Access to formal education for the San community in Tsholotsho, Zimbabwe: challenges and prospects

Abstract

This article examines the myriad of challenges faced by primary and secondary school going children amongst the San community in their quest to attain formal education in rural Tsholotsho, Zimbabwe. Using a mixed method approach, the study utilised focus group discussions from selected primary and secondary schools, key informant interviews with headmasters and teachers and also survey questionnaires supported by an ethnographic research design. It emerged from the study that long distance travelled to school, abject poverty, dilapidated infrastructure and the perceived negative attitude towards education has had telling effects on the marginalised San community. The hindrances to attaining formal education has tended to solidify the existing stereotypes, prejudices and social labels against the San community by other ethnic groups as “separatists”, “non-conformist” and at worst “primitive” in as far as participating in modern and mainstream development is concerned. The article suggests that there is a need for a paradigm shift in attitude and behaviour of development agents and actors in their policy positions and their interventions to the San community. Formal education for the San community will be hard to achieve as long as institutions perceive them as subaltern citizens, who are a nuisance.

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

“…Findings show that the "affordability and accessibility" can be achieved by "subsidising internet costs" and "advocating for zero-rated educational websites" by the government of Zimbabwe in collaboration with different stakeholders. Furthermore, the "engagement" was identified as "fostering parent and community involvement", and also the "collaboration with local organisations" (Chigama & Goronga, 2022;Chimbunde, 2021;Dhliwayo & Jita, 2023;Dube, 2020;Dube et al, 2022;Kangara et al, 2022;Mabika & Marevesa, 2022;Magocha, 2021;Mandikiana, 2020;Maphosa, 2021;Mavengano & Marevesa, 2022;Ministry of Primary and Secondary Education, 2020;Moyo, 2022;Moyo et al, 2020;Nhongo, 2022;Nhongo & Siziba, 2022;Nhongo & Tshotsho, 2021;Nyagadza et al, 2022;Phiri, et al, 2020;Tsimba et al, 2020;Zinyemba et al, 2021). It was clear that policy and governance should focus on developing regulatory frameworks to govern online education, ensuring quality standards, and security measures as a roadmap to the challenges faced.…”

“…The study acknowledged the efforts made by Zimbabwean education stakeholders in the past decade to introduce ICT-focused curricula in rural educational settings. Nevertheless, Mwiinde and Muzingili (2020), Phiri et al (2020), Shava (2022) and Zinyemba et al (2021) found out that the progress in Zimbabwean education system has been impeded by obstacles like inadequate infrastructure, a scarcity of proficient ICT instructors, and underutilisation of computers donated by the government. This study scrutinises how education stakeholders can contribute to fostering ICT advancement in Zimbabwe's rural educational environments to enhance educational access, quality, and equity, thereby supporting the country's enduring rural development goals.…”

Education, ICT, Teleconferencing, Networking and E-Learning

“…The Zimbabwean economy has a high literacy rate of 88% (World Bank, 2022). However, there is a disconnect on the high educational literacy rates at national level versus the illiteracy rates at regional or community level in Zimbabwe (Phiri et al, 2020). It is pellucid that some communities in Zimbabwe still struggle to get high quality educational services due to a number of challenges (Garira, 2020).…”