The case for a teaching profession council in Zim

Kennedy Mapesa Mandaza

AT the heart of every thriving education system lies a cornerstone often overlooked — the professional development and regulation of its educators.

Zimbabwe, a nation with a rich educational heritage, stands at a crossroads where the establishment of a Teaching Profession Council could revolutionise its educational landscape.

The gains accrued in the education sector since independence are testament to the value that has to be placed on education to guarantee quality education for posterity.

There has been talk of a Teaching Profession Council or a Teaching Commission in Zimbabwe for some time. In some quarters, this has been greatly resisted. Unlike teachers, nurses, engineers and doctors among other professions, in Zimbabwe, have greatly benefitted from bodies which regulate their professions.

These professions have remained, to a greater extent, respectable, trusted and credible. The questions that have lingered in many people and policy-makers minds have been, what exactly is a Teaching Profession Council, and why is it crucial for Zimbabwe’s future?

Many countries that have maintained the respect, integrity and credibility of the teaching profession have embraced the need for bodies that not only uphold the standards of teaching but also empower educators to reach their full potential.

Teaching profession councils in other countries have effectively acted as both a guardian of educational quality and a catalyst for professional growth. This is the promise that a Teaching Profession Council will have to hold for Zimbabwean teachers and the teaching profession in general to regain its place among respectable professions.

Zimbabwe, since independence, has had a rich educational heritage, whose products are revered the world over for their knowledge, skills and adaptability. However, the same cannot be said about teachers and the teaching profession today. Furthermore, professional development of teachers has not been in sync with the current developments in the education sector, which seem to be impacting on the quality of education in schools.

There are many success stories from across Africa and around the globe, where teaching councils are shaping the future of education. These stories provide compelling arguments for Zimbabwe to consider establishing a Teacher Profession Council.

Closer to home, in the rainbow nation of South Africa, the South African Council for Educators (SACE) stands as a testament to the power of professional regulation in education. Established in 2000, SACE has become an integral part of the country’s educational framework which has served as a beacon of professional teaching standards.

According to Dr. Matete Madiba, a veteran educator from Johannesburg, “SACE has transformed the teaching profession in South Africa. It’s not just about maintaining standards; it’s about creating a community of educators who are proud of their profession.” Teachers in South Africa are respected and trusted.

The success of SACE lies in its comprehensive approach in the professional development and regulation of teachers. SACE has a robust code of ethics which guides teachers’ conduct which has fostered trust in the South African education system. In South Africa, only teachers registered with SACE are allowed to teach. This ensures a standardised entry point into the profession.

SACE has an innovative continuous professional teacher development system which encourages ongoing learning and skill enhancement among teachers which address needs and demands of the learners in contemporary society. The impact of SACE has resulted in a noticeable improvement in teaching quality and a renewed sense of professionalism among South African educators.

Another example is that of Kenya’s Teachers Service Commission (TSC) which was established in 1967. TSC offers an inspiring model to Zimbabwe having evolved into a dynamic body that manages the teaching profession with remarkable efficiency.

TSC has streamlined the recruitment of teachers by providing a centralised system that ensures fair and transparent teacher deployment across the country. Furthermore, TSC has introduced performance contracting which has enhanced accountability measures that have significantly improved teacher performance and student outcomes. The Commission has introduced technology integration to leverage digital platforms for teacher management, including biometric registration and online services.

Such success stories on the continent make it imperative for Zimbabwe to seriously consider the establishment of a Teaching Profession Council, by any name, to restore the integrity, trust and respect of the teacher, teaching profession and the education system in general. The dearth of continuous professional development in schools, the cluster approach to professional development and the conditions and remuneration, call for a paradigm shift in the management of the teaching profession and education sector.

The need for a Teacher Profession Council in Zimbabwe is long overdue. Besides being in line with modern trends in regulating the profession, the education system is dynamic and requires continuous professional development in order to keep abreast with modern trends. I argue that a body similar to the SACE or Kenya’s TSC is needed in Zimbabwe as a panacea for all challenges that teachers, the teaching profession and education system are currently facing.

l Kennedy Mapesa Mandaza (MSc Ed MAE; BSc Hons Science Education; BSc Maths and Statistics) is an experienced educationist and administrator in Zimbabwe, South Africa and United Kingdom. The views expressed in this document are his own.