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theEducator Zimbabwe’s Education Sector

Parents Guide Teenagers

Activities that provide information

How to decide on career field

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INDEPENDENCE FEATURE

Your Guide to Education

• November 2013

theeducator@alphamedia.co.zw

BABWEA

100 Best Secondary Schools in Africa

St. George’s College Zimbabwe

There has been a marked rise of very I should state here that ranking high NewsDaysecondary will be running a special feature entitled "Proud to be Zimbabwean". feature will be published on 17 April 2013, good schools all over the The schools from different countries to mark 33 years of independence. We invite all corporations within the private and public sector, all non-governmental continent. Whilst government schools across the continent organisations, all government departments and public bodies/offices, and all embassies representing their respective countries to is always going place messages commemoratingcountries this occasion. “Proudstarted to be Zimbabwean" the power of courage and as pride that we within African offwill celebrate to be difficult different countries all share through the accomplishments of extraordinary individuals and organisations who have made Zimbabwe a symbol of the best, following independence, follow different curriculums and take resilience, hope and innovation. much has changed. For the most part, part in completely different regional We are offering you an opportunity to advertise in this commemorative feature. Because of the special nature of this feature, Alpha private schools (we consider mis- normal price $1 420 you pay $710 and a half Media Holdings is offering up to 50% discount on all adverts as follows; full pageassessments. page normal price $710 you pay If you wish to include a write-up with your advertisement this will be considered and will the be sionary school as$355. private) outperform •The author selected list of schools free of charge. For bookings Contact: Landline: 04-755123 and speak to Tania (0773 224 397), Lois (0774 329 315) and Loyola schools. In addition, ingovernment that have historical prominence at a (0775 202 251). ternational schools have taken Africa national and regional level. That is the by storm. Below is the list of 100 best reason most schools that featured on secondary schools. the list are also quite old, some started well before their corresponding The Ranking Methodology countries became independent. This Expectedly the rankings of the “100 is especially the case for most public Best Secondary Schools in Africa” secondary/high schools. Here it is imwere met with displeasure from most portant to note that not all schools take of the people who left their comments part in regional assessments. Yet, not a on the article. Most people emailed the single school was eliminated for lack editor regarding the methodology that of regional accomplishments. Schools was used in compiling the list. that were very good at a national lev-

UN Secretary General. • The article mentioned, “Most of these schools are old, with tremendous wealth of history. The performance of such schools did take consistency into consideration to eliminate the quick rise and quick fall cases. In addition, great schools such as the African Leadership Academy have yet to prove themselves over years. Only time will tell whether they will remain at the highest level they are at.” •Some readers may disagree with the way we construct our rankings methodology. Let us know if we missed an important component below in comments. While we should always celebrate success of private enterprise and involvement of the private sector in education, it is important to ask the question; “Is the high performance of private schools at the cost of public schools?” This is an important question since the majority of the continent lack the means to pay for the skyrocketing costs of private institutions and choose instead to rely on public schools notwithstanding the fact that each African deserves good quality education. While I do not believe that a cap on secondary school fees will help, I stand convinced that African governments need to spend more on secondary school education.

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el, yet lacked regional presence were also considered given that they did not have any regional assessments to partake. • The author then went over the list of a few hundred schools selecting the schools that continued to lead at a national and regional level especially in the past few years when there has been national and regional rankings for secondary/high schools. It is also important to state that countries have different rakings and they rank different criteria which made it difficult to harmonize the list. •In addition to how the different schools have performed at a national level, schools whose students win prestigious scholarships and fellowships at a national and international level earned points above those that did not. On this, some schools had an advantage over others in that the data was readily available on their own websites or their Wikipedia pages. International schools are a case in point. •And success of individuals did not translate into success of the school that that particular individual attended. For instance, Koffi Annan was not enough to have Mfantsipim School (Ghana) on the list. Performance of a school is much more than what one individual had done. Mfantsipim School (Ghana) has done much more than nurturing a

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November 2013 theEducator

Is Zimbabwe’s education sector on the road? HARARE, 24 January 2013 (IRIN) Zimbabwe’s education system, once regarded as the finest on the continent, was a casualty of the country’s economic meltdown in the 2000s, when it nearly collapsed - but lately there have been signs of recovery. The education malaise was widely blamed on hyperinflation, which made teachers’ salaries worthless and funding for school materials and maintenance impossible. But with economic reforms of 2009 and the establishment of a donor funding mechanism, the school system is seeing modest, gradual improvement. Still, vast challenges from poor infrastructure to teacher shortages - remain.

