An Evaluation of the Impact of Economic Sanctions on Science Teaching and Learning at Secondary Level in Zimbabwe’s Mbire District of Mashonaland Central

Abstract

This article takes stock of the effects of economic sanctions imposed on Zimbabwe in 2000 on science teaching and learning at secondary level. This study was conducted using a descriptive survey design. This method was chosen because it allows the use of a representative sample from a population and that it allows the researcher to handle a larger number of schools within a given period. The impact of sanctions is evaluated for the years between 2006 and 2010 in Mbire district of Mashonaland Central. Four indicators were specifically assessed; these are science teacher- pupil ratio, science laboratories and equipments, brain drain and finally pass rate against overall enrolment. In this article, subjects like integrated science, physical science and mathematics have been selected as subjects of focus for they are central to both economic and technological development. This research has been prompted by high failure rate in these subjects at ordinary level in Mbire which has resulted in high incidences of school dropouts. This could be attributed, probably to social, economic and political pressures mounting on students as a result of sanctions. The researcher feels this has something to do with the nature and quality of educational instruction those pupils in Mbire have been exposed to, resulting in the frustrated child without a full ordinary level certificate. For a period of four years, 2006-2010 Mbire districts in Mashonaland Central has been recording 0% pass rate in science subjects at ordinary level. Shortage of qualified science teachers has been used to explain these dismal results. The research gathered that between 2000 and 2010 about 80% of secondary schools in this district were manned by either untrained teachers or primary trained teachers