Education key to growth

“Learn to read and read to learn” was the advice that seasoned teacher Bernard Williams, always gave his students. Williams, who ended his teaching career as headmaster of a Catholic boys’ junior school in Harare in the mid 1990s, dedicated his life to educating youngsters. Firm but fair, Bernard Williams was loved, admired and respected by students and parents alike. Numerous youngsters who had the good fortune of being taught by this dedicated educator have proceeded and today hold key positions in the public and private sector.

Many others have and continue to excel in their selected profession or career. William’s reputation as a teacher and school head stretched far and wide beyond the borders of his adopted homeland. After a career in Zimbabwe spanning many decades, it was indeed a sad day when the then aged but still physically and mentally alert Williams “retired” for the umpteenth time and together with his supportive wife, returned to the country of their birth, England. Galloping inflation in Zimbabwe made it impossible for them to retire on a pension that was rapidly eroding as a result of economic decline and the plummeting value of that country's currency. More than a decade has passed but I still clearly remember as if it was yesterday, the advice that Bernard Williams always gave as an educationalist.

“Firstly focus on making literacy the foundation and then make education of the nation your national growth strategy,” he would advise politicians. This was the prescription William's offered without hesitation, as the strategy to be adopted to grow an economy. In fact it makes sense, doesn’t it and this is exactly the strategy adopted by Zimbabwe at the time of Independence in 1980? From a country with a single university, two technical colleges and three teacher training institutions, a major educational infrastructure expansion program was put in place.

Over a period of a decade Zimbabwe moved into the top slot with the highest literacy rate in Sub-Saharan Africa. It also had one of the lowest infant mortality rates, a positive development attributed by the World Health Organisation, directly to improved education of the populace. Although that country has lost its favoured position and the economy is under siege, skills developed during that era today make a tremendous contribution to the development of its neighbours. Take for example Namibia where nationals from that country hold key positions as judges, teachers and lecturers, accountants, doctors and medical laboratory technologists, in both the public and private sectors.

Zimbabwean professionals too, can be found in South Africa, Malawi, Zambia, Botswana, and Mozambique and beyond, You need literate and skilled workers in factories to manufacture quality products or in firms to prove the highest standard of service. In addition a country needs scientists to invent, design and develop goods and services. But it does not end there as adequately skilled management must be available to provide leadership. The bottom line is that a country cannot grow its economy with a poorly educated and semi-literate population. Entrepreneurs must be armed with skills in order to embark on- and make a success of a business venture or start and run a factory.

How can they do so if semi-literate and not numerate. Lacking basic computer skills and unable to read a business contract or agreement, let alone understand the contents of the document! Take Ireland as an example. In the 1970s the country was considered the backwater of Europe. "Paddy" was the lead character of jokes and anecdotes. Growth strategies underpinned by extensive investment in human capital helped turn-around that small country's economy. Today it is called the Celtic tiger and no longer considered the backwater of Europe.

Economic growth percentages consistently registered by Ireland, has put other far larger economies of the EU, acronym for the European Union common market, to shame. If one studies the success achieved- and economic growth registered, by other developing countries of the world in Asia and in South America, a common strategy adopted by those countries comes to the fore. It is clearly evident that they all invested heavily in human capital by expanding education. Not only was education made affordable and no child denied access to the system but mechanisms were put in place that ensured quality standards. This required the development of institutions, making it attractive for youngsters to enter the teaching profession and expansion of teacher training. What about Africa?

Well it is no secret that there are more engineers and scientists, who originate from this continent, now, resident and working in the United States of America. Teachers, doctors, nurses and other professionals too, are to be found in Europe, Australia and in North America, when they should be back in their countries in Africa. Concerning the brain drain or skills migration to developed countries, those African countries loosing the skills are not blameless. Although first world countries are poaching our professionals, what are we doing to retain the skilled individuals? When I grew-up the priest, doctor and teacher were highly respected and individuals in society. Youngsters worked hard at school, aspiring to enter one of these professions. The focus of this week's column is however on education as the key to building an economy.

Although not ranking top of the scale, teachers offered an attractive career with adequate remuneration to enjoy a comfortable lifestyle, when I was a youngster. As I recall those who taught me at school and beyond all owned and came to work in their own vehicles, dressed well and seemingly lived comfortably. However, I have observed that in most of the Sadc countries that I work in, the situation has drastically changed. Teachers are lowly paid and youngsters who enter the profession will frequently merely use it as a stepping-stone to another career. The situation in the cities is grim but outside the larger urban areas it is even more worrisome. There housing is inadequate and finding teacher who actually owns a motor vehicle or home is an exception to the rule. One often hears of teachers not receiving salaries on time or well beyond a specified monthly pay day. As if this is not enough, teachers face other challenges beyond their personal comforts.

For example, the absence of text books and other teaching material is widespread. It is not unusual for classrooms of a rural school to be inadequately ventilated and poorly lit, if indeed it actually has electricity. When it comes to extra-curricular activity, be it sport or of a different nature like art or drama, computers, debating, etc., challenges persist. Either they are no facilities or equipment is not available. It is not only teachers at junior and secondary schools who receive such shoddy treatment that actually forces them to look for greener pastures abroad or to abandon the profession. The same applies to academic staff at universities and technical colleges. This more often than not forces them to either moonlight or to take on second jobs in order to make ends meet, and later when they find a position to migrate to the developed world.

There is a renewed focus on helping Africa become part of the global economy. Discussion at the World Economic Forum's Africa Economic Summit held in June in the South African port city and tourist Mecca, Cape Town, centered on the topic. It also featured high on the agenda of the just ended G8 meeting in Gleneagles, Scotland. Debt forgiveness is commendable but how will the savings be spent? Will it be on building new white elephants or pet projects of misguided politicians who are more interested in the next election than the next generation? Surely a more practical approach that embraced accelerated development of social services like education and healthcare as well as the training of people who staff such facilities, will be a more sensible and sustainable. This must logically be followed by finding ways to retain skills. Making it attractive for professionals to stay home and to help rebuild their own country's economy, rather than hawking their skills elsewhere, should be a priority. A good starting point is the teaching profession.