A turnaround

David Coltart, the education minister, told IRIN that the country’s education crisis actually predates hyperinflation. “Contrary to what many people think, the downward spiral began long before hyperinflation occurred. It started with the sector not getting as much as it got during the first 10 years of independence” “Contrary to what many people think, the downward spiral began long before hyperinflation occurred. It started

with the sector not getting as much as it got during the first 10 years of independence,” he said. Zimbabwe gained independence from Britain in 1980. The education system’s deterioration accelerated under the effects of hyperinflation. Then, in early 2009 the

country ditched its local currency and adopted a multi-currency financial system using the US dollar, the Botswana pula and the South African rand, ending hyperinflation overnight. By the time Coltart assumed his post in February 2009 - after the opposi-

tion party, the Movement for Democratic Change, entered a government of national unity with President Robert Mugabe’s ruling ZANU-PF party - the economy was beginning to turn around. • TO PAGE 4

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Is Zimbabwe’s education sector on the road? • FROM PAGE 2 Coltart found the education system “chaotic”, with schools closed, teachers on strike and infrastructure in a state of disrepair. One of the first steps towards overhauling it was the establishment of the Education Transition Fund (ETF), a mechanism to allow donors control over their funds. “The way the fund works is the donor community provides funding, I chair the education transition fund meetings, and UNICEF [the UN Children’s Fund] is the ultimate manager of the fund. So we reach consensus regarding how the money is to be spent, and the ministry decides what its priorities are,” Coltart explained.

Funding for the ETF varies from year to year. A variety of donors - including the European Commission and the governments of Australia, Denmark, Finland, Germany, Japan, the Netherlands, New Zealand, Norway, Sweden, the UK and the US - contribute to the fund, which UNICEF then administers. In 2012, the ETF was funded to the tune of about US$12 million, and in 2013, $25 million is earmarked for it, UNICEF said in a statement.

Green shoots of recovery

Hyperinflation had prevented the publication of school textbooks. “In some schools, as many as 15 pupils

shared a textbook, while in some rural schools only the teacher had a bedraggled textbook,” Coltart said. Julia Mapondera, principal of Gwinyai Public Primary School in Mbare, a poor neighbourhood in the capital, Harare, told IRIN that erratic attendance by students and teachers, combined with the unavailability of text books, proved a toxic mix. Prior to the crisis, students learned to read and write in their first year of school; student Kelvin Bimha, now 11, didn’t gain those skills until his fourth year, and then only with the assistance of remedial classes during the holidays. Donor funding has since helped ad-

dress the textbook shortage; the pupil-to-book ratio is now one-to-one, Coltart said. Next are plans for the distribution of non-academic books to encourage a culture of reading; $9 million is budgeted for this in 2013, with donor support through the ETF. At the height of the crisis, in 2008 - during which food insecurity and waterborne disease were widespread, and schooling was disrupted by political violence and teacher strikes - the pass rate for the final year of primary school dropped to 52 percent. The previous year, it had been 70 percent. In 2009, only 39 percent of those who sat for the final-year exams passed. It has since improved, with 2010 seeing a pass rate of 42 percent and 2011 a rate of 45 percent. Still, Coltart expects the pass rate to remain low for several years and then gradually improve.

Long way to go

Principal Mapondera says lack of infrastructure continues to undermine the education system. In 2012, the number of students at Gwinyai was close to 2,000 - nearly double its intended capacity. The overcrowding has led to a practice known as “hot seating”, in which some children attend morning classes and others attend afternoon classes. “We’ve got 8,000 schools. If you go to most of these schools, you’ll see the infrastructure is crumbling” Coltart says the situation is not unique to Gwinyai. “We’ve got 8,000 schools. If you go to most of these schools, you’ll see the infrastructure is crumbling - schools not being maintained, toilets in a terrible state of disrepair. Many schools don’t have desks, don’t have blackboards.” He said the $500,000 from the 2012 national budget for school maintenance was “less than drop in the ocean”, and his ministry would be seeking donor assistance. “We could spend a billion dollars on the education sector, and we wouldn’t address all these structural problems.” The education budget for 2012-2013 is $750 million. More than half of this, Coltart says, goes to primary and high school teachers’ salaries, which average about $300 a month. During the hyperinflation years, many teachers just walked off the job, as their salaries fell to the equivalent of $1 or less a month. The ministry has declared an amnesty for these teachers, and many have returned. But many others moved to other countries in search of employment and better salaries, and it has proved difficult to lure them back. It is estimated that 20,000 teachers left the country between 2007 and 2009. There are currently about 106,000 teachers; about 30,000 more are required. However, even if the teacher target is achieved, Coltart says, there will not be enough classrooms available for them to teach in. He says the government’s relationship with the teachers’ unions - such as the Zimbabwe Teachers Association and the Progressive Teachers Union of Zimbabwe - is improving. But threats of strikes are never far from the surface. The education sector had been stabilized, but remains fragile. “Until we see literacy rates starting to improve, until we see grade 7 [the final year of primary school] examination results getting back to the levels they were perhaps 10 years ago, I will remain concerned about the education sector,” he said. -IRIN

