Zimbabwe

Current Status  |  Number of Sites  |  Impact  
Natasha Ncube 
Living Values Education Coordinator 
 
zimracus@yahoo.com  
zimbabwe@livingvalues.net
 Phone: +263 912916871
Fax: +263 4 792241 or
+263 4 734110 

 

Current Status  -  August 2008

Living Values Education in Zimbabwe – Our Statement

The development of LVE in Zimbabwe should not bar non-academic aspects. It should be established in view of improving academic results through modification of behaviour of pupils and teachers in Zimbabwean schools, and promoting Zimbabwean Cultural Values. The role of a teacher in Zimbabwe is very important, therefore, it is important as well, to start LVE with teachers. LVE should help Zimbabwean teachers to be self-empowered, more effective, appreciate their own values, become content, discover personal inner depths, teach by example and become role models for pupils, parents and society at large.

The Value Meaning of Traditional Zimbabwean Shona Sculpture

African people have freedom and the right to not be oppressed. Ubunthu of South Africa, Umunthu and Unhu of Zimbabwe represent indigenous values and humanity of the human spirit, which are: extended family, love, warmth, support, dependence, sharing, tolerance, togetherness, responsibility, generations, respect for elders, hospitality, cooperation, understanding and friendship. Slavery, colonisation and the struggle to overcome them were part of the African way of life. The sculpture shows the relatedness of Africa in a global context: solidarity, unity, freedom, trust between individuals, cultures, nations and five continents.

Highlights of LVE in Zimbabwe between 1996 and 2006

LVE in Zimbabwe started in 1996 at Prince Edward High School with the launch of the books “A Vision for a Better World” and “Living Values - Guidebook” where many teachers introduced the activities from “the Guidebook” into their classroom teaching. 

In 1997, Living Values Education Programme was piloted at Prince Edward School and Prince Edward School, with the tremendous support of its Headmaster, Clive Barnes, became the LVE headquarters and venue for training and other programs on LVE.

In 1998, LVE was proposed as an alternative to corporal punishment in several Zimbabwean schools. The articles were written, workshops and seminars were conducted for pupils, teachers and parents on alternatives to corporal punishment. At the same time, LVE was introduced into “The Discipline at Schools” workshops through the National Career and Guidance Association. Over 100 primary and secondary school teachers from 35 schools were trained and LVE presentations were conducted at staff meetings in Harare schools.

In 1999, “Value of the Week” and “Value of the Month” were introduced into tutors’ lessons and school assemblies at schools practising LVE. Later in the same year, the seminars for sport coaches and trainers “Development of Values through Sports” were conducted in several schools and LVE was introduced into clubs, especially Public Speaking and Debating, encouraging the speakers to make their speeches on Values. The winning speeches were presented at LVE TTT in Oxfordshire.

The members of LVE team made contact with the organisations “Education Without Fear” and “Streets Ahead” and provided them with LVE resources and materials.

In 2000, the focus for LVE was working with parents. LVE presentations to parents were made at the SDA (School Development Association) Annual General Meeting. The role of parents, especially the role of a father, was stressed and the parents were encouraged to do training in LVE. LVE resources for parents were developed and published in schools’ Newsletters.

The translation of LVE statements were made into local Zimbabwean languages, Shona and Ndebele, and sent to rural schools where English is hardly spoken, and was presented at the LVE coordinators’ meeting in Oxfordshire. 

In 2001, a report “Living Values Program in Zimbabwe” for the theme “Indigenous Values in Africa – Exploration and Transmission” was given at the African Regional conference on Values in Mauritius and shortly after, “The contribution Zimbabwe has made to the development of Values Education in the African Region has been acknowledged, and the personal initiative and valuable commitment of LVEP coordinator for Zimbabwe has been placed on record in the Mauritius Institute of Education” (from the letter by D. Saddul, the Director of  MIE).  

“Living Values Educational Programme” Proposal was presented to the Ministry of Education and Culture.  

