has been a failure in that colleges have been accused of mass production and churning out half baked product who do not know how to teach. Institutions have not been given the necessary infrastructural support by government to ensure that the programme is a success. Lack of vehicles for teaching practice supervision has ensured that some students were not supervised since the last term before assessment thereby defeating the objective of the programme.
Furthermore, due to limited resources, colleges were unable to produce distance education material in the form of modules which are s prerequisite to any distance education programme. Therefore, colleges should just revert to the conventional programme to continue producing quality teachers.
In Zimbabwe this programme has been a failure in that colleges have been accused of mass production and churning out half baked product who do not know how to teach. Institutions have not been given the necessary infrastructural support by government to ensure that the programme is a success. Lack of vehicles for teaching practice supervision has ensured that some students were not supervised since the last term before assessment thereby defeating the objective of the programme.
Furthermore, due to limited resources, colleges were unable to produce distance education material in the form of modules which are s prerequisite to any distance education programme. Therefore, colleges should just revert to the conventional programme to continue producing quality teachers.
PROFESSIONALISM VERSUS MONEY?
Ancillary staff in institutions, especially those commonly referred to as 'general hands' i.e. cleaners and cooks do a thankless job as they sweat and their efforts are rarely acknowledged and rarely, financially rewarded. They are usually looked down upon especially by their educated and professional colleagues as they are seen as failures who failed to get academic as well as professional qualifications.
However since the adoption of the multi-currency system in the country, everyone wants the extra rand or dollar regardless of their position in an institution. This has led to the marginalization of workers in the lower grades by those in positions of authority who abuse their authority to usurp the duties and rewards of those.
Some institutions hire out their facilities and cleaners get extra money for participating in such fund-raising ventures. However, these days it is not unusual to find that during such ventures professionals in institutions such as accountants, secretary and human resources officers become cleaners and cooks having muscled out the bonafide cleaners. This is especially so in government institutions where workers are still getting' peanuts' in terms of remuneration. It appears greed has eroded the professional conscience and 'ubuntu' in some individuals
Administrators definitely have to address such issues whereby employees are denied what should ideally be theirs to prevent demotivation and frustration within the organization.
However since the adoption of the multi-currency system in the country, everyone wants the extra rand or dollar regardless of their position in an institution. This has led to the marginalization of workers in the lower grades by those in positions of authority who abuse their authority to usurp the duties and rewards of those.
Some institutions hire out their facilities and cleaners get extra money for participating in such fund-raising ventures. However, these days it is not unusual to find that during such ventures professionals in institutions such as accountants, secretary and human resources officers become cleaners and cooks having muscled out the bonafide cleaners. This is especially so in government institutions where workers are still getting' peanuts' in terms of remuneration. It appears greed has eroded the professional conscience and 'ubuntu' in some individuals
Administrators definitely have to address such issues whereby employees are denied what should ideally be theirs to prevent demotivation and frustration within the organization.
Friday, November 13, 2009
AFFIRMATIVE ACTION: DOES IS IT HAVE A PLACE IN OUR TERTIARY INSTITUTIONS?
In 1995 the government of Zimbabwe gazetted that prospective female students at the country's universities be admitted for study at lower entry points than their male counterparts. This was meant to level the playing field for the girl child who spends a lot of time doing domestic chores unlike the boy child who has plenty of time to study.
While this was a noble and appropriate initiative, in some quarters this has created some stigma in that the females who are admitted on lesser points than boys are made to feel as if they do not deserve to be there by those who have the required the qualifying points. This demotivates them as they are looked down upon.
It is interesting to note that for example, the minimum number of points a student should have to qualify for study at the UZ is 2 points. However, because of stiff competition for the few available places the entry point had to be raised so that only the best could attain varsity education, and not necessarily that someone with 3 points is dumb. It is hoped that with the increase in the number of universities across the country, the entry points will come down so that all those who would have passed their A'Levels even with 2 points can access varsity education locally. This being the case, then there will not be any need for affirmative action.
While this was a noble and appropriate initiative, in some quarters this has created some stigma in that the females who are admitted on lesser points than boys are made to feel as if they do not deserve to be there by those who have the required the qualifying points. This demotivates them as they are looked down upon.
It is interesting to note that for example, the minimum number of points a student should have to qualify for study at the UZ is 2 points. However, because of stiff competition for the few available places the entry point had to be raised so that only the best could attain varsity education, and not necessarily that someone with 3 points is dumb. It is hoped that with the increase in the number of universities across the country, the entry points will come down so that all those who would have passed their A'Levels even with 2 points can access varsity education locally. This being the case, then there will not be any need for affirmative action.
Tuesday, November 10, 2009
LIFE SKILLS EDUCATION A NECCESSITY AND NOT AN OPTION!!
Education should make make learners aware that they can be vehicles of social transformation and not produce half baked and unproductive and unimaginative professionals.
UCE offers Health and Life Skills education which is meant to empower the student so that he or she can confidently face various social challenges such as HIV/AIDS and the socioeconomic situation in our country which has seen the rise of childheaded homes as parents leave for greener pastures.
