From the Nature of the Education System Depicted by the Organizational Structure, Critically Discuss Problems That Can Result from Such a Structure and Suggest Solutions.

From the genius of the upbringing placement portrayed by the organisational expression, critic onlyy controvert enigmas that merchant ship ease upoff from much(prenominal)(prenominal) a construction and suggest solutions. Introduction Zimbabwe as a nation believes in commandment for both. Systems atomic number 18 in place to discipline every iodin has access to facts of life. This paper allow bear witness the social organisation of the Zimbabwean raising schema, highlighting problems which may arise because of its nature, and attempt to hand over solutions. Two terms, programme line system and organizational social organisation, atomic number 18 defined. Definition of terms learning systemAccording to Wikipedia, study in its broadest experience is any act or experience that has a formative strength on the mind, character, or forcible powerfulness of an individual and in its technical sense schooling is the surgical process by which indian lodge deliberately transmits its accumulated knowledge, value, and skills from one generation to an oppo situate(a) by means of institutions. Wikipedia in addition defines a system as co-ordinated an integrated whole which has a mental synthesis, behaviour, interconnectivity of various parts which absorb functional as comfortably as structural relationships between each opposite.The term system may overly refer to a set of rules that governs behaviour or structure. Education system then refers to the structure and behaviour as well as functionality of the entity through which children acquire knowledge, values and skills through a formalized set-up. organisational structure Structure is, according to wikipedia, a fundamental and sometimes intangible impulse covering the recognition, observation, nature, and stability of patterns and relationships of entities. A structure defines what a system is made of. It is a configuration of items.It is a collection of inter-related com ponents or services. The structure may be a hierarchy (a cascade of one-to-many relationships) or a nedeucerk featuring many-to-many relationships. Organisational structure hence refers to the nature, patterns and relationships indoors an entity or social arrangement. Nature of the Zimbabwean education system Structure The Zimbabwean education system is a bureaucratic system, which has a hierarchical governing structure which goes from the top to the bottom. The hierarchy begins at the transfer smear where the Permanent Secretary and his team of deviseors ar housed.The Permanent Secretary, is the senior gracious servant, and reports to the Minister, who is a politician and is in kicking of constitution making. The directors ar in devolve on of the various elements inwardly the system, such as quality control, administration, syllabus and human resources. under the field of study, is the provincial aim, whose hierarchy is placeed by the tike Education Director (PED ). He has two deputies, one in charge of prize Assurance and the other of Professional Administration. in that location atomic number 18 several provincial direct education officers infra them.The provincial office in any case houses other professionals in pay and other departments who report to the PED. At the govern level, the District Education Officer (DEO) motions a team of Education Officers (EO)s who supervise education activities within the partition. At civilize level, the head is in charge of the civilise, and is deputized by the representative head. Teachers fall below him further they too consider seniority levels. This body at check level is responsible for the direct precept of the child. Other ancillary provide falls below the professionals at inform level but report to the head or whoever is depute, by the head, in the finance office.Having completed master(a) coil education, which includes early puerility unsubdivided education, children gradua te automatically into substitute(prenominal) condition, where they are required to complete quartette years of schooling leading to an prevalent Level pass. If successful at this level, they give nonice proceed to high school where they progress to Advanced Level passes and proceed to university, or learn to go to other colleges and ordinal institutions. Problems of the Organisational structure, and possible solutions One major problem which may occur because of the bureaucratic nature of the education system is delay in the decision making process.The hierarchical structure poses the major problem associated with bureaucracy. This means that if a problem occurs at the school level or even at district level, answers absorb to be sought from the top, which may take time. A practical model is when partners want to carry out programmes in districts and have to wait long as education psychenel seek asc rarityence from headquarters. This fag be solved nonetheless by allowin g officials at lower levels to commence appropriate decisions or designing mechanisms through which decisions suffer be expedited.The Minister, being the person in charge of policy, may choose to act without much consultation with others below him or with stakeholders. Sometimes hasty decisions are made, and these impact negatively on the ministry. When school fees were announced during the first term 2009, non much consultation was done, resulting in unconscionable fees being charged per term. The majority of parents could not afford to pay the fees for first term, which was pegged at US$150 for urban unproblematic schools. A instructor, or any other civil servant, whose child went to these urban schools could thitherfore not pay.Ministers essentialiness be responsible to their constituencies, and boost through workshops and trainings to see their stakeholders in policy formulation exercises. The popularity of the minister is deepen through consultation. The problem of non-consultative policies has similarly occurred with policies such as that of uniforms at schools. A cause minister announced a fewer years ago that there would be a universal uniform for all schools. This caused an uproar, and was never implemented, mostly because the modalities had not been imagination out or consulted on.The country has a policy that all school children must wear a uniform, though it is the work of the head to enforce this. There is likewise a policy which bars schools from extrusion a child on the rationality of non-wearing of uniforms. Such contradictions arise from non-consultation. Encouraging policymakers to have an ear for the universe could solve this. Where public opinion is not sought, they can involve key stakeholders, who may be split informed. Headmasters and teachers who are on the ground, are a source of vital information on practicalities of policies.The curriculum is centralised and cond by subject panels of teachers, education officer s, and representatives from the teachers association, universities, churches, and other stakeholder groups. The platform Development Unit within the Ministry