In 2002, LVE was presented at NGCA (National Guidance and Counselling Association) AGM in Bulawayo; LVE training for child counsellors was organised in the Institute of Systemic Therapy; workshops were conducted on how LVE can help with peer pressure, drugs, smoking and teenage sex. A LVE presentation was made to 200 Headmasters of Zimbabwe Secondary Schools at NASH (National Association of School Headmasters) Conference at Victoria Falls and at NAPH (National Association of Primary Heads) Conference in Nyanga with a view of organising further LVE training for primary school teachers.

LVE team promoted indigenous Values through traditional Zimbabwean craft, i.e. Shona soap-stone sculpture, woodcarvings and mini-statues and presented the description of the meaning of Values sculpture at LV coordinators’ meeting in Oxfordshire.

in 2003, a contact was made with National Association of Non-Governmental Organisations (NANGO), the umbrella body of NGOs in Zimbabwe, that had been seeking contacts and partnership with Living Values. They had shown interest in LVE activities and programme and stated that Values need constant emphasis in the Zimbabwe community, especially in the growing people, and made the decision to pass Values to NGO Youth Forum in Zimbabwe.

Since 2005, the main focus of LVE has been developing teaching materials through Living Values and conducting training, workshops and seminars in independent schools. Teachers involved in LVE, continue international discussions and exchange ideas through e-mails.  

2007 and 2008

Since the very beginning, there was no support for LVE from the Ministry of Education in Zimbabwe and for the past couple of years, a number of problems and obstacles have been encountered in developing Living Values Education due to economic and political problems and hardships.

In the country of political instability and wrecked economy, where the inflation is the highest in the world and unemployment is over 80%, low incomes, high tuition fees, problems with foreign currency, shortages of local currency, constant power and water supply cuts, poor access to Internet, poor or no telephone connection, etc., the social fabric has been in a bad shape as most people had placed hopes in the political values much to their dismay. However, politics as an institution has decayed and there is an urgent need to find the alternative values for Zimbabwean people, the youths in particular, and the larger society in general to have a positive way forward in our everyday existence.

Many heads of schools and teachers, as well as some organizations, take their own initiative to introduce LVE into their environment. There are no any finances available for LVE in Zimbabwe and a school or an organisation where training or a LVE presentation takes place is normally providing the facilities and resources.

Traditionally, it has been believed that a girl-child did not need to be educated, but this view has changed since the Independence in 1980. More and more parents see an importance in investing in their daughters’ all-rounded development and education and below are the updates from two girls’ schools.

LVE at Arundel School

It is desired that each pupil develops a positive self image and achieves both socially and academically the best she can. Each member of Arundel community, learner and teacher, should be committed to excellence - excellence in work and behaviour. Integrity and respect are the key components. The school should strive to provide education as a happy and enjoyable experience. The school should strive to create a stimulating environment with a mix of academic achievement and personal development, preparing pupils to face challenges of the future.

Sense of responsibility should be instilled for and towards each other as a part of the school family and towards the community beyond. Concern for others and compassion are the key elements, the antidote to bullying that is unacceptable in any form. The school endeavours to provide a sound, rounded education for all pupils regardless of racial, cultural, religious or class background.

In is a duty of each staff member to instil in all pupils a sense of duty, commitment and social responsibility, to assist pupils to discover and develop their strengths and areas of gifting, to maintain a sound conduct of structure and discipline based of the belief that discipline correctly applied and within an applicable framework will result in a balanced and self-disciplined person.

It is ensured that these values are imparted in all school activities, namely: morning Chapel services, communal lunches in the school dining room, lessons in the classroom, participation in the cultural and sporting arenas, Interact community services.  

Gillian Alcock

Headmistress

LVE at Girls College 

At our college, education has always been about teaching values through different media and all teachers are encouraged to do this. We have assemblies twice a week where there is a moral lesson which is highlighted through a bible reading, hymn, prayer and thought for the day. We have a Scripture Union Club, a Young Achievers Club and Interact to name a few of the extramural activities that I think assist students in developing Living Values.

