Essay On Teacher Education In Zimbabwe

Even though Zimbabwe has the highest literacy rates in Africa, the high school pass rate remains at an unprecedented low, less than 25%. In the past 30 years since attaining independence, the population of Zimbabwe, around 13 million, experienced significant educational developments with the building of more schools in marginalized communities, establishment of teacher training colleges, and availability of educational resources. Consequently, school enrollment from 1980 to 1990 increased by 72% courtesy of the “education for all by 2000” policy (Shizha & Kariwo, 2011). Unfortunately, increasing the number of schools and teachers only improved the enrollment, but not the pass rate in the national General Certificate of Secondary Education. According to David Coltart, former Minister of Education, Sports and Culture, the average ordinary level pass rate for the past 10 years is less than 20% (Marufu, 2013). Even though high school teachers in Zimbabwe attended college to obtain professional teacher training, continuous professional development can help in increasing teaching effectiveness in schools.

Several research studies found the quality, equity and relevance of teaching and instruction techniques correlates with the quality of the students’ learning. Generally, poor teaching techniques result in lower student academic performance. In Zimbabwe, in order to improve quality teachers undergo training at teachers’ college, technical colleges or universities. In 1998, more than 88 % of teachers held at least a Diploma in Education offered by more than fifteen teachers’ colleges. The low pass rate in national examinations shows there are deficiencies in the teacher-training curriculum. Therefore, in order to improve the quality of ...

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...ting the continuous professional development programs should be aware of every detail of the lessons they deliver so that continuous professional development can serve its purpose.

Learning is a social experience so professional growth is usually promoted through exchanging, sharing, and formulating new ideas. Language in supportive and challenging collaborative contexts is often indispensable. CPD in schools need to be assessed more effectively and has to be promoted to reach out to the majority of schools in Zimbabwe so that it can also be beneficiary to the rural schools. CPD classes should be undertaken by the senior member or staff to increase the effectives from those who has the experience. Great consideration should be done to make sure all the needs of the staff are adequately met to boasts their self-esteem so that they can do their job with enthusiasm.