In an era marked by political turmoil and economic distress in Zimbabwe, the ruling party, Zanu PF, has come under fire for its lackluster performance in upholding and advancing the nation’s educational standards. The promise of free education, particularly in an election year, has been criticized as a superficial attempt to appease a populace long suffering under the weight of poor governance and corruption.
Zimbabwe’s educational system, once a beacon of excellence in Africa, is now a shadow of its former self. The rural areas are particularly hard-hit, with a lack of basic infrastructure, let alone the dilapidated facilities that are commonplace. Experienced teachers, disheartened by the prevailing conditions, are leaving in droves for better opportunities abroad. This exodus has left a gaping void in the education sector, further exacerbated by exorbitant examination fees that are beyond the reach of many.
The root of this decline lies squarely at the feet of Zanu PF, a party accused of being illegitimate, criminal, and negligent towards the welfare of the people it governs. Its leadership has been described as sadistic, pestilential, parasitic, plundering, looting, ruinous, and cancerous. The party’s grip on power is maintained through a combination of electoral violence, forced disappearances, and a general atmosphere of terror and oppression, especially towards those who dare to challenge its authority.
The promise of free education by Zanu PF is seen as nothing more than a ploy to lure in the politically naive, particularly in rural areas where the party’s propaganda is most potent. This promise is ironical, considering that the party is blamed for the very crisis it now claims to want to solve. Critics argue that the need for free education wouldn’t be so pressing if the government had not neglected the sector in the first place.
The opposition, notably during the period of the national government of unity, showcased a different approach. With control over the finance and education ministries, they demonstrated a commitment to the welfare of teachers and the educational system. Salaries were fair, and the exodus of teachers was curbed. This period is often referenced as a benchmark for what is possible in a well-governed Zimbabwe.
Thus, the call is not merely for free education but for a more fundamental change in the governance of the country. What Zimbabweans yearn for is a transition to a liberal democracy where governments are legitimate, accountable, transparent, and subservient to a robust constitution. The opposition is seen as the harbinger of this change, promising a future where free education is not a hollow electoral promise but a sustainable reality born out of good governance and genuine concern for the welfare of the nation’s citizens.
In conclusion, while free education is an admirable goal, it must not be divorced from the broader context of governance and political integrity. For Zimbabwe, the journey towards educational excellence is not just about resources, but about a commitment to democratic principles and the genuine upliftment of its people.