The Transition State and the Dialectics of Educational Transformation in the Third World: the case of Zimbabwe

ABSTRACT

This paper examines the role of the Zimbabwean State in providing education since 1980. The nature of the Zimbabwean revolution, the colonial inheritance in education, the economy and civil society will be used to explicate the failure of the emergent transition state in redressing residual and emergent imbalances within the educational system. A critical theory of the post‐colonial transition state will be used to probe the relationship between the socialist rhetoric of the government and the demands of civil society on the one hand, and on the other, the requirements of local and international capital. It is the interplay and contradictions among these four major actors that is used to show how educational reform is becoming an elusive goal in Sub‐Saharan Africa.     

Urban Zimbabwean mothers' choices and perceptions of care for young children

The opportunity for Black Zimbabwean children to attend preschool became widespread only after about 1987. The present study investigated the basis on which families select preschools and their perceptions of what constitutes quality preschool care. Of particular interest was whether school choice patterns are based on parent-centered goals (e.g., authority, prestige, convenience) or child-centered factors (e.g., safety, accelerated educational preparation, social development). Interviews were conducted with 51 working mothers of children ages 3-5 years in urban Zimbabwe (Harare and Bulawayo), 39 (77%) of whom were attending full-day preschool at the time of the survey. Overall, the four most frequently cited attributes of quality preschool care were good food or a balanced diet, qualified teachers, hygiene or cleanliness, and the physical structure. Mothers in the lowest income group placed greatest emphasis on good food, toys, facility, and school preparation, while higher-income mothers tended to prioritize hygiene and loving teachers. Preschool was viewed as part of the formal education process rather than as a form of child care. Female domestics or relatives were identified as the primary child care providers, even when the child was in preschool all day. Mothers expressed a strong preference for a child-centered approach to preschool education. Deliberate (social mobility), humanistic, and practical goals accounted for 80% of parental goal types. In general, mothers were most satisfied with preschool programs when they perceived a congruence between home and school in terms of their child's cultural development.