November 2013 theEducator

Parents guide teenagers

November 2013 theEducator

Parents want their children to do well in high school but sometimes it is a challenge to figure out how to support them. High school is a time when parent involvement is critical but often not present.

• Help your teen keep an assignmentcalendar with dates for long-term projects as well as daily homework. Review the calendar at the beginning of the week to plan how time will be used and make allowances for other activities such as sports and clubs.

Following are some hints on how to help your teen get the most out of high school. Help your child show up at school with a good attitude and ready to learn Studies indicate that showing up is important but not sufficient for school success. Physical and mental states are important factors in getting the most from school. • Keep tabs on school attendance. Check report card attendance reports. If you suspect a problem, immediately call the school. Do not encourage your child to skip school for special trips or activities not related to school such as a family vacation or an outing with friends. That makes school seem less important than having fun. • Make sure your teen gets plenty of sleep. Recent studies show that teenagers need nine

• Help your teen divide longterm assignments into smaller tasks and develop a timeline for when tasks should be finished in order to have the entire assignment completed on time.

or more hours of sleep nightly and that students earning As and Bs generally are getting to bed earlier than students with lower grades.

ite subject, but studies show that courses like algebra are critically important in college acceptance decisions and achievement.

• Don’t accept the “I’m never gonna use this after high school” excuse for not working hard in a particular class. For example, algebra may not be everybody’s favor-

• If you have a senior, beware of “senior slump.” Recent reports indicate that students may consider the last year of high school a waste of time. However, students who waste

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their senior year are often unprepared for college-level work even if they took challenging courses during their earlier high school years. Help organize time and materials. Just because students are in high school does not guarantee they are all prepared to do high school work, especially longterm projects, on their own.

• Make sure there is a place for quiet study away from the television and telephone along with a place to keep school materials, including materials necessary for longterm assignments. Take an interest Studies show that parent involvement drops dramatically as students move from elementary school into middle and high school. Yet given the complexities of today’s high schools, this is a time when many students are most in need of parental support and involvement.

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Ten things teachers wish parents would do Research indicates that students with a desire to learn will excel if encouragement is meted out within the context of their learning environments that convey to parents the teachers class rules and expectations for student success. Students, as a rule, require immediate feedback in order for classroom instruction to be effective. Parents, in the same way, should be involved with the process of education on a continual basis and keep an eye on how their child is performing at school.

mine school rules, discipline, or goals. 7. Use pressure positively. Parents should encourage children to do their best, but they should not apply too much pressure by setting unattainable goals or by involving them to too many activities. 8. Call teachers early if there is a problem (not wait for teachers to call them), so there is still time to improve the situation. 9. Accept their responsibility as parents and not expect the school and teachers to takeover this job. For example, parents should make it their responsibility to teach children basic discipline at home rather than to leave this task to teachers. 10. View drinking by underage youth and excessive partying as a serious matter, not a joke. Drinking, partying, and staying out late take a toll on students’ classroom performance. While parents are concerned about drug abuse, many fail to recognize that alcohol is the drug most frequently abused by youngsters as well as adults.

Ten things teachers wish parents would do+1. Be involved in their children’s education. Parents’ involvement helps students learn, improves schools, and makes teachers’ jobs easier. 2. Provide resources at home for reading and learning. Parents should have books and magazines for their children and read to or with their children each day. 3. Set a good example. Parents should

show their children that they believe reading is both enjoyable and useful. They shouldn’t spend all their time in front of the TV either. 4. Encourage children to do their best in school. Parents must indicate that they believe education is important and that they want their children to do

the best they possible can at school. 5. Emphasize academics. Too many parents get caught up in athletics and preparing their children for the world of work, when academics should be their first concern. 6. Support school rules and goals. Parents should take care not to under-

