Malawi: Nsanje Women Cry Out for Adult Literacy Classes

index

 

Nsanje — Nsanje women have faulted government for failing to provide adult literacy learning services in the area despite their strong willingness to enroll for classes.

Belita Mafunga, 45, a mother who hails from the area of Traditional Authority Malemia village explains she failed to go to school when she was young due to poverty but has always had a strong desire to go back to school.

She explained she was encountering a lot of challenges when participating in different groups such as church service as she could not read.

Due to that she explained she was forced to just stay at home.

“When I receive a letter I have to wait for my children to come from school to read it for me. I have a phone but I cannot operate it. I really need adult literacy school in our village so that we can have knowledge on different things and so that our lives can be improved,” Mafunga lamented.

Village Head John said adult literacy schools were crucial for the community development.

He revealed that apart from poverty, people in the past were not aware of the importance of going to school but now things had changed.

“In our area of Group Village Nthukuso there is one adult literacy school which is far from us, it is at a distance of about three kilometers and most women cannot manage to go that far. This the reason why we are asking for help to well-wishers that at least we should also have one literacy school adult

b in the area of Chief John,” Village Head John added.

Assistant District Community Development Officer, Joseph Gama said in Traditional Authority Malemia there are 21 literacy schools and 170 teachers.

He acknowledged that most of the women are illiterate and per the policy, each village is supposed to have one school but this is not the case currently because of inadequate resources.

Gama viewed that, “We have been asking government and other non-governmental organization to help us to fulfill the work as per the policy that governs adult literacy schools that every village must have one school and we are still waiting for the feedback.”

Source – Malawi News Agency

Advertisements

Africa: Technology Can Help Kids Learn, but Only If Parents and Teachers Are Involved

00360284 42f202d59d84c6c7bedc03237979a42e arc614x376 w285 us1

Educational psychologist Dr Benjamin Bloom wanted to understand how people learn. So in 1965 he and his colleagues created Bloom’s taxonomy : a system for identifying, understanding and addressing learning. They came up with a system that’s composed of two elements: thinking and the ability to apply knowledge, and then feelings and emotions.

Visit Best Buy

When a student learns about gravity, the cognitive elements would include knowledge and understanding of the concept of a force pulling an object towards the Earth; acceleration, mass and so on. The moment the student has developed understanding, she would be in a position to apply (psychomotor) – the acquired knowledge and skills in new situations. For example, she might want to see what would happen if something different was done to the same object – would it experience the same acceleration?

This learning process doesn’t happen in an isolated context. It takes place during interactions with peers and teachers – what the model refers to as the affective domain. That is the elements of learning that affect emotional development. Elements of interest, motivation and values would help the student to appreciate the discussion and value the ideas as well as encourage her to develop social skills appropriate to working in groups. Eventually, development of this domain benefits broader communities and society as a whole.

Some researchers claim that integrating technology into teaching and learning improves students’ grades. Others argue that technology makes little difference to how students perform because traditional approaches to teaching still predominate.

A lot of research in this area has focused on technology as a tool. But what is the value of technology as a medium to encourage interactions between parents, teachers and students – tapping into the affective domain – and ensure that students construct knowledge?

Myself and other academics from the Mauritius Institute of Education and London’s  Brunel University wanted to know how technology could be used to transform the teaching and learning process into an innovative, interactive environment that promotes students’ cognitive development driven by the affective domain. So we embarked on  a study that attempted to build a case for incorporating the affective domain in the teaching and learning of physics using technology.

A space to develop the affective domain

The study was carried out in two phases: exploratory and evaluative. The evaluative phase confirmed the findings made in the exploratory phase.

The exploratory phase involved one teacher, 22 students (all 13 and 14 years old) from a coeducational school situated in Mauritius’ central region and 19 parents.

In the evaluative phase 31 students from an all-girls’ school (in the same region as the first school), 15 parents and one physics teacher participated.

We developed a framework called the Pedagogical Technological Integrated Medium. It is founded on a well-documented framework, TPACK, which was created to facilitate the use of technology in schools. Our framework helps learners to create knowledge and develop an understanding of physics through interactions between teachers, students and parents.

We created an interactive website to monitor how parents, teachers and students were engaging with the framework. The site encompasses a series of home tasks (parent-student and parent-teacher interactions), in-class tasks (student-teachers) and out-of-school activities (parent-student-teacher interactions).

