1. education

ZIMBABWE TEACHERS’ ASSOCIATION (ZIMTA)
NATIONAL PRESIDENT’S ADDRESS ON THE OCCASION OF 2014 WORLD
TEACHERS’ DAY 3 OCTOBER 2014
THEME:
“UNITE FOR QUALITY EDUCATION, INVEST IN TEACHERS,
INVEST
IN THE FUTURE.”
1.0
SALUTATION
The Honourable Minister of Primary and Secondary Education, Dr L. D. K. Dokora
The Mayor of Bulawayo, His Worship M. K. Moyo
The Secretary for Primary and Secondary Education
The Provincial Director – Matabeleland North
The Vice Chancellor – NUST
The Principals - UCE, Hillside and Bulawayo Polytechnic
Invited guests
Ladies and Gentlemen
Students
1.1
INTRODUCTION
Ladies and gentlemen, it gives me joy to address you on the 20th anniversary of our
Day, the World Teachers’ Day, whose theme is, “Unite for Quality Education, Invest
in Teachers, Invest in the future.” As we reflect on this theme I want to take you
down memory lane. Our 2012 theme was “Take a stand for Teachers”, 2013 the
theme was, “A call for Teachers and in 2014 we talk of uniting for quality education,
by investing in teachers, thereby investing in the future of our nation.
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1.2
The themes that I have referred to sought to activate national support for teachers and
also to guarantee that the needs of the next generations are met. World Teachers’ Day
was first inaugurated in 1994 to honour and recognise the signing of UNESCO/ILO
recommendations concerning the status of the Teachers on October 5th 1966. This is a
day therefore, that nations including ours, show immense consideration, appreciation,
awareness and understanding about the critical contribution which teachers make to
the development of education. By commemorating this day we impress on our nation
to put practical strategies to have qualified, motivated and competent teachers in our
classrooms.
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THEME
2.1
Our theme for this day is “Unite for Quality Education, Invest in Teachers,
Invest in the future”. The theme is coined from our global campaign launched
last year in October by Education International our global union and the
UNESCO theme, “Invest in teachers, invest in the future.” We take this theme
as a critical step in guaranteeing our society of better education for a better
nation, and demand universal free quality education which must remain top on
the agenda. Through this theme we remind the nation that education is a
human
right and demand that our government must provide quality public
education.
2.2
Education and National Development
Education is pivotal to a sustainable nation and key to breaking the poverty
cycle, preventing and stopping the spread of pandemics like HIV/AIDS or
EBOLA. Zimbabwe has taken lead in literacy which stands at 92%. This has
made us the leader of the pack in Africa. Being a leader places heavy
obligation to remain in the pole position. Teachers carry the burden to
sustain this leadership, hence our call to the nation to invest in teachers so as
to guarantee sustainability in the future.
2.3
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How is education linked to national development?
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My grandfather used to tell me that “education has no end and education
does not mean that we go to school.” Literally he meant man/woman is
continually educated until the day he/she dies. The deep meaning of this
statement is that education is a means of change in man/woman’s
conduct of life. It means through education we are upgrading our
nation’s ability to choose the best alternative available in any
circumstances we face. As educationists, we are the seat of knowledge
that enables man/woman to adjust constantly to the changing
environment. Quality education is sine-qua-non to the process of
empowerment and self-esteem.
3.0
INVESTING IN QUALITY EDUCATION
3.1
The constitution of Zimbabwe Amendment No. 20 Act 2013 under the
declaration of rights, section 75 on the Right to education provides;
“Every citizen and permanent resident of Zimbabwe has a right to:
1(a) basic state funded education, including basic adult education;
1(b) further education which the state, through reasonable legislative and
other measures, must make progressively available and accessible;
Sub-section 75(4) obligates the state thus;
“The state must take reasonable legislative and other measures within the
limits of the resources available to it, to achieve the progressive realisation of
the right set out in subsection(1)
Through this constitutional provision, Zimbabwe made an important
commitment to education by the state. This right also places enormous
responsibility on the teacher in that we have to hold the state
accountable in achieving the constitutional guarantees and at this time
demanding teachers to deliver quality education.
3.2
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The Quality Tripod
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3.2.1
Quality education sits on a three legged tripod stand, it
demands quality teachers, quality tools and quality
environment.
3.2.2
Quality Teachers
Quality teachers need quality tools to enhance quality
education. Quality tools include relevant curricula as well as
basic materials such as, pens, preparatory notebooks,
computers, etc.
3.2.3
Quality Environment
Quality environment instructs that we should have safe and
supportive learning and teaching environments
These three elements are necessary if we are to deliver quality
education, they help students focus on earning and to teach
effectively.
4.0
TEACHER CAPACITY DEVELOPMENT
4.1
On behalf of the ZIMTA membership, we would like to commend you
Honourable Minister, and indeed the Government of Zimbabwe led by His
Excellency R.G Mugabe for the introduction of the Teacher Capacity
Development program. This is a welcome program in addressing one element
of quality education which is, Quality Teachers. Teachers’ qualifications,
training and support and most importantly their motivation is fundamental for
the delivery of Quality Education for the Zimbabwean child.
4.2
We are aware comrade Minister that close to fifteen thousand (15 000) school