November 2013 theEducator

Helping middle school students make the transition Young adolescents entering high school look forward to having more choices and making new and more friends; however, they also are concerned about being picked on and teased by older students, having harder work, making lower grades, and getting lost in a larger, unfamiliar school (Mizelle, 1995; Phelan, Yu, & Davidson, 1994). As young adolescents make the transition into high school, many experience a decline in grades and attendance (Barone, Aguirre-Deandreis, & Trickett, 1991); they view themselves more negatively and experience an increased need for friendships (Hertzog et al., 1996); and by the end of 10th grade, as many as 6% drop out of school (Owings & Peng, 1992). For

middle school students, including those who have been labeled “gifted” or “high-achieving,” the transition into high school can be an unpleasant experience (Phelan, Yu, & Davidson, 1994). Research has found, however, that when middle school students took part in a high school transition program with several diverse articulation activities, fewer students were retained in the transition grade (Mac Iver, 1990). Furthermore, middle school principals indicated that they expected fewer of their students to drop out before graduation when the school provided supportive advisory group activities or responsive remediation programs (Mac Iver & Epstein, 1991). This Digest discusses how educators can ease students’ transition into high school by providing challenging and supportive middle school environments and by designing transition programs that address the needs of students and their parents and that facilitate communication between middle school and high school educators.

Middle School Environment

Providing young adolescents with activities that relate directly to their transition into high school certainly is important; however, providing young adolescents with a challenging and supportive middle school experience is an equally important factor in their making a successful transition into high school (Belcher & Hatley, 1994; Mizelle, 1995; Oates, Flores, & Weishew, 1998). For example, Mizelle (1995) found that students who stayed together with the same teachers through sixth, seventh, and eighth grades and experienced more handson, life-related learning activities, integrated instruction, and cooperative learning groups were more successful in their transition to high school than were students from the same school who had a more traditional middle school experience.

Students also indicated that if their middle school teachers had held students more responsible for their learning, taught them more about strategies for learning on their own, and provided them a more challenging curriculum, their transition to high school would have been eased. Similarly, in a comprehensive program at Sunrise Middle School in inner-city Philadelphia, Oates and her colleagues (1998) found that students who participated in a Community for Learning Program (CFL) were more successful in their transition into high school than students who had not participated in the CFL program. Key components of the CFL program were support and training for teachers, a learning management system designed to help middle school students develop a sense of responsibility for their own learning and behavior, and an emphasis on community and family involvement.

November 2013 theEducator

Activities that provide information to students and parents Middle school students want to know what high school is going to be like, and they and their parents need to know about and understand high school programs and procedures (Phelan, Yu, & Davidson, 1994). In particular, parents need to be actively involved in the decisions their eighth-graders are asked to make about classes they will take in ninth grade and understand the long-term effects of the course decisions (Paulson, 1994). Some of the ways students can learn about high school include visiting the high school in the spring, perhaps

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to “shadow” a high school student; attending a presentation by a high school student or panel of students; visiting the high school in the fall for schedule information; attending a fall orientation assembly (preferably before school starts); and discussing high school regulations and procedures with eighth-grade teachers and counselors. In addition to face-to-face ac-

tivities, another possible source of information is the Internet. High school students might, either as a class or club project, set up a Web page that would provide incoming students information on different high school activities and clubs and offer them an opportunity to get answers to any questions they may have from the “experts.”

Parent Involvement The importance of parents being involved in their young adolescent students’ transition from middle to high school can hardly be overestimated. When parents are involved in their student’s transition to high school, they tend to stay involved in their child’s school experiences (Mac Iver, 1990); and when parents are involved in their child’s high school experiences, students have higher achievement (Linver & Silverberg, 1997; Paulson, 1994), are better adjusted (Hartos & Power, 1997), and are less likely to drop out of school (Horn & West, 1992). Parent involvement in the transition process to high school can be encouraged through a variety of activities. Parents may be invited to participate in a conference (preferably at the middle school) with their child and the high school counselor to discuss course work and schedules, visit the high school with their child in the spring or

in the fall, spend a day at the high school to help them understand what their child’s life will be like, and help design and facilitate some of the articulation activities for students. In planning activities for parents, high school educators will want to remember that parents of students who are already in high school are an excellent resource for other parents and may also help to encourage new parents to be more involved in school activities. At the middle school level, teachers and administrators can inform parents about transition activities and encourage them to participate. Perhaps more importantly, they can work to keep parents involved in their child’s education and school activities during the middle school years so that they are comfortable “coming to school” and confident that their involvement makes a difference in their child’s academic success.

