Zimbabwean University Education System: A Survival of the Fittest
By Dr. James Madzimure
The Zimbabwean university education system expanded rapidly from one institution at independence to ten state universities and about six private to date (Garwe, 2013). This expansion was partly due to the deliberate government policy to redress the injustices of the colonial education system particularly with the bottle neck screening system used against the black majority.
Higher education system has immense social and public roles in national development. University graduates are meant to be the critical mass citizens with relevant skills to solve intricate societal problems (Mutenga, 2012). The student enrolment at universities in Zimbabwe is believed to be in excess of 55 000, a phenomenon now commonly referred to as massification.
The expansion of university education system has brought several challenges such as compromised quality assurance system, limited and dwindling funding, poor infrastructures, low staff morale and subsequent brain drain and lack of support in staff development programmes.
University education system is the highest form of learning that an individual undergoes after successfully completing Advanced level in Zimbabwe. The idea of having a tertiary institution is to enhance social change and development as elaborated by Boulton and Lucas (2008).
The university environment should differ from high school on the aspect of promoting higher learning through research and development of innovative ideas. Current knowledge should be questioned and interrogated instead of accepting the status quo. Thus university education system should stimulate more of critical thinking skills than recall.
An education system is a composition of different aspects where students obtain education in a public schooling environment (Hidden Curriculum, 2014). An education system is complex and multifaceted to capture aspects as laws, policies, funding, resource allocation, human resources and staffing issues, facilities or infrastructure to support the core business of learning.
The first challenge experienced by universities is that of massification or increased student enrolments. This has had a serious implication on the quality assurance system resulting in the establishment of the Zimbabwe Council of Higher Education (ZIMCHE) in 2006 (Garwe, 2013).
The presence of many universities meant stiff competition for the same clientele base and even low pointers (minimum two points) are now finding their way into universities. In most Zimbabwean universities we have massive enrollments where standards are compromised and students are now taken as a potential cash cow to fund university activities.
Zimbabwean universities struggle with ways of providing quality education under massification against a background of limited and dwindled government funding (Mutenga, 2012). Large classes are a problem especially in commercials where academics end up using the lecture method which does not cater for diverse learner’s needs.
In most cases venues are small and there are no speakers and microphones for good communication. Improper lecturer to student ratio may force lecturers not to give tutorials thereby short changing students. There is no proper engagement and management of students in large classes and students tend to memorise content instead of engaging in critical thinking.
ZIMCHE therefore aims to provide quality assurance system, monitor and evaluate performance of universities in Zimbabwe, standardise education qualifications and accreditation across universities in the country. The guaranteeing of quality cannot be done by an outside body like ZIMCHE alone, all universities should make a deliberate move in establishing a Directorate of Quality Assurance that will serve to guarantee and sustain quality in our university education system.
The second problem faced by Zimbabwean universities is poor public funding despite United Nations emphasis to have 15% of national budget going towards the right to education. Public higher education systems in Zimbabwe are historically heavily dependent on the fiscus (80%) for their capital and recurrent expenditures (Mutenga, 2012).
The same author alluded that only 15% funding comes from the fees and 5% from other sources. In the past 3 years, Zimbabwe has been experiencing serious economic, social and political challenges and the government has failed to live up to its responsibility of supporting universities from the fiscus.
Underfunding from the government has resulted in archaic and primordial technological equipment in higher institutions of learning. Gandawa (2016) reported that the laboratories in most institutions are poorly equipped and lack reagents to use. The computer/student ratio in most universities is pathetic and internet is unbearably slow. Lack of hands on skills has resulted in production of graduates who are ill-prepared for work in the industry (Chimbganda, 2014).
University education should produce graduates with 21st century skills which includes technological advancement (Pacific Policy Research Centre, 2010). Students especially females, have engaged in risky sexual behaviour such as prostitution in order to earn a living hence high HIV/AIDS prevalence in universities. Most students fail to register on time because of fees challenges.
The government should reconsider issuing of cadetship, grants or loans to university students to lessen problems. Universities should also embrace HIV/AIDS in their standard curricula to foster behavioural change among students.
Sexual harassment and HIV/AIDS policies should be developed and implemented in universities. The university can give holiday work to committed students who have financial challenges.
Higher education institutions should consider diversifying the sources of funding against the background of dwindling funding from the government. Various stakeholders such as families, civil society, government and private sector should be involved.
One way for funding laboratories is to work with industry to fund laboratories (public-private partnerships) and it will bear the name of the funding organisation. In developed countries, industry can fund Professorial Chairs, and it can also be promoted in Zimbabwe for fund raising purposes.
Universities should also venture into business, investments or fund raising programmes. One leading technological institution in Zimbabwe has two hotels and it is considering investing heavily at the farm (commercialise) for a better financial status.
Universities can also have joint ventures in matters that are academic such as establishment of printing press or publishing house. Other innovative income generation ways include short courses, collaborative research or consultancies, centres of excellence, fundraising, industrial doctorates and incubation centres (Gurira, 2012). There is need for universities to improve on their budgets and financial prudence.
