When Zimbabwe gained its independence from British colonial subjugation in April 1980, the majority of the people lacked the opportunities and facilities to pursue secondary schooling. This was part of the colonial racial segregation policy in which all white children accessed free high school education while blacks were subjected to expensive fees for their high school education. Thus, at the dawn of independence, provision of education for the Africans was politically and racially motivated. The idea that postcolonial education in Zimbabwe could address gender inequality came as an after-thought. The initial educational concern was addressing racial disparities between Africans and the privileged colonial masters. Over the first 15 years of independence, Zimbabwe's population of over 13 million witnessed incredible strides in school expansion by the opening many rural day secondary schools in many communities across that country. There were, however, huge discrepancies between educational opportunities for Zimbabwe’s rural majority and urban population. The apartheid colonial legacy and mismatched policies of the current government have also left their mark on Zimbabwe's education system. The formerly white, private "Group A" schools have more resources and trained teachers in comparison to their Christian mission boarding and government- sponsored counterparts. In the rural areas the government also sponsored rural day community schools such as Pagomo which are at the bottom of the hierarchy of different categories of schools. Zimbabwe’s education system consists of seven years of primary and six years of secondary schooling before students can enter university. The academic year in Zimbabwe runs from January to December for a total of 40 weeks of school. Each term is three months long, with a month’s holiday after each term.
1.8.1. Primary School: Grades 1 - 7
Most Zimbabwean children begin Grade 1 at the age of six, with a smaller number beginning either at age 5 or 7. The medium of instruction is English, with Shona or Ndebele (the local vernacular languages) taught as a subject. Students begin learning in their mother tongue, but transition to reading and writing in English by Grade 3. The school curriculum is centralized with prescribed textbooks all in English language. The seven years of primary schooling culminate in nationally standardized Grade 7 examinations in Mathematics, English, Shona or Ndebele and Social Studies. Progression into high school is automatic.
1.8.2. Secondary School: Forms I - 6
Secondary grades are categorized as Forms with numerical designation from 1 for the first year in secondary school. Students entering Form I compete for places in the private and mission day and boarding schools based on their Grade 7 examination results, but also on the capacity of the parents to pay the tuition fees in those schools. Most of the poor students attend the rural community schools because they were initially free and are still relatively cheap. Secondary school consists of two levels: a four year- Ordinary, (O) level and two year Advanced, (A) level curriculum. Originally, most rural schools such as Pagomo offered only up to Form 4.
Based on their Form 1 and 2 progress reports, students are assigned to courses for their "O" level studies for Forms III and IV (equivalent to Grades 10-11). In government schools in the high-density urban townships and in the rural areas, students are restricted in their options and usually are only afforded the opportunity to take 8 or 9 subjects.
Elite private schools often allow and encourage students to take up to 12 or 13 subjects for "O" level examination. Since the early 1990's and until 2002, General Certificate in Education (GCE) "O" level examinations were set and assessed by the Zimbabwe Examinations Council (ZIMSEC) in conjunction with the University of Cambridge International Examination General Certificate of Education system. Marks from highest to lowest are A, B, C, D, E, U with A, B, and C as passing grades. Students typically write their "O" level exams when they are 15-17 years old but students as old as 22 years may be found in the formal schooling system.
1.8.3. Table 1: Subjects offered at “O” Level in Zimbabwe
The table below shows the subjects offered at “O” level in Zimbabwe. Because of lack of resources and qualified teachers some subjects are not offered in some schools. In the rural areas where shortage of teachers and resources is common subjects such as German, Latin, Computers and Music are not offered.
Field Subjects
Sciences Biology, Chemistry, Physics, Physics with Chemistry, Integrated
Science, Mathematics
Humanities English Literature, Religious Education, Geography, History
Commercial Subjects Accounts, Commerce, Economics, Computer Studies
Languages English, Shona, Ndebele, French, German, Latin
Practical Subjects: Woodwork, Metalwork, Agriculture, Technical Drawing,
Arts Art, Music
However, offering these subjects depend on availability of teachers and textbooks. In the rural areas where the shortage of teachers and resources hits hard, they do not offer subjects like German, Latin, Computers and Music.
To receive a passing ZIMSEC "O" level certificate, a student needs to have passed at least five subjects including English language with a grading of "C" or better. Entrance into "A" level programs is competitive, with the majority of "O" level students either returning to subsistence farming, entering the informal or formal work force or proceeding to a vocational-technical school or a nursing or teaching college. With Zimbabwe’s rate of unemployment currently surpassing 85%, many “O” level graduates face bleak employment prospects. Only those with the best scores manage to find a high school place in an "A" level program. At "A" level, students choose among sciences, commercials and art subjects to study which channel them into specific careers technical college or University.