November 2013 theEducator

How to decide on a career field

Deciding on a career may seem daunting but it is easier when you give yourself a lot of options and time to consider it. Although the idea of a “job for life” is fast becoming a thing of the past, the field of work which you choose is important because it will determine where you will spend a good

deal of your working life and will also define how many opportunities you will have to branch out using your basic skills set. So, choose wisely and select a field that encompasses as many of your talents as possible, to allow you to the greatest freedom and leeway for shifting around a field doing different jobs with a good set of basic skills, along with a good dose of solid confidence in your worth and abilities. 1.Begin by determining what you like to do. A lot of people look to others to determine their career paths: teachers, parents, neighbours and peers. Think about people you respect and what they do for work. Take time to map out your wants and to match your skills with skills that are actively sought within certain fields of work. This will involve a fair bit of research work but it is well worth it. 2. Identify the skills you use when you’re doing the thing(s) you enjoy.

Look at the things you are good at doing already. These will give you a very good indication of what you are likely to enjoy doing by way of a career. For instance, perhaps you like being with animals. Already this simple but important enjoyment opens up a very broad field of work for you that encompasses such possible jobs as caring for animals, veterinary work, animal advocacy, transporting animals, calming animals (e.g., horse whispering), making animal clothing and feed items and running a pet store etc. Once you have identified a potential field, you are then ready to match your skills. 3. Think of fields broadly. A field of work is far more than a single job. It is an area in which many jobs or trades are possible and you should be able to consider your training and interests in terms of looking for a career path that will give you a shot at at least five re-

November 2013 theEducator lated types of jobs that are available within that field. For instance, if you learn engineering, you might consider being an engineer out in the field (such as oil production), a manager of a site, an office manager, a trainer of engineering skills and a consultant in engineering. Or, if you study law, you may want to be a lawyer in a large law firm, a lawyer in a non-profit organization, a team leader in an office of any type (even non-law), a manager of a company or a writer of corporate compliance manuals. Realize that the breadth of the field will be determined in part by the training you receive and also by your own personal, up-to-date “skills set”, as well as your willingness to try new things and to be retrained. 4. Consider cross-field work. When working out what you would like to be and what you will need to study to get to this point, give consideration to the possibilities involved in crossing fields; for instance, many teachers are good with word skills and hence make excellent editors and publishers. Think outside the square your title bestows (or will bestow) upon you. 5. Learn as much as possible about the qualifications required for fields that interest you. Library, Internet and direct contact research will be required here. It is also helpful to ask your school, local community services, university etc. for assistance in career choices and development. Your thorough research will help you to determine quickly which areas you want to study in, as well as the depth of study required. Dig deep and look at third and fourth year subject/skills training requirements as well, so that you don’t find any nasty surprises awaiting you, such as additional time or harder skills that do not match your interests or abilities. 6.Find people who work in the field and learn from them. Once you have worked out which specific jobs interest you, speak to those already working in these areas. This will enable you to hear their suggestions and to ask them what they like and dislike about the field in which they work. Sometimes you may even have an opportunity to do some work experience with a place that interests you, to help you to “get a feel” for the work involved. 7.Evaluate your choice of field according to your own perceptions and the information you have gathered. Assess the comments you’ve received, weigh these up with your research work and add in your own feelings about your potential career path. This is now the time to decide whether this career continues to appeal to you. Do not forget to include the type of lifestyle you would like in the balancing equation. If you make enormous compromises as to the type of lifestyle that you ultimately want, you may be unhappy and live to regret this. As such, it is wise to try and combine your career choice with a lifestyle balance, with minor or short-term compromises rather than major, long-term ones. 8.Sign up for an educational or training program in the career of your choice. While studying, do not neglect to take advantage of networking opportunities and chances to work in your career field either as a volunteer or in shortterm paid positions. These opportunities will give you the best possible feel for the work and the types of people in the field that you will be working with. It will help you to filter out any unneeded areas of study or to take on additional subjects and skills training that may be of possible use and could help to extend your horizons. 9. Keep positive. When you are finally trained and ready to find that dream career, the most important thing is to maintain a positive outlook about your life and to be ready for change, difference and shifts in your comfort zones. This is the real world and it moves rapidly; it is important to keep up with changes and to take a positive approach by making opportunities out of challenges. However, always keep what is unique about you because at the end of the day, that is the special something many employers are looking for while they choose from many skilled and educated workers available to them

November 2013 theEducator

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