Re-introduction of practical subjects commendable

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.  

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 to make them have practical skills for survival after living school.

However that idea of having such practical skills in primary education was abandoned along the way in the early 1990s, living 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 not compulsory but optional. These however, found few takers thereby rendering teachers of those subjects obsolete since students tended to choose and prefer a mix between arts, sciences and commercials.  This was exacerbated by the fact that at Advanced level, apart from agriculture, 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 but the re-introduction of practical subjects in schools as championed by President Mugabe recently, would save the country from producing non-skilled academics to 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.

For that reason, it is commendable that President Mugabe realised that and in his new cabinet he thought it wise to create a Psychomotor Ministry which has been assigned duties to make sure that the re-introduction of practical subjects in schools is taken seriously. The Psychomotor ministry was introduced as a way to ensure that it fully implements the Nziramasanga Commission recommendations on education so that Zimbabwe does not produce only educated, but 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 synchronize 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, President Mugabe urged schools to re-introduce practical subjects as a way of equipping children with practical skills that would be of use after graduating from learning centres. 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. Such a move of re-introducing practical subjects in schools starting from the primary up to tertiary level would instill skills among children which they would use for creating, rather than looking for, employment.

The President's view that practical lessons should be re-introduced in schools should be taken seriously as it is the only way that the country would get to have skilled manpower than the current situation where there are educated people but who lack requisite practical skills. In the late twentieth century, practical skills helped countries like China to economically develop. China realised that without practical 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 practical enterprises. When they returned back to China, they started using their practical skills to make and develop different implements, thereby facilitating economic growth and development.

As China managed to have a high level of practical skilled labour force, she was able to produce a lot of products for domestic consumption as well as excess that was exported, making it possible for that country to become economically powerful.

Similarly, Zimbabwe can also do the same by re-introducing practical subjects in schools and, funds permitting, also sending talented individuals outside the country to go and get invaluable training in different practical skills that can help the country.

It does not make profit to Zimbabwe of being acknowledged as having the best literacy rate in the continent yet those churned from educational institutions lack prerequisite skills to create products for local and foreign markets. Educated but unskilled people have no value addition to the economic development of the country

As such practical subjects in schools, coupled with people having innovative minds, is a panacea to the country's woes as graduates from colleges and universities become employers not job seekers. Once people become employers by stimulating demand, then the country can be able to economically develop. Theoretical education just equips someone with knowledge to read and appreciate what is happening around the globe but it also creates a mentality of servitude.

Therefore, it is important to support the President`s idea of having practical subjects in schools up to tertiary education so that local educational institutions churn out practically skilled graduates who would become employment creators not those waiting to be employed.