The Sunday News
Judith Phiri, Sunday News Reporter
EDUCATORS who are part of teaching exchange programmes have commended the initiative for exposing them to different education systems and assessment methods that they can implement in their home countries.
Teaching exchange programmes have allowed educators to move across borders for educational, professional or cultural purposes.
Eveline High School teacher, Mr Jobert Ngwenya who recently undertook a teaching exchange programme in the United States of America under the Fulbright Teaching Excellence and Achievement (Fulbright TEA) Programme told Sunday News that the experience was eye opening.
The Fulbright Teacher Exchanges are sponsored by the United States (US) Department of State with funding provided by the U.S government and administered by International Research and Exchanges Board (IREX).
The programmes are governed by policies established by the Fulbright Foreign Scholarship Board.
“The programme brings international, secondary-level teachers to the United States for a six-week programme.
It was quite an experience and we took part in academic seminars for professional development at the host university.
We also observed classrooms and shared our expertise with teachers and students at the university and at local secondary schools,” said Mr Ngwenya.
He said he was posted at Claremont Graduate University in Claremont, California where he did his clinicals at Claremont High School.
The programme ran from the 14 September 2021 to 28 October 2021.
He said: “Selection criteria is based upon teaching excellence, that is, being an extra ordinary teacher, who goes beyond the normal classroom duties of a teacher.
In my case I was selected based on the work l do as an entrepreneurship educator who has won various local and international awards with learners from Eveline High School.”
Mr Ngwenya said based on his experiences in California, Los Angeles, educators in the country have a lot to borrow from their educational outcomes.
“We are not very far with the upgrade, competence curriculum, at least on paper but we need to be more proactive in implementation.
Parental involvement in children’s education is a key component of the education system in California which we can also implement here in Zimbabwe.”
He said there was a need to emulate school environment that was conducive for the learners so that they also love being at school.
Mr Ngwenya said the curriculum in other countries was not too heavy on pupils and it respected individuality“For example, they appreciate that Pure Mathematics is not for everyone and thus they have a ‘functional’ Mathematics for those less gifted in that .
are a key component of their educational outcomes. It’s really not about the bookish academic achievements but the development of a whole being,” said Mr Ngwenya.
He said teacher motivation was a critical component of a successful education system and this could not be overstated. Mr Ngwenya said besides financial incentives, working conditions should be conducive for the teachers to have a lot of autonomy on curriculum implementation based on their environment and circumstances.
He said: “We have a long way to go in achieving physical and digital infrastructure.
A multi-sectoral approach is very important to build a strong infrastructure for our youths.
Learners generally know what they want to achieve from a tender age and they invest their time and passion in that direction.
‘Some can choose not to take the high school final exam and enter community colleges based on their high school diploma (given to everyone whether having taken an exam or not).”
Mr Ngwenya said there was a need to lobby for reforms that will improve Zimbabwe educational outcomes to those of global best practices.
He said encouraged other learners and educators to utilise such fellowship programmes available globally so as to appreciate the different education systems and assessment methods.
