Rural Grade Seven results not improving

THIS year's Grade Seven results show that urban schools continue to perform better than rural ones with analysts attributing the trend to improved teacher attendance and incentives.

The analysts said most urban schools had qualified teachers while several rural schools were manned by temporary educators.

The 13 million textbooks distributed under the Education Transitional Fund also contributed to the impressive record by urban schools.

A survey by The Herald showed that schools in urban areas had good results while those in rural areas had low pass rates. Some of the schools that posted good results included David Livingstone in Harare with 15 pupils obtaining four units and a similar number had 5 units. Gillingham Primary School had more than 10 pupils with five units and two pupils got four units.

Other schools that performed well included Donnybrook, Haig Park and Alfred Beit primary schools. Officials at the schools said in recent years it had become rare to have more than three pupils passing with four or five units. The best pupil at Nyamashesha Primary School in Mhondoro had 20 units while at St Johns Matarutse in the same area, the best pupil amassed 15 units.

Education, Sport, Arts and Culture Minister David Coltart said this year, schools had the best teacher attendance compared to previous years.

"It's a combination of factors. Yes, the books played a part but this year we had the best (attendance) in five years. Having committed teachers in classes will result in positive results," he said. Minister Coltart, however, said rural schools needed "special" attention.

"This is a huge area of concern and there is a big disparity between an urban teacher and a rural one in terms of motivation. Urgent solutions are needed to improve the situation." Veteran educationist Mr David Mutambara said rural teachers were not fully motivated and pass rates at their schools will continue dwindling if the disparities were not addressed.

"It's a cocktail of factors. Resources in rural areas are little and access to facilities is limited and the personnel is not fully motivated.

"There is also a difference between (former) Group A schools and most of those in high density suburbs because of the incentives," he said.

Teachers unions said incentives were having a negative impact on rural schools' performance.

At the height of the sanctions induced economic meltdown, most teachers were not fully committing themselves as they ran around to supplement their salaries.

A good number left to teach in neighbouring countries while some left the profession in search of greener pastures. Teachers Union of Zimbabwe chief executive Mr Manuel Nyawo reiterated that if Government keeps the incentives it should introduce an allowance for rural teachers.

"How can they perform when there is virtually nothing for them in terms of incentives? In the absence of motivation, the trend will worsen every year," he said.

Zimbabwe Teachers Association president Mrs Tendai Chikowore said: "You might have books in all the schools but what is important is the commitment the teacher is putting.

"Rural educators are always complaining about incentives but the situation is beyond our reach."

Progressive Teachers Union of Zimbabwe secretary general Mr Raymond Majongwe said most urban schools had qualified educators while rural schools were manned by temporary teachers. "This is because of the harsh conditions associated with rural teaching. Some Grade Seven classes were taught by unqualified teachers and this is obviously disastrous.

"There just has to be equilibrium if rural pass rates are to improve," he said.