By Takura Zhangazha*
It is the opening of the final term of Zimbabwe’s primary
and secondary education calendar this week. As usual, there is the threat of
strikes by teachers via their unions. And in turn, government is stubbornly
refusing to accede to their demands. This
is a routine battle that plays out in the media and boardrooms every quarter
year.
Its symbolic effect is that teaching as a profession is in
the throes of negotiating retaining its national importance against a government
that is intent on its national devaluation.
And there are many reasons for this.
The teaching profession is as important as any in the country. Historically it was the bridge between ignorance
and knowing the ways of the modern world.
Most of our nationalists dabbled in this profession before deciding to
pursue the politics of liberation. Every
other Zimbabwean even in the aftermath of our national independence will always
recall their coming into full consciousness via one teacher or the other.
With the advent of economic structural adjustment, teaching
began to lose is luster. Not only in relation to the material benefits of being
a teacher but in terms of societal respect.
It was beginning to be viewed as a fall back profession for many young
Zimbabweans who could not make it to university or other tertiary institutions.
The pay and working conditions were also so poor particularly in rural areas
that it was mainly vacationing university students would take up temporary teaching
posts.
Teachers were to also suffer the brunt of political violence
in the aftermath of the formation of the Movement for Democratic Change in the
late 1990s. The ruling party felt that
they were not only too sympathetic to the new opposition but also viewed them
as the primary drivers of its organizational capacity in rural areas. In the process the teaching profession and
teachers unions eventually became politicized, as was the case with the main Zimbabwe
Congress of Trade Unions (ZCTU) and became key battlegrounds for political party
interests.
In contemporary times, these political battles have somewhat
dissipated. In their stead there are now
new breakaway unions from the mainstream Zimbabwe Teachers Association (ZIMTA)
such as the Progressive Teachers Union and the nascent Zimbabwe Rural Teachers
Association all of whom are competing for members and their ‘stop order’
subscriptions.
Beyond these historical characteristics, in contemporary
times, teaching has also become once again, a highly sought after profession. This is manila due to the fact that a lot of
young and middle aged Zimbabweans, suffering
from high unemployment rates, have decided to pursue the almost definite employment
that a teaching qualification brings. Even in the private education sector, so
long one is accredited with the relevant ministry.
It is however this desperation in the teaching profession
that has seen it struggle to defend its autonomy and professionalism. Because of divisions within its rank and
file, and the motivation of largely wanting to get that pay check, government
has been able to target teaching and teachers as the first arena of its
intentions of downsizing the civil service.
The reasons that have been given are largely quantitative, that is, removing
ghost teachers from the government pay roll. Or arbitrarily reinforcing teacher qualification criteria in order to reduce the wage bill.
Rarely has debate around teaching focused on the qualitative
and public interest aspects of the profession.
True, the unions have focused on working conditions and remuneration out
of necessity but are always cautious in their threats of strikes. Not least because
it is difficult for them to organize such mass action but also because their members
are wary of losing their jobs.
It is a hard ask to see the debate within the profession
shift to issues of the very model that we are using in education such as the
semi privatization of government schools through school development associations
and its attendant high costs for the poor. Or the evident schools as businesses
profit motive that now informs access to education in the privately run education
institutions.
The profession itself rarely puts out position papers,
analysis of the entirety of its work and its input into the national political
economy. Even government has not had an
education blueprint since its 1999 Nziramasanga Commission of Inquiry into Education,
a telling sign that the teaching profession is caught in a retrogressive time
warp.
The challenge is for the teaching profession to get itself organized
in a much more holistic fashion. Beyond
its unionism around wages, it needs to demonstrate not only its democratic public
service value but also its firm commitment to the noble values of its existence
summed up in the popular African American phrase, ‘each one, teach one’.
Takura Zhangazha writes here in his personal capacity
(takura-zhangazha.blogspot.com)
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