From the Nature of the Education System Depicted by the Organizational Structure, Critically Discuss Problems That Can Result from Such a Structure and Suggest Solutions.

From the nature of the grooming transcription depicted by the institutional structure, critically discuss line of works that stack result from such(prenominal)(prenominal) a structure and suggest solutions. entry steering Zimbabwe as a nation believes in in solveation for all. Systems argon in derriere to ensure every adept has access to reproduction. This paper allow examine the structure of the Zimbabwean procreation arrangement, high dischargeing problems which whitethorn arise beca make use of of its nature, and plan of attack to give solutions. Two m bingletary value, tuition carcass and organizational structure, ar defined. Definition of statuss learning schemeAccording to Wikipedia, Education in its broadest sense is any constitute or experience that has a formative effect on the mind, character, or animal(prenominal) ability of an individual and in its expert sense education is the process by which society deliberately transmits its accumulated knowl edge, values, and skills from one generation to an different through with(predicate) institutions. Wikipedia likewise defines a dodging as integrated an integrated whole which has a structure, behaviour, interconnectivity of various separate which stick functional as wellspring as structural relationships between distri only whenively different.The term transcription may alike refer to a station of rules that governs behavior or structure. Education body wherefore refers to the structure and behaviour as well as functionality of the entity through which children r individually knowledge, values and skills through a decl be set-up. Organizational structure organise is, concord to wikipedia, a fundamental and sometimes impalpable nonion covering the recognition, observation, nature, and stability of patterns and relationships of entities. A structure defines what a dodging is do of. It is a configuration of items.It is a appealingness of inter-related component s or services. The structure may be a hierarchy (a cascade of one-to-many relationships) or a network featuring many-to-many relationships. Organisational structure in that respectfore refers to the nature, patterns and relationships inwardly an entity or social arrangement. temperament of the Zimbabwean education system Structure The Zimbabwean education system is a bureaucratic system, which has a vertical judicature structure which goes from the top to the bottom. The hierarchy begins at the head office where the Permanent writing table and his team of directors be housed.The Permanent Secretary, is the fourth-year(a) civil servant, and spread overs to the Minister, who is a politician and is in perpetration of policy devising. The directors are in charge of the various elements at heart the system, such as tonicity control, administration, plan and homosexual resources. Below the national, is the tike aim, whose hierarchy is headed by the Provincial Education Director (PED). He has two deputies, one in charge of Quality Assurance and the other of professional person Administration. in that respect are several barbarian level education officers below them.The provincial office as well houses other professionals in finance and other departments who report to the PED. At the district level, the District Education incumbent (DEO) heads a team of Education Officers (EO)s who bring off education activities deep down the district. At disciplinetime level, the head is in charge of the work, and is deputized by the deputy head. Teachers fall below him unless they too baffle seniority levels. This carcass at schoolhouse level is creditworthy for the direct program line of the child. Other appurtenant staff falls below the professionals at school level but report to the head or whoever is assigned, by the head, in the finance office.Having plump let ond primary winding education, which includes wee childhood elementary education, children graduate automatically into secondary school, where they are involve to complete four days of schooling leading(a) to an Ordinary Level pass. If successful at this level, they displace affect to high school where they attain Advanced Level passes and proceed to university, or choose to go to other colleges and tertiary institutions. Problems of the Organisational structure, and possible solutions One major problem which may occur because of the bureaucratic nature of the education system is insure in the decision making process.The hierarchical structure poses the major problem associated with bureaucracy. This heart that if a problem occurs at the school level or even at district level, answers have to be want from the top, which may take time. A unimaginative example is when partners want to carry out computer programmes in districts and have to wait longsighted as education personnel try authorization from headquarters. This screw be lick however by allow ing officials at disappoint levels to make appropriate decisions or innovation mechanisms through which decisions disregard be expedited.The Minister, creation the person in charge of policy, may choose to act without much denotation with others below him or with stakeholders. Sometimes overhasty decisions are made, and these impact negatively on the ministry. When school fees were announced during the for the first time term 2009, not much consultation was do, resulting in exorbitant fees existence charged per term. The mass of parents could not chip in to pay the fees for first term, which was pegged at US$150 for urban primary schools. A instructor, or any other civil servant, whose child went to these urban schools could therefore not pay.Ministers must be accountable to their constituencies, and encouraged through workshops and didacticss to get hold of their stakeholders in policy formulation exercises. The popularity of the government minister is enhanced throug h consultation. The problem of non-consultative policies has excessively occurred with policies such as that of logicals at schools. A former minister announced a few years ago that there would be a universal uniform for all schools. This caused an uproar, and was never implemented, mostly because the modalities had not been thought out or consulted on.The untaught has a policy that all school children must wear a uniform, though it is the duty of the head to enforce this. There is in addition a policy which debar schools from exclusion a child on the grounds of non-wearing of uniforms. Such contradictions arise from non-consultation. load-bearing(a) policymakers to have an ear for the public could understand this. Where public opinion is not sought, they can involve key stakeholders, who may be relegate informed. Headmasters and instructors who are on the ground, are a source of vital learning on practicalities of policies.The curriculum is centralised and hardened by su bject panels of instructors, education officers, and representatives from the teachers association, universities, churches, and other stakeholder groups. The Curriculum Development Unit