For instance, students used the website to consolidate their existing knowledge of measurement as a concept in physics. They did this in collaboration with their parents before attending classes.

The experiment showed that learners benefited enormously from the approach we had adopted. By creating the affective domain through interactions with their parents (at home) and teachers (at school), the students were able to construct physics knowledge. The added dimension was that we used technology as a medium to meet this end.

Benefits of our approach

The framework was well received by students, parents and teachers. One parent told us:

I was happy that my daughter was discussing with me and I encouraged her to complete all the tasks and to tell me if she had any difficulty.

Students said they wanted to do more activities and be provided with more notes on the website because this would help them “to learn better”. One said,

I would like to try it first before learning it [the concept] at school.

The teachers were also happy. One said that, “the activities contained in the web lesson have helped me to understand in which specific areas students hold misconceptions”. The teacher also hailed the chance to “innovate in my teaching”.

Integrating the affective domain into our model has shown the potential of key educational stakeholders – parents, students and teachers – to collaborate. The teacher established a network with parents and learners and used the insights gained to construct her interactive lessons.

The schools we worked with are planning to use the website to sustain the interaction that’s been developed between teachers, students and parents. We also plan to get more schools in Mauritius using this system.

The affective domain matters

Our study has provided evidence of a change in students’ attitudes: they claimed to be interested, motivated and better prepared to learn new concepts in class.

It’s been known for a long time that educational technology can offer opportunities for cognitive development in learning science. We’ve now proved that this isn’t sufficient unless the affective domain forms an integral part of teaching and learning when technology is integrated into the process.

Disclosure statement

Yashwant Ramma receives funding from Mauritius Research Council.

Source : The Conversation

About Attitude                About Values                About Behaviour

Commission in Tanzania Bars 19 Universities from Admitting Students

19 universities in Tanzania have been barred from admitting students  2017/18 academic year by the Tanzania  Commission Universities (TCU).

00420965 7d98881d727c82befff148b0ee0cc3e3 arc614x376 w285 us1

The action of the TCU, which does not affect returning students, has resulted in confusion in the affected institutions.

Universities in Tanzania are expected to resume for a new session in September.

Prospective students were caught unawares by the order which came just four days into the college enrollment window.

Nearly 33,000 candidates who sat their Form Six national examination in 2017 scored first and second division to qualify for direct entry into university. Over 20,000 others with division three and below are also expected to seek for enrollment in colleges for training that corresponds with their scores.

Kenya: President Mocks Opposition Over Free Secondary Education

Press release

NAKURU, 4 June 2017 (PSCU) – President Uhuru Kenyatta mocked the opposition today for copying his plan to implement free secondary education next year, and then pledging to do it a few months earlier.

00300981 86de64e783c33c784137a8500146a029 arc614x376 w285 us1

“You have to think. Then you have to plan. You cannot just copy, and then pledge to do it earlier,” President Kenyatta said on a campaign stop in Gilgil, as he wrapped up a three-day campaign blitz through Nyandarua, Laikipia and Nakuru counties.

President Kenyatta was accompanied by Deputy President William Ruto, Nakuru Governor Kinuthia Mbugua, Nakuru Jubilee gubernatorial aspirant Lee Kinyanjui and a host of local Nakuru county leaders.

A day after the President unveiled key planks of his re-election bid that included free secondary education, scaling up the cash transfer programme for the elderly, increase and expansion of technical training institutes and health cover for mothers after maternity as the next steps in his transformation agenda.

“Politicians should not just wake up in the morning and tell Kenyans that they will do this and that and within a given period after they win elections without thinking or planning on how to go about such issues,” said President Kenyatta.

He added: “We’ve set aside Kshs 5 billion to expand infrastructure in schools to provide for the implementation of free secondary education. One cannot claim he can provide free education overnight without budgeting for it.”

The President and his deputy spoke on Sunday when they addressed thousands of Jubilee supporters at various stopovers as they at Free Area, Kikopey, Gilgil, Naivasha, Longonot and Mai Mahiu among other areas along the Nakuru-Nairobi road.

The President said the former Prime Minister Raila Odinga knows very well that policy making and implementation requires proper planning.

He said it is unrealistic for the Opposition to claim that it will implement the free secondary education a month after the August elections.

The Head of State point out that competition based on agendas and policy were key to the transformation of the lives of Kenyans.

“Our colleagues in the Opposition are doing ‘copy-pasting’ of our projects and now competing with us on dates and when to implement projects we have already put in the pipeline,” said President Kenyatta.