Graduates from the college are thus expected to help mitigate these problems through active and meaningful interaction with their various communities. The students are made aware that their duties go beyond the classroom and that their communities look up to them for information and guidance.
UCE offers Health and Life Skills education which is meant to empower the student so that he or she can confidently face various social challenges such as HIV/AIDS and the socioeconomic situation in our country which has seen the rise of childheaded homes as parents leave for greener pastures.
Graduates from the college are thus expected to help mitigate these problems through active and meaningful interaction with their various communities. The students are made aware that their duties go beyond the classroom and that their communities look up to them for information and guidance.
UCE PROMOTING EDUCATION FOR THE VULNERABLE IN SOCIETY
United College of Education has the distinction of being the only teacher training institution in the country that offers the Special Needs Education diploma. The programme is offered as an in-service programe to qualified teachers who have at least two years teaching experience.
The programme is meant to help and equip teachers in dealing with and teaching the vulnerable children in society who are often marginalised and abused because of their disability. The following areas of specialization are offered: Hearing Impairment, Visual Impairment and Mental Retardation. Students doing this programme do their teaching practice in special schools such as John Slaven, King George VI, Emerald Hill etc. It is envisaged that through doing teaching practice at those institutions, the students get the chance to put into practice the theory they would have got from the lectures.
The college is regardedby the Ministry of Higher and Tertiary Education as a centre of excellence in Special Needs Education. As a result, a member from the department was seconded to Namibia in 2006 to help the Namibian Education authorities introduce the programme to their teacher training institutions. Such regional affirmation is testimony to the quality of the product produced by the college.
The college through its Special Needs Education Department has been doing its fair share of Corporate Social Responsibility. Lecturers in the Department offer lectures on Hearing, Visual Impairment and Mental Retardation to second year nursing students at Mpilo Central Hospital. This is a good way of net working and information sharing more is expected from this working together of the two institutions.
The programme is meant to help and equip teachers in dealing with and teaching the vulnerable children in society who are often marginalised and abused because of their disability. The following areas of specialization are offered: Hearing Impairment, Visual Impairment and Mental Retardation. Students doing this programme do their teaching practice in special schools such as John Slaven, King George VI, Emerald Hill etc. It is envisaged that through doing teaching practice at those institutions, the students get the chance to put into practice the theory they would have got from the lectures.
The college is regardedby the Ministry of Higher and Tertiary Education as a centre of excellence in Special Needs Education. As a result, a member from the department was seconded to Namibia in 2006 to help the Namibian Education authorities introduce the programme to their teacher training institutions. Such regional affirmation is testimony to the quality of the product produced by the college.
The college through its Special Needs Education Department has been doing its fair share of Corporate Social Responsibility. Lecturers in the Department offer lectures on Hearing, Visual Impairment and Mental Retardation to second year nursing students at Mpilo Central Hospital. This is a good way of net working and information sharing more is expected from this working together of the two institutions.
UCE: LEADING THE WAY IN EARLY CHILDHOOD DEVELOPMENT
United College of Education has continued to be a citadel of excellence and has carved a niche for itself in Zimbabwe's education landscape over the past forty years. The college has been able to continually reinvent itself thus remaining relevant.
UCE in its pursuit of of excellence and in enhancing its competitive edge, in September 2005 introduced the Early Childhood Development (ECD) programe which effectively replaced the Infant Education programe that was being offered. This was the culmination of an innovative vision to develop a comprehensive product in Early Childhood Education. Furthermore, it was also a positive response to government efforts to rationalize and standardize pre-school education (that has for years been dominated by private organizations and individuals) through the introduction of Grade Zero in schools.
Unlike its predecessor, the ECD programme does not only focus on school going children (Grades 1-3), but it focuses on the child from the ante-natal stage with activities to meant to stimulate it, through the pre-school stage up to the time it gets to Grade 3.
The programe is poised for a powerful impact on the education system in Zimbabwe. The new ECD specialists are therefore expected to effectively impart their newly acquired skills in the various communities they will be serving. They are expected to illuminate the way for those who have been practicing without specialized knowledge. The college proudly presented to the nation of Zimbabwe the pioneer group from this programme at its August 2009 graduation ceremony.
UCE in its pursuit of of excellence and in enhancing its competitive edge, in September 2005 introduced the Early Childhood Development (ECD) programe which effectively replaced the Infant Education programe that was being offered. This was the culmination of an innovative vision to develop a comprehensive product in Early Childhood Education. Furthermore, it was also a positive response to government efforts to rationalize and standardize pre-school education (that has for years been dominated by private organizations and individuals) through the introduction of Grade Zero in schools.
Unlike its predecessor, the ECD programme does not only focus on school going children (Grades 1-3), but it focuses on the child from the ante-natal stage with activities to meant to stimulate it, through the pre-school stage up to the time it gets to Grade 3.
The programe is poised for a powerful impact on the education system in Zimbabwe. The new ECD specialists are therefore expected to effectively impart their newly acquired skills in the various communities they will be serving. They are expected to illuminate the way for those who have been practicing without specialized knowledge. The college proudly presented to the nation of Zimbabwe the pioneer group from this programme at its August 2009 graduation ceremony.
Subscribe to:
Posts (Atom)