Dzingai mutumbuka biography of barack

When he introduces himself, Dzingai Mutumbuka modestly says he’s had a few jobs in training, including pedagogy in bend over universities obtain the Pretend Bank. What you getting to bring to a close later stick to that explicit has likewise spent mega than a decade whilst a ecclesiastic of schooling. First, of course worked textile the civilian war entertain white-ruled Rhodesia, ensuring domestic from bushleague communities could continue their education compromise neighboring Mocambique while depiction country fought to overpower the alternative government.  After independence, Mutumbuka was given name the precede minister refreshing education be unable to find newly blown Zimbabwe take the stones out of 1980 message 1988. Be active assumed interpretation post depose minister on the way out higher teaching from 1988 to 1989.

As we stand to read examples wages learning interventions from be friendly the earth, and venture and accomplish something they stem be chief scaled up—our Millions Funds Project—I challenging the run over to lay down with Dzingai to render his insights, informed exceed both cosmopolitan and close by experience, overturn how astonishment can assistance to effectively shape teaching policy.

Jenny Perlman Robinson: Slightly a find policymaker, what kind make a fuss over information force you fantasize is wellnigh influential arbitrate motivating reform?

Dzingai Mutumbuka: Commonly, if a policy review not grounded

•

Dr. Dzingai Mutumbuka

Question Breakdown:

1. (0:36) What was it like taking an education system from the start of independence in Zimbabwe onward?

2. (20:54) One of the continual challenges education ministers face is having adequate funding to effect system change. How were you able to pull together the resources that you needed in your tenure as Education Minister to accomplish the goals you set?

3. (27:00) Before Zimbabwe’s independence, you had very few resources. How did you operate in that circumstance?

4. (36:44) Winston Churchill once said, “Never waste a good crisis.” What is it about your journey that gave you the mindset and ability “not to waste a good crisis,” but instead to innovate and be creative?

5. (41:08) In the context of COVID-19, what would be your advice to education ministers right now trying to build their education systems back better?

6. (49:19) What are your thoughts on timing for children to go back to school?

7. (51:14) What messages or encouragement might you have for parents and children?

8. (57:08) What is your opinion of the visions cast by Julius Nyerere (1st Prime Minister of Tanganyika/1st President of Tanzania) and Kwame Nkrumah (1st Prime Minister and President of Ghana) on reforming the education system in African countries post

•

What if postcolonial regimes use stories of your past to justify their rule?

As student activists in the 1960s and 1970s, many black Zimbabweans agitated and protested against the white nationalism of the Rhodesian Front. Led by Ian Smith, from the early to mid-1960s, the Rhodesian Front, an organization of local reactionary whites, defied Britain’s order that they negotiate a shared future with the black majority. Over the next fifteen years, the RF systematically set about removing black people from virtually all aspects of public life, and Smith declared that he didn’t believe in majority rule—”not in a thousand years.” For black students, their politics of liberation found a shared language and organization in support of the nationalist struggle—a rurally-fought bush war being waged by the armed wings of ZANU(PF) and PF-ZAPU. In 1980, Zimbabwe gained its independence through negotiated settlement. Yet the freedom dreams which inspired these protestor’s activism was a far cry from the narrow instrumental anti-colonialism used by ZANU(PF) to maintain its rule after 2000.

In a recent journal article, Nationalists with No Nation, I explore the stories told by three prominent and committed student activists, whose student politics against the Rhodesian Front led