The President said Jubilee has promised to implement the free secondary education in January next year because it has put in place proper mechanisms that will ensure its successful implementation.

In this connection, the Head of State said Kshs 5 billion has been set aside to improve schools infrastructure to ensure the success of the implementation of the free secondary education beginning January next year.

He said Opposition leaders had no agenda for Kenyans and were now thriving on politics of tribalism, hatred and confusion ahead of the next General Election.

The President urged Kenyans to be wary of such leaders who were out to divide them on tribal and religious lines to achieve their selfish gains at the expense of the country’s unity.

He told Kenyans to be courageous and say no to ethnic based political parties, which derail development and national cohesion.

“Kenyans should judge Jubilee by its development track record. This is why I ask voters to support leaders promoting politics of unity and development and ignore those dividing us on ethnic backgrounds,” said President Kenyatta.

“Leaders must be courageous to unite the people of Kenya so as to attain accelerated development and achieve cohesion in our country instead of dividing them on ethnic backgrounds,” added President Kenyatta.

President Kenyatta said Jubilee was committed to peace and stability of the country unlike the Opposition that cared less for the two key ingredients of Kenya’s development and prosperity.

He commended different ethnic communities in Rift Valley for living together harmoniously and peacefully, saying development was elusive if there was no peace.

“Peace is paramount for development and this is why I ask you to continue embracing peace for accelerated development,” said President Kenyatta.

Deputy President Ruto urged voters to ignore the Opposition leaders who have nothing new to offer the country after failing to deliver when they served in senior positions in previous regimes.

“The August elections will be competition between those serious in service delivery and those engaging in propaganda,” said the Deputy President.

He said Jubilee’s development track record in less than five years cannot be compared to what others did in 30 years when they held leadership positions.

Source : Kenya Presidency(Nairobi)

South Africa: Solomonic Wisdom Needed to Settle Tiff Over God in South Africa’s Public Schools

file-20170508-20757-15k2oct

The place of religion in South Africa’s public schools is set to come under scrutiny when two groups battle it out in court later this month.

From 15 to 17 May the Gauteng High Court will hear the long awaited case, Organisasie vir Godsdienste-Onderrig en Demokrasie (OGOD) v Laerskool Randhart & Others.

OGOD’s Afrikaans name translates into “Organisation for Religions Education and Democracy” in English. According to its website, OGOD endeavours to promote fact-based education about religions of the world. It also seeks to eradicate religious indoctrination in South African public schools and promote a democratic, secular society based on human rights.

The organisation is taking on six public schools to prohibit them from identifying themselves as Christian and to outlaw their Christian practices. It is arguin against  religious observances in public schools if such observances are not in line with the Constitution. It says that the six public schools do not conduct religious observances in line with the Constitution.

The legal basis for the suit is that these schools have breached the National Policy on Religion and Education  by conducting religious observances and other religious activities. This, OGOD claims, is unconstitutional as it violates the right to equality and religious freedom. It argues that these schools cannot, for example, teach that non-believers will go to hell. The organisation also insists that pupils cannot be required to pray and sing Christian songs.

According to OGOD’s heads of argument, these schools are targeted specifically because they:

  • adopt a single faith approach to religious observances,
  • endorse Christianity,
  • advertise themselves as Christian, and
  • have scripture reading and prayers, among other actions.

It’s interesting to note that most South Africans identify as religious. The bulk of them,85.6% , are overwhelmingly Christian. Muslims are 2%, Hindus 1% and Jews 0.2%. The rest belong to other faiths.

For their part, the six schools argue that although they are majority Christian, they also accommodate other religions, in keeping with the prescriptions of their school governing bodies.

They counter that the relief sought by OGOD is drastic, and would effectively eliminate religion at all public schools in the country.

South Africa and secularism

This case is extremely complex, with a variety of arguments about the proper place of religion at all public institutions. OGOD’s stated objective to make South Africa a democratic and human rights based society is laudable. But, its claim to be doing so under the auspices of secularism is not uncontroversial.

That is because South Africa is not a strictly secular country. South Africa doesn’t have the similar strict separation between religion and the state as found in the United States, for example. It also doesn’t adhere to strict forms of secularism found in countries such as France  where merely wearing a Muslim headscarf sparked controversy.

