Natural attrition or environmental
consequence - the demise of the teaching profession in Zimbabwe – “Inspired by
Mufundisi Lovedale”.
Introductory …
Reading through
one of my former mentor’s article led me to wonder whether his article was
motivated by emotional attachment to the demise of his peers’ careers or a
natural concern for the education system in Zimbabwe. The thoughts led me to
dig deeper into self and into other available pots of information to better
respond to some of the questions he posed in his article. My previous research
into the causes of inequalities in Africa and in the world led me to evidence
of why we are where we are; a world in which the rich walk miles to digest
while the poor walk miles to find food. The industrial age of the 1800s saw the
exceptional growth of western economies as the means of production improved.
With better research and experimentation came even more efficient ways of
delivering goods and services. At this time, the western economies were almost
90% richer than the rest of the world. As years passed by, the 1900s saw the
emergence of China as a significant global policy maker. Inequalities seemed to
have been neutralised by this occurrence, however, the transformation of
economies in the 2000s from the industrial age to the information age accounted
for yet another astronomical growth in inequalities in the world with the
developed economies considered to be 750% richer than the rest of the world.
This full transformation
within economies rendered people jobless and some careers extinct.
Globalisation which saw the removal of trade and economic obstacles between
countries created a mechanism for the transmission of these developments into
developing nations such as Zimbabwe. The transformative power of this change
brought with it technology and more productive efficiency. The pre independence
era was mainly characterised by marginalisation of communities in Zimbabwe with
little access to educational facilities. The white settlers envisaged a less
educated community as a lesser threat and hence the enforced maintenance of
this status quo. White supremacy was the order of the day with the majority
black being employed within the farms and other industries owned by the
minority few. This phenomenon was not only experienced within the productive
sectors of the economy but also within the service industry, teaching being one
of them. However, the liberation war victory by the majority brought with it a
fundamental change in the culture of the day. A socialist economy was the
mantra of the new black government, a government which promised education for
all, health for all, land for all among many of the would be pledges of the new
administration.
With the ushering
in of the new government, the laws of demand and supply also kicked in. The
economy now needed more people who were educated enough to run the socialist
policies of the new regime and teachers occupied that position to be the
‘enablers’ of the socialist agenda. The new regime invested in the erection of
more educational infrastructure which called for even more teachers to take up
jobs and drive the strategic focus of the government ahead. Because of the
presence of the free market influence of demand and supply, the supply of
teachers remained low while demand amplified. As the laws of demand and supply
would have it, teaching became an elite profession as government financially
incentivised more and more people to take up this role. Because of their role
within society of churning out even more prestigious professions such as doctors, nurses and
bankers, teachers received even more credit for their stellar work. Teachers
were indeed highly regarded in their communities and respected too. Teachers
then could afford a lifestyle which everyone within their society respected be
it at their homes or in the beerhalls. If electricity were to be found within a
given area, then everyone would know the owner of that home would be a teacher.
Teachers drove new, and trendy cars of the day and could afford to educate
their children, sending them to the best of schools of that time. But the
question that is still begging for an answer is what has deeply changed to
necessitate the kind of life that teachers live today?
Teachers of today
have become the laughing stock of the community, ridiculed even by the students
whom they teach. A 2017 teacher can no longer afford to live a lifestyle worthy
of a 1980 teacher, worse still not even affording to send their own children to
school. Why, why, why? It would be erroneous to claim that teaching in 1980 was
over-glorified because in those days, teachers did play a pivotal role to shape
the communities to what they are today. The literacy rate which the nation is so
proud of is the making of the very teachers we see today. However, a deeper
reflection into the aspect of development referred to earlier gives pointers to
the very ins and outs why this could be so;
Superior Education
The teachers of
1980 leveraged on an education which no one else had. Achieving a standard 6
was enough to see anyone becoming a teacher in the day. In addition, it took a
lot of commitment to any parent to want to send their child to school as many
did not have the financial resources which could allow their child to earn the
much converted standard 6. But the teaching fraternity of the day rested on its
laurels and forgot that the laws of demand and supply is what drove them to
occupy that superior position in society. The society we live in is ever
evolving and failure to adapt will lead to extinction. Teachers need to realise
that gone are the days when teaching was as prestigious because not so many of
the people then were educated. The process of continuous learning is a must in
order for teachers to survive this ever changing environment. Having been a
teacher myself, and having interacted with teachers for some time, I discovered
that there is a tendency of teachers thinking that they have arrived when they
get to be teaching at a prestigious school. The process of continual developing
evades them and they are concerned with getting more and more. I have an
inspirational story of one Dr. Chitakure, a true example of continuous
learning. Not being satisfied with what he had saw him enrolling for a Master’s
Degree in the United States and he challenged himself to the point where he is
a Doctor of Philosophy to this day. So teachers cannot cry and complain of lack
of opportunities because the opportunities are plenty, the process requires
initiative and focus.
Highly Rewarding
As previously
alluded to, the high demand for teachers and their low supply meant that their
price tag would be higher as well. Teachers were highly remunerated and lived a
more than decent life. However, the educational development which saw the
churning out of degree holders in their thousands meant there was always
pressure on the fraternity. The pathetic economic situation has further
exacerbated the situation with the majority of the civil servants not being
adequately rewarded for their work. However, the increased literacy rate also
meant that the skills premium in industry also rose as more professions started
earning more than teachers, this thus meant that teaching was no longer as coveted
a profession as before. Because of that lack of interest and so did the respect
go with it.
Technology
Technology has not
only affected production oriented professions but rather it has cut across the
board. Teachers have not been spared by this threat. From satellite stations
offering lessons to e-learning platforms providing the much needed material,
Technology has transformed the way 21st century students learn. The
Zimbabwe government has been on a STEM subjects drive but I am of the opinion
that ignoring the technology threat will only but worsen the situation.
Teachers need to embrace technology particularly those that are young so they
also make the learning experience much more interesting. Technology may not
completely replace the human teacher but the way in which robotics and
artificial intelligence are increasingly threatening many careers they cannot
go unnoticed. If self-driving cars are a reality, why not robots that can
interact with children 24/7?
Concluding…
The inability of
teachers to invest in continuous learning will continue to put them on a
sliding career path as the world changes. Teachers need to appreciate that they
need to continue learning in order for them to remain relevant in their work. Continuous
learning is not only through enrolling for more formal education but rather
searching for material that is relevant to their area of interest and reading
it. Teachers are at the source of information particularly in Zimbabwe which
creates an opportunity for them to collaborate with researchers. Research is a
good area for continuous learning and creation of alternative career paths for
teachers. The teaching experience creates a competitive advantage for them to
leverage on when they move into such fields as mentorship, career guidance,
psychology, and research. Teachers need to develop skills, skills that renders
them relevant no matter the kind of change that the world may throw at them.