within the Ministry of Education and Culture coordinates the subject panels. The primary school curriculum includes mathematics, English, agricultural and environmental science, physical education, social studies, moral and apparitional education, music, craft and art, and the indigenous languages (Ndebele and Shona).Indigenous tribal languages of the Kalanga, Tonga, Shangaan, Venda, and Nambya are taught during the first three years of elementary education within their communities. A school is not at conversancy to determine its own curriculum. There has been a shift in public schools from the Cambridge found curriculum, to a local curriculum whose examinations are administered by ZIMSEC. Subject syllabi are because deduced from this national curriculum. The major flaw in this is that everyone is restricted to the same education standards, regardless of the nature of education which is academia oriented. scarce novelly, there has been a thrust for technical foul and vocational education in schools, with sizeableness also being given to door of these subjects in primary school. Expanding technical vocational education can improve the quality of graduates produced from the education system. This depart ensure employable and relevant people for the Zimbabwean thriftiness which is largely agrarian. In view of recent challenges in the economy, a purely academic curriculum will not facilitate the country.Increased and improved internet use in the education system will also ensure students produced have a wider world view in light of globalisation. The organisational structure within the education system can stifle the grievance process. A teacher is required to report grievances he or she faces through the headmaster (in the sheath that the headmaster cannot help him or her). The problem lies where the headmaster is the source of the teachers problem. It may be a faux pas of misconduct and the same headmaster is required to forward the reports of the teacher to the DEO.This will sustentation an eye on the process taking long. A system can be put in place, which ensures that when grievances are targeted at the headmaster, a teacher can follow-up directly with superiors. pleader or confidence teams can also be set up at school level to bring home the bacon for report of issues and their follow-up. The teacher may also be encouraged to seek the advice of the DEO directly. A ministry hotline can also be established to cater for this. Where partners are interested in bring to the education orbit, there have commodes been problems associated with the bureaucratic system.Interest is expressed but decisions or authorization takes long in coming. Non governmental organisations (nongovernmental organizations) usually come with interventions in mind, and donations, whose programmes must be implemented within a specific period. Often, programmes are stalled and the NGO gets to the end of the reporting period without implementing, resulting in failure to liquidate and the financial support being returned. A practical example is when one NGO implementing capacity building programmes face challenges trying to take a senior officer at provincial level within the ministry on an ex alteration programme to another country .While this system fosters accountability and is ideal for easier monitoring, it can queer the efforts of those willing to contribute to the sector where procedures are not relieveed clearly, or where their efforts are stifled. A change in attitude is needed, where NGOs snaffle to be seen as enemies of government, as exacerbated by certain political environments. Meetings which clearly explain the operations of NGOs and targets they seek to fulfill also need to be held so as to clarify areas of concern with the m inistry.Stakeholder dialogues are classical as seen in Manicaland, which now holds them regularly . The education sector is an public organization which is non-profit making. Revenue comes from national treasury. As such, the system is such that remuneration of staff is within public sector standards which stipulate little payment. Overpayment would result in an uproar by taxpayers. Problems which teachers and other civil servants are currently facing are largely because the sector is not generating profits and therefore cannot afford to pay teachers what they want.Privatization of the sector could contribute to better payment, but this is a phenomenon yet to be explored as even developed countries also have public schooling systems which are in place. The government will have to dormitory with external partners to fund education programmes or contribute in the education budget. The structure of the education system in primary school has been said to be ineffective with regards expertise sharing. The structure is such that one primary school teacher is assigned to teach all subjects in a class. In high school, there are various experts specializing in peculiar(prenominal) subjects.Researchers advocating for the Sharing Teacher Expertise through Subject Specialisation (STESS) programme at primary school are lobbying for the change in system from one teacher all subjects to specialisation as do in secondary school. In 2002, an education commission sanctioned the piloting of STESS in a few schools in each province, and the system was adopted by others who have also reported the success as seen by better results. Advocates also logical argument that it will then be easier for children to align to the situation when they get to secondary school.The system requires teacher support in the form of capacity development so they keep abreast of methodologies in subject bringing. Rennie L. J (1985), explains the effects of in-service acquireing on skill teachi ng and motivation in the classroom. This will go a long way is rejuvenating teaching methodology and enhance delivery effectiveness. The U. S. Agency for International Development (USAID), in cooperation with the Salvadoran Ministry of Education, has developed a training program aimed at introducing these innovative teaching methods into hundreds of schools around the country http//usinfo. tate. gov. The same can happen in Zimbabwe, if these private players are invited to do so. Conclusion The Zimbabwean education system is hierarchical and that poses a lot of challenges with regards setting up of policies, grievance procedures, curriculum decisions, and issues of collaboration with partners such as non-governmental organisations. These challenges can be solved if decision making is decentralized, and the policy formulation process is done consultatively with stakeholders.The government can also lobby with partners so they participate by funding education programmes in the country. References 1. Peace corps 24 July 2007, New Teaching Methods spattering Enthusiasm in Salvadoran Classrooms USAID train teachers in interactive teaching styles, 2. blade site http//usinfo. state. gov), Bureau of International cultivation Programs, U. S. Department of State. 3. Rennie L. J (1985), ED280867 The Effect of In-service fosterage on Teacher Attitudes and Primary trail Science Classroom Climates. Research fib Number 12. 4. http//www. wikipedia