Yet, the absence of strict secularism doesn’t mean that South Africa is a theocracy. Secularism comes in many forms and has several ideological presuppositions of its own. South Africa adheres to a “soft” form of secularism, to the extent that it has some separation between religion and state. But, this separation also allows for cooperation between the law and religion.

This much has also been made clear in the National Policy on Religion and Education. It’s this very document that OGOD wants to ensure is being implemented correctly. The policy proposes a cooperative relationship between religion and the state. This means that both the principle of separation and the possibility of creative interaction between state and religion are affirmed.

Such a “non-establishment” approach was also recently supported in the case of Christian Education South Africa v Minister of Education. The Constitutional Court declared corporal punishment in schools unconstitutional. Although it found religious motivations could not serve as a justification for corporal punishment in schools, former Constitutional Court Justice Albie Sachs stated:

(religion and religious people) are part of the fabric of public life and constitute active elements of the diverse and pluralistic nation contemplated by the Constitution.

By recognizing the need to accommodate both the religious and secular beliefs within the framework of managing a diverse society, section 15  of the constitution doesn’t require a strict separation between state institutions and religious observances. Examples include oaths of public office, the country’s national anthem  and interfaith prayers at official funerals.

Section 15(2) of the Constitution allows for religious observances when all the constitutional requirements are met. Such observances must:

  • follow rules made by the appropriate public authorities,
  • must be conducted on an equitable basis, and
  • their attendance must be voluntary.

Religious observances have also been protected by courts where pupils in public schools wanted to wear religious attire.

Promoting a cooperative relationship

South African law and case law clearly protect the right to religious freedom(section 15) and  equality(section 9). These are upheld when all religions are treated the same in public schools. In light of the allowance of religious observances under section 15, and the fact that South Africa is not a strictly secular state, religion is allowed in public schools.

On the other hand, public schools cannot claim to be promoting religious freedom on an equal basis if they cater for some religions only, or for the majority religion only. If a school wishes to allow religious observances, it needs to provide the same opportunities for all religions. It also needs to ensure that attendance is voluntary and in line with the constitution.

This court case has the potential to affect the right to religious freedom in public schools and other state institutions. It needs to be decided with the utmost sensitivity to the nature of religion and its importance in the lives of its adherents.

Due regard must also be given to the fact that South Africa is a religiously diverse country. Otherwise, the outcome may have far-reaching discriminatory effects for religious freedom in the future.

Source : The Coversation

Shortage of Mathematics Teachers Cause of Poor Performance of Students-Expert

5c42912542c95fdaa00583e4f885a49e

The unimpressive performance of students in Mathematics has been blamed on the dearth of qualified Teachers in the subject.

This is the assertion of the Chief Executive Officer the National Mathematical Centre, Professor Stephen Onah.

Visit Men’s corner

Professor lamented that most  school proprietors engage the services of those who are not professional Teachers to teach the students, which as also resulted in poor performance of students in external examinations.

“The other factor is that because there are no enough hands to train students in this discipline persons from different areas of study even outside science based areas are brought to teach the subject.

“ Because the WAEC and NECO which are of international standard will not lower their standard because Nigeria has not enough hands or qualified teachers to train its students.

“They will always maintain their standard and so, if we are not living up to that standard, that explains our poor performances,’’

Prof. Onah also lamented that the imbalance in the ratio of Teachers to students, made teaching effectively, difficult., while calling for the increase in   incentives for Mathematics Teachers.

Kenya: Teachers Employer Issues New Guidelines to Protect Students

00391465 0809fce2a23e520139e84b2e91eb3cb0 arc614x376 w285 us1

Caning, sex and drug and substance abuse will not be condoned in learning institutions, teachers have been warned.

Even keeping canes in staff rooms, classrooms or any part of the school is illegal, according to new guidelines issued by the Teachers Service Commission to enhance the safety of learners.

Visit laingsco

School administrators also have a duty to protect the learners against sexual abuse by reporting cases to the police and other security agencies.

“Cases of sexual abuse, whether within or outside the school, should be thoroughly investigated, documented and action taken with expediency,” says a circular to headteachers in primary and secondary schools by the commission’s chief executive Nancy Macharia.

The circular is seen as a response to cases of bullying in schools, whether by prefects or other students.

“Any form of bullying, including physical, verbal or psychological abuse, should be eradicated in the learning institutions,” says the circular.

“Under no circumstances should corporal punishment or use of physical force to inflict pain be administered to learners,” said Ms Macharia in the communication.

