After independence in 1980, initiatives such as education with production and the 1999 Nziramasanga Commission of Inquiry into Education and Training recommended overhauling the education curriculum by adding practical skills as opposed to the prevailing academic orientation.
Sunday View with Mukuchana Hanyani
As such, subjects like needlework, cookery, woodwork and metalwork were introduced and went a long way in preparing as well as equipping students with craft they would need in industry. As such, the skills, which were imparted to children in the early 1980s, were good enough for them to have practical skills for survival after leaving school.
However, the policy of having such practical skills in primary education was abandoned along the way in the early 1990s, leaving the primary curriculum dwelling more on theoretical subjects.
In secondary schools, subjects like building, technical drawing, agriculture, among others, were also introduced but, more often than not, these subjects were optional. These however, found few takers thereby rendering teachers of those subjects redundant since students chose and preferred a mix between arts, sciences and commercials.
This was exacerbated by the fact that at A’ Level, few, if any, schools offered practical subjects such as metalwork or woodwork. This resulted in the country having educated but unskilled graduates.
While theoretical subjects are not bad, the re-introduction of practical subjects in schools, as championed by President Robert Mugabe recently, would save the country from producing non-skilled academics.
It would have practically skilled graduates who would become employers, not employees. Countries the world over economically develop because of having people with different skills that match the needs of the country, not educated people with no practical skills.
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For that reason, it is commendable that Mugabe realised that and in his new cabinet created a Psychomotor ministry which has a mandate to make sure that the re-introduction of practical subjects in schools is taken seriously.
The Psychomotor ministry will fully implement the Nziramasanga Commission recommendations on education so that Zimbabwe produces productive people.
As such, people should be aware that being educated and productive are two different things and that people should be able to put to effect what they learn.
So the Psychomotor ministry was specifically created to synchronise primary, secondary and vocational training to make sure students are well-equipped with both theoretical and practical skills.
While paying his last respects to the late Roman Catholic priest and founder of Silveira House, Father John Dove, recently, Mugabe urged schools to re-introduce practical subjects as a way of equipping children with skills that would be of use after graduating from learning institutions.
The President made it clear that the country needs people with practical skills so that they use such skills for the development of the country.
Re-introducing practical subjects in schools starting from the primary up to tertiary level would spur skills development among children which they would use for creating, rather than looking for, employment.
The President’s view that practical lessons be encouraged in schools, should be taken seriously as it is the only way that the country would develop skilled manpower than the current situation where there are educated people who lack requisite practical skills.
In the late 20th century, practical skills helped countries like China to economically develop. China realised that without skilled workforce, she was not going anywhere and she exported her young labour force to other countries where they went and got trained in different various disciplines.
When they returned to China, they started using their skills to make and develop different implements, thereby facilitating economic growth and development.
As China amassed a high level of skilled labour force, she was able to produce a lot of products for domestic consumption for exports, making it possible for that country to become economically powerful.
Similarly, Zimbabwe can do the same by re-introducing practical subjects in schools and, funds permitting, also send talented individuals outside the country to get invaluable training in different fields that can help the country.
It will not profit Zimbabwe to be acknowledged as having the best literacy rate on the continent, yet the graduates lack prerequisite skills to create products for local and foreign markets. Educated but unskilled people do not have much value addition to the economic development of the country As such, practical subjects in schools, coupled with people having innovative minds, will be a panacea to the country’s woes as graduates from colleges and universities become employers, not job-seekers.
