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01 AFR - The African continent (425p)
02 BIG - Big Issues of our Time (325p)
03 HIS - History of the World (225p)
04 CEU Contemporary Europe (325p)
05 FEU The Future of Europe (325p)
06 FWP - Fighting with the Poor (400p)
07 BIP Bringing It to the Public (350p)
08 LAN Mastering Languages - English (375p)
09 MW Mastering the Material World (300p)
10 T21 The Teacher and the School of the 21st Century (125p)
11 EPI Epistemology (125p)
12 PED The Pedagogy of OWU and DNS (250p)
13 DMM The Science of the Doctrine of the Modern Method (100p)
14 HOR Horticulture. Good cooking (175p)
15 LSS Lifestyle Sustainability (125p)
16 WP The World of Politics (150p)
17 WA The World of Arts (100p)
18 OF Open Future (100p)
19 TP Teaching Practice (350)
20 SSO Specialisation Social Science (225)
21 SHS Specialization History (225)
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AFR 1S Travel preparations
AFR 2S The history of Africa
AFR 3S African Nature
AFR 4S Africa - facts and figures
AFR 5S Across Africa
AFR 6S Investigating Western Africa
AFR 7S Investigating Southern Africa
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The task is to understand how Zimbabwe brought literacy to its people and how this example can be followed by other African countries.
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hours
Introduction:
Once Zimbabwe became independent, there were dramatic developments in all areas<br /> of the country’s educational system. Many people enrolled in all educational levels.<br /> Existing buildings were expanded and new buildings were constructed, to provide<br /> for primary, secondary and further education. Furnishings and fittings were put into<br /> grassroots schools, and libraries with books and other resources were established as<br /> well as laboratories and other essential features.<br /> <br /> In addition, optimum working and living conditions for all teachers, in the<br /> countryside and the city, were established. These factors, together with the<br /> competitive salaries, encouraged most of the qualified teachers to settle in the rural<br /> areas where most of the population live. This allowed many children to have access<br /> to all levels of teaching. This also supported the expansion of the school network as<br /> well as the quality of teaching all over the country (urban and rural areas).<br /> <br /> At a curriculum level basic knowledge began to be included. For example primary<br /> teaching became a way of imparting important functional skills in the areas of<br /> health, interpersonal relationships, and environmental sustainability as well as<br /> traditional reading, writing and mathematical skills. In addition, innovative<br /> methodologies were employed such as science kits. These efforts made the<br /> educational system in Zimbabwe democratic, and allowed many students to acquire<br /> a great deal of knowledge.<br /> <br /> A significant issue was the use of local languages in primary andsecondary schools.<br /> Another is the significant investment in infrastructures shown by this example: over<br /> 100 years of regime in Rhodesia, 200 secondary schools were built in the whole<br /> country. During the 8 years after independence 200 secondary schools were built<br /> YEARLY.<br /> <br /> According to the United States State Department, even with the financial crisis,<br /> Zimbabwe continues to have the best literacy rate in Sub-Saharan Africa.<br /> <br /> You will find out about other contributory factors to Zimbabwe’s model example by<br /> looking at the available files.
Directive:
1. Read the files F1 to F5<br /> <br /> 2. Discuss the features of Zimbabwe’s educational system and the possibility of<br /> this example being of use for other countries in Africa.<br /> <br /> 3. Draw up a list of ideas for a quality educational system.<br /> <br /> 4. Send the list to your teacher for comments.<br /> <br /> 5. Prepare a debate with the whole group, which broaches the question of the<br /> quality of teaching in Africa and present your list of ideas.<br /> <br /> 6. Write a report of how the debate went with your classmates, considering<br /> performance, relevant points and possible doubts and send it to your teacher.
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