The circular also affects principals of teacher training colleges, institutes of science and technology and national polytechnics.

CORPORAL PUNISHMENT

All teachers are cautioned that corporal punishment or any other degrading treatment constitutes a professional or criminal offence and can lead to disciplinary action or prosecution in a court of law.

For the prefects who have lately been at the centre of the bullying cases, the commission has directed that they be sensitised on their role in school governance, which does not include punishing learners in any way.

Recently, the principal of Alliance High School, Mr David Kariuki, opted for retirement following allegations of bullying at the school that left scores of students injured.

The bullying is said to have been carried out by prefects and senior students for a long time, yet the principal had not taken action.

Parents raised the alarm with the Ministry of Education early this year, leading to an investigation.

Maseno High School principal Paul Otula was interdicted and is currently under investigations over claims that a student at the national school was sexually molested by senior students.

EXPOSURE TO DRUG

The learners should be protected from exposure to drug and substance abuse through stringent surveillance programmes to make the learning and surrounding environment free from drugs.

“Guidance and counselling should be intensified to sensitise learners, parents and guardians on the dangers of drug and substance abuse,” said Ms Macharia.

The TSC boss has also warned headteachers against forcing or allowing students to repeat classes after it emerged that some schools were forcing academically weak students to repeat or were asking them to register in other schools, to ensure the schools perform well.

“Forced repetition is prohibited under Section 35 of the Basic Education Act. All learners should be assisted to transit to the next class and complete any given segment in the learning cycle,” she reminded headteachers.

School administrators who are still allowing holiday tuition have been put on notice after the commission made it clear that all schools should operate within the term dates issued by the Education Cabinet Secretary.

The circular is copied to the Cabinet secretary, county directors of education, regional coordinators of education, headteachers’ associations, and other education stakeholders except the teachers’ unions.

TSC has also asked headteachers to ensure learners report and leave school within the prescribed hours.

Source : Daily Nation

Zimbabwe: Outlawing of Child Beating Draws Mixed Reactions

00370636 6ac21079f0188ec9295925f926f5a63a arc614x376 w285 us1

Christian and traditional leaders have slammed the recent High Court decision outlawing the beating of children at school and in homes, saying it had an effect of spoiling the children and promoting indiscipline in the country.

Justice David Mangota declared the practice unconstitutional and struck down relevant pieces of legislation that allowed canning in schools.The ruling bars the beating up of children even for disciplinary purposes.

In an interview, Bishop Patience Itayi Hove of the El Shaddai Ministries International said the decision had serious repercussions to society.

Visit Mirelli Shop

She relied on Proverbs 13 Verse 24 which reads:

“Whoever spares the rod hates their children, but the one who loves their children is careful to discipline them.”

Bishop Hove said beating up children was biblical and it helped in the process of training them up.

“The word of God allows that. At least 85 percent of Zimbabweans are Christian and we must read and abide by the word.

“Children should be beaten up but that must be done responsibly,” she said.

Reverend Paul Damasane, principal director in the Ministry of Rural Development, Preservation of Culture and Heritage said beating up children was a necessary evil.

“The Bible commands us to train up our children and we should find ways of complying with the command both in schools and at home. The Bible says foolishness is bound up in the heart of a child but the rod of correction drives it away,” he said.

Rev Damasane said beating up a child should be used only as a last resort because there were several other means of driving away foolishness from children.

Chief Seke, Mr Stanely Chimanikire, weighed in saying the judgment was not in sync with Zimbabwean culture.

“We were brought up in an environment where children were disciplined through the use of a rod and we did not die. Children need some form of discipline to shape them into responsible and well behaved future men and women.

“Grooming in our context, involves some beating, but we must make sure we do it out of love and responsibly,” he said.

Chief Seke said the abolition of corporal punishment would promote juvenile delinquency.

“The decision of the court, if implemented, will bring more problems than solutions to our country. The children will become more mischievous and uncontrollable,” said Chief Seke.

Historian and former Cabinet Minister and educationist Cde Aeneas Chigwedere said outlawing child beating was necessary but some control measures must be put in place to protect the same children from abuse.

“The starting point of progress is discipline. If there is no discipline, there is disorder.

“Beating is necessary but the teachers and parents must be controlled. Some of the parents and teachers are ruthless and they unreasonably and brutally assault the children.

“Under the colonial era, there was a law barring teachers from beating up children. When the child’s mischief got out of hand, teachers would take him or her to the school head for caning.