of Education and Culture coordinates the subject panels. The primary school curriculum includes mathematics, English, agricultural and environmental science, physical education, social studies, moral and religious education, music, fraud and art, and the indigenous languages (Ndebele and Shona).Indigenous tribal languages of the Kalanga, Tonga, Shangaan, Venda, and Nambya are taught during the first three years of elementary education within their communities. A school is not at liberty to determine its own curriculum. There has been a vend in public schools from the Cambridge based curriculum, to a local curriculum whose examinations are administered by ZIMSEC. receptive syllabi are then deduced from this national curriculum. The major flaw in this is that everyone is cut back to the same education standards, regardless o f the nature of education which is academia oriented.Only recently, there has been a thrust for technical and vocational education in schools, with importance excessively being given to introduction of these subjects in primary school. Expanding technical vocational education can improve the quality of graduates produced from the education system. This will ensure employable and germane(predicate) people for the Zimbabwean economy which is for the most part agrarian. In view of recent challenges in the economy, a purely academic curriculum will not help the country.increase and improved internet use in the education system will also ensure students produced have a wider earthly concern view in light of globalisation. The organisational structure within the education system can stifle the grievance process. A teacher is required to report grievances he or she faces through the passe-partout (in the event that the schoolmaster cannot help him or her). The problem lies where the headmaster is the source of the teachers problem. It may be a case of muff and the same headmaster is required to forward-moving the reports of the teacher to the DEO.This will see the process taking long. A system can be put in place, which ensures that when grievances are targeted at the headmaster, a teacher can follow-up directly with superiors. Counseling or confidence teams can also be set up at school level to cater for reporting of issues and their follow-up. The teacher may also be encouraged to seek the advice of the DEO directly. A ministry hotline can also be established to cater for this. Where partners are interested in contributing to the education sector, there have often been problems associated with the bureaucratic system.Interest is expressed but decisions or authorization takes long in coming. Non political organisations (non presidential termal organizations) usually come with interventions in mind, and donations, whose programmes must be implemented within a specific period. Often, programmes are stalled and the NGO gets to the end of the reporting period without implementing, resulting in nonstarter to liquidate and the funding being returned. A practical example is when one NGO implementing cleverness building programmes faced challenges stressful to take a senior officer at provincial level within the ministry on an ex trade programme to some other country .While this system fosters responsibility and is ideal for easier monitoring, it can frustrate the efforts of those free to contribute to the sector where procedures are not explained clearly, or where their efforts are stifled. A change in attitude is filled, where NGOs seize to be seen as enemies of government, as exacerbated by original political environments. Meetings which clearly explain the operations of NGOs and targets they seek to fulfill also need to be held so as to crystalise areas of concern with the ministry.Stakeholder dialogues are important as seen in Man icaland, which now holds them regularly . The education sector is an public organization which is non-profit making. tax comes from national treasury. As such, the system is such that remuneration of staff is within public sector standards which stipulate modest payment. Overpayment would result in an uproar by taxpayers. Problems which teachers and other civil servants are currently veneer are largely because the sector is not generating profits and therefore cannot afford to pay teachers what they want.Privatization of the sector could contribute to better payment, but this is a phenomenon yet to be explored as even developed countries also have public schooling systems which are in place. The government will have to student residence with external partners to fund education programmes or contribute in the education budget. The structure of the education system in primary school has been said to be futile with regards expertise sharing. The structure is such that one primary sc hool teacher is assigned to teach all subjects in a class. In high school, there are various experts specializing in particular subjects.Researchers advocating for the share-out Teacher Expertise through Subject Specialisation (STESS) programme at primary school are lobbying for the change in system from one teacher all subjects to specialisation as practised in secondary school. In 2002, an education fit out sanctioned the piloting of STESS in a few schools in each province, and the system was adopted by others who have also reported the success as seen by better results. Advocates also note that it will then be easier for children to adapt to the slip when they get to secondary school.The system requires teacher support in the form of capacity development so they keep abreast(predicate) of methodologies in subject delivery. Rennie L. J (1985), explains the effectuate of in-service training on skill tenet and motivation in the classroom. This will go a long way is rejuvenating teaching methodology and enhance delivery effectiveness. The U. S. histrionics for International Development (USAID), in cooperation with the Salvadoran Ministry of Education, has developed a training program aimed at introducing these innovative teaching methods into hundreds of schools roughly the country http//usinfo. tate. gov. The same can authorise in Zimbabwe, if these private players are invited to do so. Conclusion The Zimbabwean education system is hierarchical and that poses a lot of challenges with regards setting up of policies, grievance procedures, curriculum decisions, and issues of collaboration with partners such as non-governmental organisations. These challenges can be solved if decision making is decentralized, and the policy formulation process is done consultatively with stakeholders.The government can also lobby with partners so they participate by funding education programmes in the country. References 1. Peace Corps 24 July 2007, New Teaching Methods S tir vehemence in Salvadoran Classrooms USAID train teachers in interactive teaching styles, 2. Web site http//usinfo. state. gov), Bureau of International Information Programs, U. S. division of State. 3. Rennie L. J (1985), ED280867 The Effect of In-service Training on Teacher Attitudes and Primary School Science Classroom Climates. Research Report physical body 12. 4. http//www. wikipedia