Chantelle Bongubukhosi Ncube
As times evolve so has the education system of Zimbabwe. This evolution has found the country having several avenues of educational structures that are outside the formal school structure.
We see this in the rise of the informal high schools recent years.
What we have commonly termed as colleges have become the new lifeline of education to all those who do not wish to use and or cannot afford formal school education.
However we find these colleges under serious scrutiny due to their low pass rates. Despite their unconventional approach of eliminating holidays within their terms, these schools still lag behind their formal counterparts in producing successful graduates.
This phenomenon raises concerns about the impact on Zimbabwe’s overall education standards and the quality of learners these institutions produce.
Informal high schools in Zimbabwe have emerged as a response to the increasing demand for education in a country where formal institutions are often overcrowded and under-resourced.
These informal schools/colleges offer an alternative, with promises of focused learning environments and continuous assessment. However, these promises often fall short of translating into high pass rates for their students.
According to the Zimbabwe School Examinations Council (ZIMSEC), the pass rate for students from informal high schools has consistently been lower than that of formal schools. In 2023, the national pass rate for O-Level examinations was approximately 31%, while the two most common colleagues in Zimbabwe reported pass rates of 15% and 18%, respectively. These figures are alarming, considering the rigorous academic schedule imposed on students by these schools.
The proliferation of informal high schools has significant implications for Zimbabwe’s overall education quality. While they provide access to education for many students who might otherwise be left out, the low pass rates suggest that these institutions may not be adequately preparing students for examinations or future academic and career pursuits.
This, in turn, affects the country’s educational standards and the perceived value of its secondary education system.
Interviews with various stakeholders reveal a complex picture of the informal high school landscape.
Many parents choose informal schools due to their affordability and the promise of a disciplined learning environment.
“I enrolled my daughter at (name withheld) because I thought the continuous learning without breaks would help her focus,” says Mrs. Chigumba, a parent.
“But now I’m worried because the pass rates are not promising.”
Students often feel the pressure of a relentless academic schedule without the mental breaks provided by holidays.
“We study all year round, but it doesn’t seem to make a difference,” says Tawanda, a student at a Bulawayo based college.
“It’s exhausting, and sometimes it feels like we’re not learning effectively.”
Educators in informal schools face their own challenges.
“The curriculum is packed, and there’s little time for students to absorb the material properly,” notes Mr. Moyo, a teacher
“We need to rethink our approach to ensure quality learning, not just continuous schooling.”
Representatives from formal schools also express concern.
“The disparity in pass rates is troubling,” says Mrs. Ndlovu, a headmistress at a formal high school.
“While informal schools fill a gap, we need to ensure they adhere to standards that will truly benefit students.”
Addressing the low pass rates in informal high schools requires a multifaceted approach. Policymakers must ensure that these schools adhere to a curriculum that balances rigorous academics with adequate rest and cognitive breaks.
Moreover, teacher training and resources need to be enhanced to support effective teaching methods.
According to a study by the University of Zimbabwe, continuous learning without breaks can lead to burnout and reduced cognitive function, which negatively impacts student performance (Moyo, 2022).
Thus, informal schools might benefit from adopting a more holistic approach to education, incorporating regular breaks to enhance student well-being and performance.
While informal high schools provide crucial access to education in Zimbabwe, their low pass rates highlight significant challenges.
By reevaluating their educational strategies and aligning more closely with best practices, these institutions can improve outcomes for their students and contribute positively to the nation’s educational landscape. Stakeholders, from parents to policymakers, must work together to ensure that all students receive a quality education that prepares them for future success.
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