“Only the head had authority to beat up children but he would do so in terms of the set standard guidelines.

“There were standard sticks used to beat up naughty pupils to ensure their safety,” he said.

However, educationist and social commentator Mrs Rebecca Chisamba had different views.

“Personally, I am against corporal punishment. People are now abusing children in the name of disciplining them.

“These days some teachers may express their anger for delays in getting bonuses on the innocent children. When they have grievances with their employers or their bosses, the innocent souls may simply be caught up in crossfire and they are unjustifiably beaten up.

“Some parents, especially stepmothers, may punish the children to express their anger at the conduct of their husbands.

“Newspapers are awash with such cases where children are seriously injured or even maimed due to violent attacks in the name of disciplinary measures.

“I support the decision of the court and we must resort to non-violent means of disciplining our children like dialogue,” she said.

Source : The Herald(Harare)

Plateau State University Suspends Two Union Executives For Insubordination

plateau-state-university

The management of the Plateau state University, Bokkos, has suspended two executives of the Senior Staff Association of Nigerian Universities(SSANU) for exhibiting tendencies considered to be disrespectful to the Vice Chancellor of the institution.

The affected executives are  Chairman and Secretary, Messrs Timnan Rimdap and Dusu Sambo Yaro respectively.

Visit Shopping Corner

According to the suspension letters dated 27, January, 2017 and signed by the University Registrar, Mr. Amos Mallo, the suspension is for three months, while they would receive   half of their  basic salaries during the period.

The university also stated in the letters, that the affected union executives would not be allowed into the institution’s premises  while the suspension lasted.

The letter also directed them to hand over their duties and Identity cards to the most senior officers in their respective departments.

The predicament of the suspended union officials began after the inauguration of the  university’s branch of the union, on November 26, 2017.  The union officials had requested for check of dues from members, but it was no acceptable to the University authority, which insisted that the union would not be recognized until it was registered by the union.

This led to the exchange of correspondence between the management and the union.

However, the university management,did not take kindly to  the tone of letters to it, and direct text messages to the Vice Chancellor, which it described as  disrespectful.

Zimbabwe: Dokora Curriculum – Teachers Vow to Petition Mugabe

00140610-8d0b267c707c197784dec461a109e91c-arc614x376-w285-us1

A Teachers union is soliciting for 500 000 signatures from members with the aim of petitioning President Robert Mugabe to stop the implementation of the new curriculum introduced by education minister, Lazarus Dokora.

Dokora, in January this year, introduced a new curriculum in the primary and secondary education system “without” consulting teachers and other stakeholders.

The curriculum, among other subjects, introduced the writing of dissertations by form four students and mandated the same to go for industrial attachment.

The new curriculum also did away with subjects such as Geography, while bringing in a “Muslim” subject which replaced religious studies.

Also introduced was sexual reproductive health studies in primary schools.

Last week, the Progressive Teachers Union of Zimbabwe (PTUZ), held a stakeholders meeting in Harare, where they deliberated and resolved to approach President Mugabe and appeal for the abandonment of the new curriculum.

Teachers said they were not given enough time to scheme and understand the new curriculum.

“We are going to apply a multifaceted approach as this meeting has agreed which include litigation, naming and shaming the ills and shortcomings of this curriculum so that we try to knock sense to the government ,” PTUZ President Takavafira Zhou, announced after the meeting.

“We are not against government but what we are simply saying is that we want to be consulted and we do not want to be ruled but to be led properly and our massage is that the basic and best thing is to leave the education system as a terrain of professionals not politicians,” said Zhou.

PTUZ secretary general Raymond Majongwe said they wished to petition President Mugabe and parliament as well as challenge Dokora’s unplanned decision to force teachers to implement the new curriculum without giving them time to study it.

“It is the future of our children which is being destroyed because as we speak teachers are not teaching because everything brought by Dokora is relevantly new to them.

“We hear that Dokora is saying that we were consulted, but the truth of the matter is that we were not consulted. Our involvement and observations were not factored in, so when they talk of consultations it must be direct day light robbery and thievery that culminated in a document that does not summarize the truth,” said Majongwe.

He added,” So, in as far as we are concerned in the submissions that we are going to be making to whoever wants to listen to us, this process was fake, it is a clear fraud and it does not fit and pass the litmus test of what it was meant to achieve”.

Source : New Zimbabwe