leavers are employed as relief teachers commonly known as temporary
teachers, this is not good for quality education. In the similar fashion, we urge
your Ministry in conjunction with our Higher Tertiary Ministry to find
alternative approaches to teacher education that will reduce dependence on
unqualified teachers to man our schools. Continuous dependence on unqualified
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teachers is tantamount to failure to recognise and appreciate teachers’ expertise
and that
4.3
teaching is a profession.
As we introduce this program we call for transparency, equity and fairness in
the section of candidates for capacity development. It will be travesty of
justice to ignore these vanguard actions. As an association we will take
active interest in this program regarding modalities for selection, relevance of
the enhanced skills and the results of the program towards quality education in
Zimbabwe. We are committed to this program and we firmly believe that,
Teachers are the foundation of good schools and good schools are the pillars
of healthy and democratic communities.
5.0
HIDDEN CRISIS IN ACHIEVING QUALITY EDUCATION AT NATIONAL
LEVEL
5.1
Teacher Shortage
Following the current trends in teacher staffing quotas, low recruitment and
weak retention strategies, Zimbabwe risks the failure to achieve quality
education. Zimbabwe needs to activate policies that begin to address the
issue of unqualified teachers. We will need to attract the best candidates
to teaching. In the recruitment of these teachers deliberate attention must
be paid to underrepresented groups, such as ethnic minorities to serve in
their communities, as we believe cultural context and local language can
improve learning opportunities for disadvantaged children.
5.2
Lack of Funding/ Insufficient Financing
Insufficient financing is a major challenge facing our country and threatens the
very access to education that we are well known for, let alone quality of
education. The funding matrix of education in Zimbabwe takes the form of
central government funding, local authorities, household spending and donor
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funding. The challenge is, we do not have accurate analysis of how much the
aggregate of these disparate groups spend on education. Such analysis and
understanding could help in effective deployment of resources, so as to avoid
killing the next generation due to lack of resources or lack of coordination of
the current funding matrix.
6.0
HIDDEN CRISIS GLOBALLY
6.1
Armed conflicts are a major obstacle in achieving quality education,
Reinforcing poverty, limiting economic growth and destabilising development.
6.1.1
Boko Haram Islamist extremists kidnapped two hundred (200) girls in
Nigeria and about one hundred and thirty of them are still missing
Since May 2014. To date we are told Boko Haram has assassinated one
hundred and seventy seven (177) teachers in the last five years.
6.1.2
The Taliban in Pakistan restrict women education in Pakistan by
bombing schools, with over two hundred (200) schools closed to date,
threatening lives of teachers, the education system and the future of over
one hundred and thirty thousand (130 000) girl children uncertain.
6.1.3
The Gaza strip air strikes on schools has seen several teachers and children
loose life and limbs on a genocidal proportion.
6.2
Ladies and gentlemen the foregoing are examples of unsafe environments that
most colleagues in the wold face daily but have refused to stop teaching and
ultimately paid the supreme price. So, when we speak of safe environments
we demand violence free schools, we demand non-aggression from
communities, non-sexual battery, non-physical attacks on teachers and
learners and disease free environment. Talking of disease, let us think of our
colleagues in West Africa, where Ebola has claimed lives of Teachers and
prevented
environment should be focused
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learners from going to school. A safe learning
on academic achievement maintaining high
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standards, fostering positive
relationships between and among educators,
learners and communities.
7.0
LOCAL LABOUR ISSUES AND EDUCATION MATTERS
7.1
Mid-Year Fiscal Policy Review – Implications to the Teacher
On September 11, 2014 the Honourable Minister of Finance and Economic
Development presented a mid-year fiscal review statement. A fiscal statement
is a business plan, in this case a government business plan, were government
puts a thinking process deciding on what to do, how to do it and how much it
will cost. Fiscal policy statement defines financial matters. This statement
quashed any hopes of easy success in Zimbabwe. It sounded more negatives
than positives. The statement showed the rigidity of government’s mindset on
measures it to adopt so as to stimulate economic growth, e.g.
7.1.1
Imposition of duty on food stuffs against the backdrop of subdued
agricultural output. Duties will result in further erosion of our buying
power.
7.1.2
Increase in taxes is tantamount to milking blood from an underfed cow.
7.1.3
Lack of clear, precise and definitive measures of funds to stimulate
economic activities in industry.
7.1.4
Failure to address structural problems like high cost structure of doing
business with Government, e.g. non performing state enterprises and
parastatals.
7.1.5
Failure to increase civil service salaries so as to off-set increase in taxes
and prices of basic commodities.
7.1.6
The impact of all these negatives is that Zimbabwe will remain
uncompetitive. Workers will be poorer than they were eight months
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ago. There will be low aggregate demand for goods and services. Low
aggregate demand may lead to deflation or at worst depression.
7.2
Positives on Fiscal Policy Statement
7.3.1
It was refreshing for the Minister to assure us that Zimbabwe will
continue to use multi-currency regime, giving us the confidence that the
money we will earn will still be valuable. Further to this the Minister