Personally I believe in “Leading by Example” and therefore, continually work on reminding pupils of values that are instilled in us from our parents etc from birth.  Girls’ College is a Christian based school, but we do embrace all other students’ beliefs.  Our School motto is “Our Hope is Constant in Thee”.

Les Ross
Headmistress

Plan of action for LVE for 2008-2009

1)       monitor LVE activities at schools where training has been done in the past

2)       organise training at other schools with a special focus on independent schools

3)       prepare LVE presentations for staff and parents

4)       organise LVE workshops in various organisations

5)       continue the development of teaching resources and materials

6)       approach non governmental organisations and establish if they are interested in collaborating with ALIVE

The following articles, resources and documents on LVE have been developed in Zimbabwe:

• Living Values as an Alternative to Corporal Punishment
• Loving Relationships - the series of lessons - some published in “LV Activities for Young Adults”.
• Time Out for a Teacher
• Staff Development Program for Success in Management through Living Values and Positive Attitudes  or Ability to Maintain Better Working Relationships Among Staff Regardless their Position, Culture, Religion, Race and Sex
• Choices Make our Lives, Freedom of Choice and Choice of Freedom, Conscious Choices are Values, Does Culture and/or Religion Determine Choices?)
• Development of Values through Sports
• Conflict Resolution
• Rules and Expectations
• The Balance of Love and Law
• Values in Symbolism
• Seeing Values in Flowers, Fairy Tales, Cartoon Characters, Animals
• Movie reviews  - values we can learn
• How to introduce Living Values into teaching English language and literature, Cambridge Syllabus

 Junior leadership through LVE in Zimbabwe PDF file

 
Number of Sites Using Living Values Education 

Total number of sites    50


 
Impact 

I would like to share my experience when I had a Time Out for... myself.

In a reasonably usually well-behaved and respectful class, the boys all of a sudden decided to be silly.

Unfortunately, that day I had a horrible cough with a hush voice, however, I was trying to teach the boys the tragic characters of W. Shakespeare's play 'Julius Caesar', who know that they are walking along the wrong path and doubt their actions. We had a very interesting discussion during which the boys indicated what vices the heroes had and what values they were missing. 

All of a sudden, a group of, let's call them, disruptive characters, started 'coughing', copying my cough. Not only! Somebody was trying to even copy my voice! I told the boys that I was not feeling well and that they should have compassion and respect towards their poor teacher. No reprimand could help and I walked out of the classroom (instead of raising my voice, becoming angry or WORSE! sending them for corporal punishment to the Deputy Headmaster's office). I left the boys by themselves with a lot of individual work to do. Mind, this was the class with whom I always had an excellent rapport and enjoyed many interesting discussions and values lessons. This was just one of 'those' days! This time, with my harsh voice I told the boys that I was not going to teach them Literature any more - they may as well do their own individual studies.

This went on for a couple of more lessons: no class discussions, no stories, just written work, work and work which had to be handed in immediately at the beginning of each lesson and increased each time. Time out for me! (But gosh! I had sleepless nights trying to mark all that extra work!) The deputy head, who is in favour of corporal punishment and who accidentally overheard 'the story', told me not to bother because 'I am the one who is ?punishing? myself with a lot of marking', but to send the whole class for caning. He even offered to visit the class. I told him that I preferred to sort it out with the boys myself.

After a couple of more lessons when I walked into the classroom, the boys stood still like soldiers, in incredible silence. I told them to sit down. They did not. All together, they said they were very sorry and that they missed NORMAL lessons with me. They did not want me to 'time out' any more.

...I did not have any disciplinary problems with this class any more.

A Russian expression says,' A doctor has to inflict pain on his patient so that in future the patient would feel better'. Pretty much the same I can say about a teacher. 

English Literature teacher
Zimbabwe