In Zimbabwe, churches turn from free schools to lucrative tuition-based schools – Baptist News Global

Zimbabwe’s Education System: A Shift Towards Private Schools

Introduction

Zimbabwe, once known for its high literacy rates and quality public education, is experiencing a significant shift in its education system. The country’s economic crisis over the past two decades has led to a decline in investment in public education, resulting in the emergence of numerous private schools. This article explores the impact of this shift and the involvement of churches in the private education sector.

The Legacy of Christian Denominations in Education

Zimbabwe was once among Africa’s top five most educated nations, with a strong emphasis on literacy and basic education enrollment. The Baptist, Lutheran, Catholic, and Anglican denominations played a crucial role in providing quality public education for a century. These denominations established schools, theological colleges, seminaries, vocational training centers, and nursing schools across the country.

“The biggest pride of Baptist, Lutheran, Catholic or Anglican denominations in Zimbabwe is not simply imparting faith but educating millions almost freely.”

According to Donald Sithole, a retired Baptist pastor in Zimbabwe, these denominations took pride in their contribution to education. They not only imparted faith but also educated millions of students almost freely. The schools run by these denominations produced skilled professionals in various fields.

The Decline of Public Schools

However, Zimbabwe’s economic crisis has taken a toll on the country’s public schools. The hyperinflation, unemployment, and lack of investment have resulted in a decline in the quality of education. Many teachers have emigrated to neighboring countries, school infrastructure has deteriorated, and faith in public schools has diminished.

Willard Mafanisana, an independent economist, highlights the challenges faced by public schools in Zimbabwe. He explains that the shine of free or low-cost public schools, whether run by churches or the state, has dramatically worn off. The trust in these schools has declined, leading to a growing demand for high-quality private education.

The Rise of Private Schools

In response to the decline of public schools, hundreds of private schools have emerged in Zimbabwe over the past decade. These schools cater to the demand for high-quality education and charge significant fees. The new private schools can charge up to $1,000 per scholar per semester, making it a lucrative business.

Trynos Jeki, a retired Lutheran minister and education activist, describes this phenomenon as a gold rush. Entrepreneurs have recognized the potential for profit in the private education sector and are investing in private-owned elementary and high schools. Owning a private school has become a pathway to wealth in Zimbabwe.

The Involvement of Churches

Recognizing the flow of money into private education, various Christian denominations in Zimbabwe have started positioning themselves in the lucrative private-schools market. Churches are utilizing their facilities and vacant land to establish private for-profit preschools, elementary schools, and high schools. They are charging high fees to admit both non-Christians and children from their congregations.

Sithole shares that churches have rapidly built extra blocks of classrooms on their premises to convert them into for-profit private schools. The churches argue that they have owned low-cost schools for a century and should not miss out on the financial opportunities in the emerging private education economy.

He further explains that the demand for high-quality private education comes from working-class and upper-class Zimbabwean parents disillusioned with public schools. Additionally, Zimbabwean parents living abroad also seek the best education for their children, leading to a significant demand for private schools.

Concerns and Government Intervention

While the growth of private schools presents financial opportunities, it has also raised concerns. Authorities worry about inequalities and the presence of unregistered and fly-by-night private schools that compromise education quality and student safety. In response, the government of Zimbabwe announced a crackdown on illegal private schools in 2022.

Conclusion

The shift towards private education in Zimbabwe reflects the decline in trust and quality of public schools. Churches, which have played a significant role in education for a century, are now seizing the opportunity to participate in the private education market. However, the government is taking steps to regulate the sector and ensure educational standards are maintained.

SDGs, Targets, and Indicators in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities

The article discusses the decline of public education in Zimbabwe and the emergence of private schools, highlighting the economic crisis and the impact on teachers, infrastructure, and faith in public schools. This connects to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. The article also mentions the economic opportunities and inequalities associated with the private school industry, linking to SDG 8 (decent work and economic growth) and SDG 10 (reduced inequalities).

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
• SDG 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
• SDG 8.5: By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.
• SDG 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies, and practices and promoting appropriate legislation, policies, and action in this regard.

Based on the article’s content, the targets identified are related to ensuring access to quality education for all, eliminating gender disparities in education, promoting decent work and employment opportunities, and reducing inequalities in education outcomes.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.1: Completion rates of primary and secondary education.
• Indicator for SDG 4.5: Gender parity index in education.
• Indicator for SDG 8.5: Employment-to-population ratio.
• Indicator for SDG 10.3: Proportion of population reporting having personally felt discriminated against or harassed in the previous 12 months.

The article does not explicitly mention these indicators, but they can be used to measure progress towards the identified targets. These indicators would provide data on completion rates, gender disparities, employment rates, and discrimination to assess the achievement of the targets.

Table: SDGs, Targets, and Indicators

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Source: baptistnews.com

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