The Zimbabwean higher education system suffered from excessive brain drain for more than a decade because of tense political system and harsh socio-economic environment (Shizha and Kariwo, 2011). Professionals left because of dissatisfaction with low salaries and poor working conditions.
The exodus of skilled professionals such as Doctors and Professors has been a major blow to higher education institutes which are still trying to recover. To make matters worse, universities are finding it difficult to recruit Doctors and Professors because of the current job freeze by the government.
In 2008, shortage of qualified lecturers resulted in first degree holders lecturing and hence loss of confidence in our university graduates qualifications. The hard hit departments are those in the science area, hence the current drive from the Ministry of Higher and Tertiary Education, Science and Technology Development to focus on science, technology, engineering and mathematics (STEM).
There is need for the government to seriously look into remuneration and other incentives to attract experienced professionals who left the country. Research and development should be funded so that professionals advance themselves in their careers as is the case with other regional countries like South Africa.
Closely related to the above issue is the challenge of poor assistance in professional development of current university academic staff. Good quality education is expected when most of the academics hold doctorate degrees unlike the current situation in most universities.
However, it still remains to be seen if those institutions with most senior academics are actually reaping the benefits. If not, what could be the reasons? Some universities have managed to attract a lot of PhD holders because of good incentive structures which include offering rented houses, laptops and supplementary money etc. The sustainability of such interventions is however, still questionable.
However, other universities have continued with very few senior academics. These committed but lowly qualified individuals should be incentivised through staff development programmes where their education and research is funded by the university. However, there is poor prioritisation or lack of funds experienced by Zimbabwean university authorities.
All universities in Zimbabwe should further sharpen academics’ skills through the Post Graduate Diploma in Higher Education (PGDHE). The programme should be heavily subsidised by the university to encourage uptake by lecturers. This intervention is expected to produce competent lecturers to compensate for the mass exodus of professionals.
PGDHE is expected to improve the teaching and learning environment in higher education through altering the professional practices, beliefs and understanding of academics (Shava, 2010). In turn the quality of teaching may get better and the completion rates for learners may improve.
Academics need development to catch up with 21st century skills and be updated in STEM subjects to be of relevance to students. All institutions of higher learning should invest in professional development to good quality assurance and quality enhancement in teaching and learning (Shava, 2010).
The other challenge faced by universities is poor or dilapidated infrastructure and equipment ranging from hostels, lecture rooms and laboratories (Students Solidarity Trust, 2011). These problems have been necessitated by poor government funding from capital and recurrent budgets.
Shortage of laboratories and poor equipment for those structures present has resulted in the production of half-baked graduates who lack hands on skills hence they are seriously despised by the industry.
Shortage of campus accommodation has caused most students to be exploited by unscrupulous house owners who can put up to ten students in a room on bunker beds. This affects student’s education since these poor housing conditions are associated with sanitation problems hence a high risk of disease outbreaks especially in those high density suburbs with serious water problems.
In most cases students stay far away and have no access to internet to carry out academic research. Universities should establish off campus office to negotiate with landlords to encourage better living conditions for students. Buses should be provided for all off-campus students.
Accommodation can be built through private-public partnerships (PPPs) (Gurira, 2012). Universities can negotiate with banks to build hostels and go into profit sharing arrangement for an agreed number of years. Alternatively, the concerned university can encourage private companies to construct good flats nearby to be occupied by students with being crowded.
The university will then prescribe and monitor the living conditions for its students. Last but not least, the university can use its funds from business ventures to invest in accommodation for students.
Universities should be proactive in engaging international donor organisations such as UNICEF, UNESCO and European Union to get developmental support. In order to political problems, this initiative can be done through the relevant ministry. Unfortunately, no donor fund is for free, there may be unwarranted pre-conditions for funding.
The other disheartening fact is that most facilities at Zimbabwean universities were built without taking into consideration the needs of disabled students such as the blind and the lame; hence they should be renovated to accommodate everyone.
Students with physical challenges should easily access lecture rooms, toilets and bath tubs. The worst thing is that most universities do not have equipment for the physically challenged such as Perkins Braille machines, pac-mates, tape recorders, brailed textbooks or reading materials for the blind (Students Solidarity Trust, 2011).
Universities can seek assistance from international donor organisations, churches and philanthropic groups such as Capernum Trust for Econet Wireless, Bill Gates and Melinda Foundation etc. A lot of groups are in solidarity with the physically challenged students and would be willing to help in ensuring they enjoy and complete their education smoothly.
In conclusion, university education is fundamental for economic and social emancipation of the nation. However, there are several challenges experienced ranging from poor funding, debilitated infrastructure and equipment, massive enrolments, poor quality education, brain drain and lack of assistance in professional development, and inadequate support for the physically challenged.
Zimbabwean universities should be innovative in sourcing funds by engaging the private, civic, and developmental organisations. Let us work together; we can make our education system a national and international pride.
Dr. James Madzimure is a passionate educator and preacher who writes in his personal capacity. Apostle Madzimure founded Divine Life in Christ International Ministries to win lost souls to Jesus globally. He is also the founder for RichMinds International Leadership Initiative (RILI); an organisation that mentors/coaches leaders worldwide.