made a policy statement, committing Government to
demonetisation of the Zimbabwean dollar. While this promise was
made by the previous government we are yet to see the practical
application of this commitment.
7.3.2
The Minister sounded investor friendly in the tone of his statement, a
development we will encourage so as to stimulate Foreign Direct
Investment (FDI). FDIs are a necessary ingredient to stimulate industry
activity which is key to government revenue.
7.4
2015 Budget
Having painted the picture for the 2014 mid-year review, we need to focus on
2015 Budget statement and seek to influence it towards addressing the losses
we have experienced and those we will experience during the course of the
remaining months.
My role today is to encourage you to discuss in your schools the proposals for
2015 budget, forward them to your branches, districts and provinces as early as
end of October for onward consideration. Of concern and outstanding is the debunching of salaries, and non-monetary benefits.
8.0
PRINCIPLES OF REVIEW AND HARMONISATION OF LABOUR LAWS
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8.1
Several consultative meetings were held among social partners consisting of
Government, Labour (trade
unions) and Employers' organisations to discuss
and come up with principles of Labour Law Reform in Zimbabwe. The
following were agreed as the main principles that will drive the agenda of
Labour Law Reform taking into account the provisions of section 65 of the
Constitution which gives extensive Bill of Labour Rights
8.1.1
Right of every employee to collective bargaining including Civil
Service
8.1.2
Right to collective job action (strike, picketing, boycott etc)
8.1.3
Right to equal pay for work of equal value (especially between men
and women)
8.1.4
Provision of paid educational leave
8.1.5
Government oversight over all employment
8.1.6
Right to organize (form, join and participate in trade unions or
organisations of choice and)
8.1.6
Right to fully paid maternity leave
8.1.7
Protection against forced and compulsory labour
8.1.8
Protection against child labour
8.1.9
Honouring of fixed term contracts
Rights upon retrenchment (amendment of section 19(5) of The Public
Service A) which allows the Civil Service Commission to “dismiss or
discharge” its member owing to abolition of office or post; or for reasons
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of restructuring or adjustment of a Ministry/Department / Division of
the Public Service)
8.2
After the deliberations the draft principles were submitted to Cabinet in order
for them to spearhead the process of amending the relevant Acts of Parliament
that have a bearing in Labour Relations in Zimbabwe. In the Civil Service the
agreed principles will result in amendments to the Public Service Act and
subsequently all Statutory Instruments made under it including the Public
Service Regulations SI 1 of 2000, Public Service (Formation and recognition
of Associations or Organisations Regulations SI 45 of 1998 and Public Service
(Public Service Joint Negotiating Council) Regulations SI 141 of 1997.
8.3
Presently, the Civil Service Commission is already attending to the anomalies
noted and making amendments to various instruments that are no longer in
tandem with the Constitution of Zimbabwe. They have to submit the same to
labour unions for their input as well in line with the right to collective
bargaining contained in the Constitution.
9.0
ZIMTA GOVERNANCE ISSUES
9.1
Our 2014 National Conference discussed in a robust way some resolutions
meant to change the structural composition of ZIMTA executives. These
resolutions were referred back to national executive to fine tune and seek broad
mandates by allowing more time for discussion by members. We bring these
resolutions back to you for finer details. The resolutions are;
9.1.1
That there be 50-50 representation of women and men educators in all
structures of ZIMTA.
9.1.2
That there be incorporation of young teachers and disabled teachers in
all ZIMTA structures. “Young teachers we refer to are teachers below
the age of 35 years.”
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9.1.3
That there be change of the District Executive and to have this structure
replaced by one District coordinating member who sits in the Provincial
Executive.
9.2
These resolutions are meant to improve governance and effectiveness of the
Association.
9.3
AGM Preparations
9.3.1
The third term of each year between September and December is time
for Annual General Meetings. We urge all chairpersons to hold these
meetings and receive direction from members. Secretaries should then
compile reports for onward submission to Head Office. This way we
can keep ourselves informed.
Growth Strategy – Capital Investment
9.4
9.4.1
In July 2014 ZIMTA bought Valindre Farm, popularly known as
Ehlekweni. This is a 718 hectare farm with a vocational school in it,
several farming projects that include bakery, plumbing, piggery,
horticulture, poultry, cattle ranching and crop farming. Properly
restructured this project will be a vital capital growth strategy for
ZIMTA.
9.4.2
We intend to create empowerment programs for ZIMTA members and
the surrounding community.
CONCLUSION
Ladies and Gentlemen as I conclude my speech I wish to raise a few points that are pertinent
to Quality Education and concomitant to investing in teachers. In ZIMTA we believe:

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Education is a basic human right.
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
Education does not stop at national borders but is an international right, and
because education is a human right.

It is not a hand out.

It is not a commodity and our nation is the quest to provide should not force
Zimbabweans to choose between feeding children and sending them to school.
It is immoral. The state has to provide for education.

When we demand Quality Teachers, Quality tools and Quality Environments
we as educators are equally pledging delivery of quality education to our
citizens.
Ladies and gentlemen, let me wish you best commemorations.
I thank you.
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