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Ruth Butaumocho African Agenda

As Zimbabwe turns 40 on April 18, it is important to reflect on the milestones attained in development and empowering efforts since 1980.

One of the fundamental initiatives that the Government put in place and effectively worked on after independence was the introduction of non-formal education, which included adult literacy.

The introduction of adult education to various categories of learners such as young people and adults who had never attended school or dropped out of school at the height of the liberation struggle cannot be overemphasised.

Like the attainment of independence itself following years of subdued lifestyles owing to colonialism, the introduction of adult education was met with enthusiasm and renewed hope of a better life by multitudes of people, who were still trying recover from the brutal effects of the liberation struggle.

The disparities in education between the settlers who were generally white and the black Zimbabweans were wide because of the existing systems during colonialism where the Government of Ian Smith, poured more resources into schools for the white minority, while ignoring institutions for black people.

Unfair and biased ratios between black and white students which were practised in the Rhodesian education system also made it difficult for some black children to ascend academically, no matter how bright they were.

It was against such background that Government decided to widen access to education at all levels right up to tertiary to ensure that the majority of black people, who failed to acquire education could still go back to school and learn.

A national population census that was carried out in 1982 revealed that out of a total adult population of four million, 63 percent or 2,5 million were illiterate or semi-literate.

Of these 2,5 million illiterates, approximately 64 percent were women. Such shocking figures called for immediate action to rectify academic disparities and improve the levels of literacy through the statues.

In 1983, the Government launched its literacy campaign to ensure that the previously marginalised people, and those who had failed to attain any form of education could go back to school.

The policy was soon followed by an Amendment Act of 1996 that allowed the establishment and continuation of correspondence school.

This minimised the space involved with learning as people would learn from their bases and without leaving their respective places of work.

Section 25 of the Act on Adult Education says, “The Minister may provide facilities for (a) the teaching of or (b) the training of persons for the purposes of teaching adult education”.

The decision opened opportunities windows for thousands of people, who could now relive their dreams through education.

Such a positive change in legislation to ensure that adults could still go back to school, spawned opportunities for legions of people, whose academic aspirations had been cut short due to various reasons.

Despite these setbacks, adult education ensured that they could now go back to school, through a number of adult literacy programmes that could be accessed in most provinces throughout the country.

Although the consequences of this policy decision were far-reaching in terms of financial and human resources, the Government invested hugely in staff training, resource mobilisation and expansion of the project to cater for more people.

To date, the country’s adult education policies, are one of the most revered and result-driven Government projects that the country is proud of.

Names of some of the beneficiaries that easily came to mind include the late and former war veterans vice chairman and Zimbabwe Broadcasting Holdings board member, Christopher Pamire and the former Vice President Dr Joice Mujuru.

Way past her prime as a conventional student and in her late 20s, Dr Mujuru decided to go back to school and further her education, soon after the war.

Ordinary people imbued to change their fortunes, were the greatest beneficiaries of the robust policy education, which transformed lives for many.

I remember with nostalgia how my now 80-year-old mother, then in her early 50s, surprised everyone by registering to sit for her Zimbabwe Junior Certificate examinations, along with my niece, who was just 16, energetic and full of life.

With eight fully grown children and a grandson, the news was met with trepidation, disdain and worse still hostility from my niece who could not fathom the unexpected competition across generations.

Her unparalleled enthusiasm, of getting an opportunity to fulfil her long held aspirations way past her twilight, further hardened her resolution to participate in the ZJC exams, where she registered two subjects, Shona and English.

Like many people of her age, the need to acquire academic education was not inspired by prospects of getting employment anywhere, but was merely for self-actualisation.

With a plethora of developmental projects from both the Government and non-governmental organisation such as Jekesa Pfungwa/Vuli Nqondo, which women and youths various income generating projects such as cake-making and permaculture, the ability to read and write was a necessary skill.

The rudimentary nature of Government’s projects introduced unemployed people to capacity-building training workshops and other engaging thought processing initiatives, which called for basic knowledge, which could only be attained if one could read and write.

The sum total of all these initiatives has contributed to the solid literacy levels and the sound education system that Zimbabwe boasts, and is any envy of many countries in the region.

The adult education that the country introduced soon after independence, remains the solid foundation that country’s education system is laid on.

As we introspect on Zimbabwe’s four decades of self-rule, it is important to applaud Government’s indefatigable commitment and passion towards the country’s education sector, which has put Zimbabwe at the apex of Africa’s literacy rankings.

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