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This article examines the ways in which land reform beneficiaries in a selected community use their social networks to support a satellite school. Contemporary literature on the implications of land reform in Zimbabwe revealed a number of perspectives, which include the political, human rights, livelihoods, and agricultural productivity perspective...
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Citations
... Tarisayi (2016) argues that the political perspective is the most dominant perspective on the land reform in Zimbabwe. Within the social narrative, Tarisayi and Manik (2017; established that the land reform impacted the education system in Zimbabwe with the emergence of satellite schools. Surprisingly, little research has focused on unpacking abstruse traditional leadership which emerged as a result of the land reform. ...
... Thus, the findings are consistent with Chaumba's et al. (2003) conclusion that war veterans usurped the authority of the chiefs in the appointment of traditional leadership. Tarisayi and Manik (2017) established that the land reform in Zimbabwe led to satellite schools, a stop gap type of school. It then follows that within the arena of local governance a stop gap measure also emerged as a compromise whereby there was an election of traditional leaders instead of succession rules playing out. ...
This article explores the emergence of abstruse traditional leadership as a result of the land reform process in Zimbabwe. It is widely acknowledged that traditional leadership in Africa in general, and Zimbabwe in particular is appointed using customary rubrics and indigenous knowledge systems. Traditional leadership in Zimbabwe is legally recognized by the Constitution of Zimbabwe. The researchers purposively selected ten traditional leaders in Masvingo district to participate in the study. Data was generated through narrative interviews with the traditional leaders. The article established that the land reform process led to the emergence of an abstruse traditional leadership. The abstruse traditional leadership was not appointed following indigenous knowledge systems and customary rules of succession. Essentially, abstruse traditional leadership departs from indigenous knowledge systems because of a number of ambiguities. The researchers established ambiguities which include: abstruse traditional leadership was elected instead of being hereditary; abstruse traditional leadership lacks metaphysical links with the land as well as acrimony between chiefs and village heads among others.
... Thus, although schools were required, the government was unable to meet the local need and communities then decided to rally together and partner with the government. The government agreed to provide teachers, but communities had to build their own schools using their own resources (Tarisayi and Manik 2017). Hlupo and Tsikira (2012, 605) opine that land reform "worsened the already underfunded and under-resourced education sector at all levels." ...
... Studies on the emergence of satellite schools in Zimbabwe (Hlupo and Tsikira 2012;Kabayanjiri 2012;Mutema 2012;Shizha and Kariwo 2011;Tarisayi 2015;Tarisayi and Manhibi 2017) have surprisingly overlooked the reasons for the central role played by land reform beneficiaries in the development and support of satellite schools in their communities. Tarisayi and Manik (2017) in a previous paper established that land reform beneficiaries played a central role in the development and support of satellite schools through resource mobilisation and information sharing. Their paper revealed that land reform beneficiaries were involved in providing accommodation to teachers, their own physical labour, building materials and financial support (Tarisayi and Manik 2017). ...
... Tarisayi and Manik (2017) in a previous paper established that land reform beneficiaries played a central role in the development and support of satellite schools through resource mobilisation and information sharing. Their paper revealed that land reform beneficiaries were involved in providing accommodation to teachers, their own physical labour, building materials and financial support (Tarisayi and Manik 2017). Land reform beneficiaries also participated in stakeholder meetings about the school, lobbying the government for the provision of a school, linking their school with prospective donors and enrolling their children in the satellite school. ...
The land reform process in Zimbabwe gave birth to a new type of school known as a satellite school, which emerged due to community requests (in areas populated by land reform beneficiaries) and an inability by government to adequately fund new schools that communities required. Various studies on the emergence of satellite schools have mainly focused on the challenges faced by satellite schools. This article explores nhimbe (“work party”) and allied reasons specifically amongst the land reform beneficiaries who provide a supporting role to a satellite school in their community. This paper offers a different perspective on satellite schools from the vantage point of the land reform beneficiaries who are choosing to fill an educational gap and simultaneously nurture the development of an educational asset which they built—the satellite school. Theoretically, social capital frameworks by James Coleman (1988) and Robert Putnam (2000) are utilised to understand the relationships forged and maintained between groups of people for a greater good, in this case the land reform beneficiaries’ construction and ongoing support of one selected satellite school. Although the study’s research design adopted a multiple case study approach, we use the case of a group of land reform beneficiaries in one district for this paper. The data were elicited through semi-structured interviews and focus group discussions held at one satellite school in the Masvingo district of Zimbabwe. The purposively selected participants comprised six land reform beneficiaries, two village heads and one satellite school head, making a total sample of nine participants. The study revealed that the land reform beneficiaries played a central role in the development and support of the satellite school in their community because of a marriage of interrelated reasons. These included the close proximity of their homesteads to each other which generated nhimbe, which further developed their relationships, their social networks, a sense of homage coupled with an indebtedness to the Mugabe government, shared community goals and social norms and the existing resource base (that they could access in their community). The study revealed that all these reasons for the land reform beneficiaries developing and supporting the satellite school feed off each other—they are not independent of each other. We conclude that the land reform beneficiaries have a sense of ownership of the satellite school in their community in Masvingo and they resultantly strive to use the available resources they are able to muster to develop the school so that it can be a valued asset to their community.
