Quality Rural Secondary School Education in Zimbabwe: Challenges and Remedies

AbstractThe challenges that Zimbabwean rural schools face in recruiting and retaining qualified teachers cannot be overemphasized. The purpose of this study was to investigate some the challenges associated with teachers and teaching in rural Zimbabwean communities as well as identifying strategies that can be implemented to improve the working conditions of teachers as well as teaching in rural areas of Zimbabwe. The descriptive survey research methodology was adopted for this study. Data for the study was gathered by means of questionnaires and interviews with teachers (80) and school heads (20) posted in Gokwe district rural secondary schools who were selected by a method of cluster sampling The study established that Zimbabwean rural areas are characterized by various challenges that negatively influence the delivery of quality education such as poor socio economic background, lack of basic infrastructure for teaching and learning, the problem of attracting and keeping qualified teachers in rural schools, poor funding and limited resources. Furthermore the low status accorded to the teaching profession, poor salaries of teachers, inadequate accommodation, limited career and professional development opportunities as well as poor working conditions were cited as obstacles to quality and effective teaching. In order to address challenges to achieve quality education in rural schools the following strategies were suggested: awarding financial bonuses, incentives and a hardship and retention allowance to teachers who are willing to teach in rural areas; provision adequate physical infrastructure in the schools; provision of scholarships for teachers seeking further their education and ensuring that teacher training institutions should have programmes to prepare teachers for the conditions of rural teaching. The study is significant in that it identifies promising areas on which the government can work on to provide quality education to the rural folk so that they can successfully participate in the national and global economy. The study is also significant in that it provides an platform and springboard for the government to improve and enhance the professional status and attractiveness of the teaching profession.Keywords: rural schools; rural teachers; teacher education; professional development; quality education.INTRODUCTIONEducation is a key investment in any country as it plays a crucial role to sustainable human and economic development. Thus investment in education is widely recognized as a means of supplying the critical human capital required for sustained economic, social and technological development of a nation. It is therefore important that nations invest heavily in education to ensure that the young, whether in rural or urban community, are equipped with knowledge, skills and competencies to enable them to contribute meaningfully to national development (Adedeji and Olaniyan, 2011). The fight against the prevalence of extreme poverty and hunger in rural areas can only be successful through the provision of adequate education and training of the human capacity needed for rural development. This can only be ensured by having caring, competent and high quality teachers in our classrooms (Greenwalls, 1996). This is why policy makers at all levels are focusing on teacher quality with emphasis on the issues of teacher recruitment, preparation, licensing and certification standards, as well as professional development.As noted by Burnett & Lingam, (2007) all initiatives in educational development and provision, hinges on the availability of quality teachers with suitable pedagogical skills, knowledge and characteristics. Presently, the quality of education offered to children in many rural schools is poor. Thus, many parents are unwilling to invest in their children's education because they are not convinced of its quality and value. Consequently, in many rural schools across the continent of Africa, low student enrolment and high dropout are widespread (Adedeji and Olaniyan, 2011). …