EDITOR — Zimbabwe is faced with enormous challenges ranging from poverty, unemployed masses and their poor living conditions, to corruption, mushrooming of both shebeens and prosperity gospel churches and so on.
This is all prevalent as the government continues to unconsciously spend or rather overspend in the education sector with a somewhat misleading notion that “more money equates to quality education and quality education leads to industrialisation and inevitably to a prosperous and satisfac- tory life’’. Of course, we all know that to be false.
More and more universities are sprouting around the country. The ones existing are busy increasing their enrolment, some are now holding two graduations per year, what for! Do we need all these universities? Are we in short supply of professionals, techni- cians? What happens to the value of a cur- rency as you increase its supply? Every term we witness these same university graduates flocking to district educations offices look- ing forb temporary teaching posts.
Year-in and year-out the State-owned and private universities, polytechnic colleges and private colleges continue to enrol thou- sands of students and produce graduates.
It thus follows that this is all done in an effort to have an educated populace one which ought to be equipped both intellectu- ally and academically, in order to find solu- tions to challenges in our society.
Yet, as we see an increase in graduates we also sadly witness an increase in our challenges and a less empowered population, especially among the youth.
Why and how could this be the case if education ought to be the most effective and efficient way of the disadvantaged to escape from their social and economic ills?
It is against this background that one begins to question whether or not ours is an education system that strives to empower the masses politically, intellectually, socially and economically.
What we rather have is a “certification system’’ one that is a tool used by opportun- istic individuals who care less about being educated than getting a certificate — one not worth the paper it’s written on.
That’s achieved by mastering the art of taking meaningless and vague standardised tests and exams (copy and paste) so as to guarantee themselves a good paying job or a promotion whereas they remain intellectually handicapped.
Otherwise, it is a mere tool used by the academic leadership by instructing their institutions to offer limitless different courses with little or no difference in terms of substance and content, just so they secure funding from government and maintain their university status.