... It can be acknowledged that agricultural production initially slumped immediately after the FTLRP, but statistics indicate an improvement in crop production. Matondi (2012), Tarisayi (2016) and Tarisayi and Manik (2017) established that the black farmers who benefited from the FTLRP are investing in schools from proceeds from their farms. It can be argued that despite struggling to produce in the first decade after the FTLRP, the agricultural output of black farmers has improved. ...
... Different case studies have reached conflicting conclusions. For example, the case studies by Ian Scoones (2016) on Mvurwi, and by Tarisayi and Manik (2017) on Masvingo establish that the livelihoods of the black farmers had improved. However, in a case study on Matebeleland, Mabhena argues, 'there is an increase in hectares but vanishing livelihoods among the land reform beneficiaries' (Mabhena, 2010:iii). ...
... The fate of the livelihoods of the black farmers varies from one farm to another (size of the farm, type of crops being grown and more importantly resources at the disposal of the black farmer). While there were cases of black farmers struggling as reported by Mabhena (2010), there are also success stories as suggested by Scoones (2016), and Tarisayi and Manik (2017). ...
A variety of views on land reform in Zimbabwe have
emerged in recent years. The background to the
discussion on the perspectives on the land reform
revealed the significant contribution of the outcome of
the February 2000 referendum on the Fast Track Land
Reform Programme in Zimbabwe. This paper interrogates
the various views on land reform in Zimbabwe under
four dominant perspectives: the political perspective,
livelihoods perspective, human rights perspective and
agricultural perspective. The paper shows that there are
divergent views within these dominant perspectives.
One view within the political perspective holds that the
government ruling party, the Zimbabwe African National
Union-Patriotic Front (ZANU-PF), led by Robert Mugabe,
manipulated demand for land to gain political mileage.
Views within the political perspective further argue that
land reform was used as a weapon against white farmers
for allegedly supporting the Movement for Democratic
Change (MDC) opposition party. There was no consensus
on what happened to the livelihoods of black farmers
after the Fast Track Land Reform Programme. Whereas,
within the livelihoods perspectives it was noted that the
livelihoods of farmworkers declined
In 1999, the Nziramasanga Commission of inquiry into the Zimbabwean education system was tasked to look into the issues surrounding the education system. While the commission came up with recommendations, however, political and economic challenges could not allow such transformations. Thus, this paper discusses concerns surrounding the updated school curriculum in Zimbabwe. This is based on the feeling that the education system must be characterized by dramatic technological revolution that has a strong bearing on the curriculum. Guided by the foundational curriculum theory, the paper argues that education is a tool geared to reform society and creates change for the better. Hence, authentic education in Zimbabwe addresses the whole person and does not limit professional development and curriculum design to workplace readiness. To this end, there is every need to review the status quo of secondary school curriculum in Zimbabwe in order to consolidate further the new basic education programme and to ensure the actualization of the Ministry of Primary and Secondary Education policy in the area of human capital development. Finally, the Gondo Reniko, Maturure Kennedy J., Mutopa Sevious, Tokwe Tapiwa, Chirefu Harison, Nyevedzanayi Mary ISSUES SURROUNDING THE UPDATED SECONDARY SCHOOL CURRICULUM IN ZIMBABWE European Journal of Social Sciences Studies-Volume 4 │ Issue 2 │ 2019 60 paper recommends massive advocacy and sensitization of heads, teachers, students, district inspectors, parents and the entire regional and provincial supervisory team who are the end users of the updated curriculum for effective implementation.
A new type of school was ushered into the education system in Zimbabwe by the land reform. The new schools which are termed satellite schools were attached to established schools. By virtue of having a satellite school attached to the established school, the later was termed the mother school. This study aims to unpack the relationship between the mother schools and their satellite schools in a selected district in Masvingo province. The study was guided by two research questions; How do mother schools relate with their satellite schools? Why are mother schools engaging with satellite schools in these particular ways? The study purposively sampled five mother school heads and five satellite school heads. Data for the study was generated through key informant interviews. This paper established that the relationship between mother schools and satellite schools had elements of both acrimony and harmony in the selected district. The relationship between the mother school schools and satellite schools was influenced by the responsible authority, enrolment of the mother school, the distance between the mother school and the satellite school as well as social capital. From the findings of this study, the government is recommended to draw a policy guiding the setting-up of satellite schools as well as their interaction with their mother schools.
