Peeling the Onion: Public Policy Challenges, Hotspots and Gaps in Contentious Educational Policy Areas

Abstract

This study examined challenges, hotspots and gaps in educational policy in Zimbabwe for a presentation for the Eidos Institute for Public Policy Conference 2013 in Cape Town; South Africa. This Zimbabwean case study was informed by a convenience sample of 107 heads of schools and 36 senior education officials from three educational regions attending Child Friendly Schools seminar. Data was collected from group discussions and group reports on the state of education in the country and the way forward. The researchers asked for and were granted permission to conduct this research. Key findings were that education is failing to teach ethics and responsibility, the proportion of national income spent on education is dwindling, popular participation is weak, there appear to be some social exclusion and the gap between policy formulation and policy implementation is widening. There are also gaps in proactive pedagogy for 21st-century learning. The research argues that education is about equipping students with a way of thinking and behaving that enables them to see opportunities and bring them to fruition, in the process bringing about change. It recommended a fundamental rethink about the purpose of education and a major shift in the process of learning, whereby the students become active rather than passive learners, the “teachers” become facilitators of the learning process and assessment tests for ability rather than knowledge.