ERIC Number: ED327442
Record Type: RIE
Publication Date: 1990
Reference Count: N/A
Implementing Educational Policies in Zimbabwe. World Bank Discussion Papers No. 91. Africa Technical Department Series.
Maravanyika, O. E.
Zimbabwe has been independent only since 1980. It has, however, attempted to change significantly the inherited educational policies, which it considers to be inappropriate to the nation's adopted socialist ideology. This paper outlines and critically appraises Zimbabwe's educational policies and finds that post-independence educational policy formulation has been influenced not only by the ideological goals of national policy, but equally strongly by the inherited colonial capitalist infrastructure. A thorough review of the main factors influencing policy formation in the colonial period helps to explain why the transformation in educational policies has been more quantitative than qualitative since 1980, the emphasis on socialist development notwithstanding. Additional factors which have hindered substantial qualitative change have been the short time period since independence and shortages of both human and material resources. A particular problem is the preference of students and parents for a traditional, academic education of the sort often denied Blacks under colonial rule over the new, more practical and vocational curriculum. In conclusion, the paper reviews the implications of the dichotomy between pre- and post-independence social, economic, political, and educational goals for the specific areas of private schools, teacher education, curricula, and examinations. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: World Bank, Washington, DC.
Note: For related documents, see SO 030 302-309.