Rural schools unready for winter

Providence Moyo

Teachers associations believe Zimbabwe’s rural schools are not ready for the winter season, Community Podium has learnt.

 The associations bemoan lack of infrastructure development in Zimbabwe’s rural schools  and the widening of gaps between urban and rural learning institutions in the country.   

 Amalgamated Rural Teachers Union of Zimbabwe (ARTUZ) President Obert  Masaraure told Community Podium that the country cannot secure the safety of minors against the vagaries of bad weather during the winter season as winterwear is beyond the reach of most rural learners. 

“Learners will struggle to get warm clothing and its a pity that some of our rural children have to travel long distances barefoot and bear the pain during the whole season. Some of these learners are too young to go through all this. When they get to school, there is no  electricity so air conditioning is impossible. Schools with electricity will suffer the fate of load shedding which proves that we are unprepared for the season. Some learners learn under trees so they won’t be sheltered from the vagaries of extreme weather conditions,” said Masaraure.

 He suggested adopting a 2-term learning system where learners are on holiday during the winter season to protect vulnerable learners.

Progressive Teachers Union of Zimbabwe (PTUZ) President Dr Takavafira Zhou said poor infrastructure in the rural areas is one of the major reasons why there is underperformance from the pupils in those areas.  

 “You certainly cannot expect a child who is learning under a tree to produce good results. Their infrastructure on its own, is not suitable for learning. These children have no access to internet which also is an obstacle and it increases the gap between urban and rural children in relation to education.”

“We need a holistic approach from both government and parents as they are the stakeholders involved in the child’s development. Government has to avail resources that include finances, tools and furniture whilst parents provide labour to help alleviate the challenges these children meet in learning institutions,” said Dr Zhou.

Poor infrastructure is synonymous with Zimbabwe’s rural schools.  Uncompleted, roofless classroom blocks, children learning under trees, lack of internet connectivity and shortage of staff combine with poverty to limit the learning experience of the rural child, ultimately affecting results.