Zimbabwe’s education system has long been the pride of its people, producing well-rounded individuals who have gone on to achieve success across the globe.

Whether it is the rigorous academic programmes, the robust sports culture, or the strong sense of community fostered in schools, many Zimbabweans attribute their achievements to the education they received back home.

In every corner of the world, Zimbabweans speak fondly of their former schools, proudly sharing how their upbringing shaped them into the resilient and resourceful people they are today.

Given the nation’s storied educational legacy and the widespread presence of Zimbabweans in the diaspora, the time has come to rally collective efforts toward the restoration and enhancement of these traditional schools.

Information and Communication Technology (ICT) offers an unprecedented opportunity to bridge the gap between the diaspora and the schools that once nurtured them, enabling the preservation and revitalisation of Zimbabwe’s educational heritage.

The value of Zim’s traditional schools

Zimbabwe’s education system has been celebrated for its ability to develop well-rounded individuals. The traditional schools were not just centres of academic excellence, but were also places where students developed holistically through sports, clubs, and cultural activities.

Whether it was the camaraderie built on the soccer field, the leadership skills honed in student organisations, or the critical thinking fostered in classrooms, Zimbabwean schools were designed to nurture a wholesome person capable of thriving in various facets of life.

This legacy is what sets Zimbabwean education apart. It provided the foundation for many success stories. Even as they travel and establish themselves in distant lands, Zimbabweans remain proud of the institutions that shaped their identities.

However, these institutions are currently facing numerous challenges, ranging from dilapidated infrastructure to out-dated teaching resources.

In order to preserve this valuable heritage, there is a growing need for collective action among Zimbabweans globally to restore and maintain these schools.

A call to action

Former students should establish alumni associations. One of the most effective ways for Zimbabweans in the diaspora to contribute is by forming all-boys and all-girls alumni associations for their former schools.

These associations can play a critical role in maintaining school culture, supporting infrastructure projects, and revitalising extracurricular activities such as sports.

The bonds forged in school are often life-long, and alumni associations can be powerful vehicles for channelling the goodwill and resources of former students toward the schools that played such a pivotal role in their development.

These associations could focus on several key areas:

Infrastructure development: Many traditional schools in Zimbabwe are in dire need of repairs and upgrades. Alumni associations could spearhead fundraising initiatives to renovate classrooms, upgrade science laboratories, and enhance school facilities.

Infrastructure development: Many traditional schools in Zimbabwe are in dire need of repairs and upgrades. Alumni associations could spearhead fundraising initiatives to renovate classrooms, upgrade science laboratories, and enhance school facilities.

Supporting extracurricular activities: Sports, arts, and clubs are

crucial to the holistic development of students. Alumni can contribute by providing uniforms, sports equipment, musical instruments, and other necessary resources to ensure students have access to a vibrant extracurricular programme.

Preserving school culture and values: Alumni can serve as custodians of school traditions, ensuring that the ethos and values that made these schools special are preserved for future generations.

Role of ICT

Information and Communication Technology (ICT) is the key to unlocking the potential of these initiatives. In today’s interconnected world, technology can bridge distances and enable seamless communication between schools in Zimbabwe and their former students scattered across the globe.

Platforms like WhatsApp, Zoom, Microsoft Teams, Facebook, Instagram, X (formerly Twitter) and email offer versatile tools for collaboration and coordination.

Through ICT, schools can maintain a direct line of communication with their alumni, providing updates on current challenges, ongoing projects and opportunities for support.

Schools can regularly engage with their alumni through virtual events, newsletters, school website and interactive forums. By keeping alumni informed and involved, schools can build a sense of community and ownership among former students, encouraging them to contribute toward the betterment of their alma maters.

For example, a former student in the United Kingdom could be regularly updated

 on the progress of a classroom renovation project in Harare and even participate in virtual meetings to offer insights or resources.

Similarly, alumni in Australia could collaborate with those in Canadato organise fundraising drives or share expertise that could benefit their former schools. The use of ICT ensures that distance is no longer a barrier to participation, allowing every Zimbabwean, regardless of where they are in the world, to play a part in restoring their former schools.

Harnessing Information Transfusion through ICT Beyond financial contributions, the Zimbabwean diaspora is a rich

reservoir of knowledge and expertise that can be harnessed for the benefit of the education system. Many Zimbabweans abroad have gained specialised skills and insights in various fields, from technology and business to health and education.

ICT can be used to facilitate information transfusion, allowing experts in the diaspora to share their knowledge with students, teachers, and school administrators in Zimbabwe.

The government of Zimbabwe can play a proactive role by creating

digital platforms and frameworks that connect diaspora professionals with local schools. For example, mandatory school websites, virtual workshops, webinars, and mentorship programmes can be organised where diaspora experts provide guidance on topics ranging from career development to technical skills.

These sessions could be integrated into the school curriculum, giving students access to global perspectives and preparing them for a rapidly changing world. Additionally, teachers can benefit from professional development opportunities, gaining exposure to the latest teaching methodologies and global best practices.

By tapping into the collective knowledge of Zimbabweans abroad, schools can enhance the quality of education they offer while fostering a culture of innovation and continuous learning. Information transfusion via ICT not only strengthens academic programs but also equips students with the skills and mind-sets needed to thrive in an increasingly interconnected world.

Replicating the Success of Financial Remittances

Zimbabwe has long benefited from financial remittances sent home by its diaspora, which have been a lifeline for many families and communities.

The same model can be replicated in the realm of education through information transfer and resource sharing. Just as financial remittances have helped to stabilise the economy, the transfer of knowledge, ideas, and expertise can revitalise the education system.

This can be done in several ways:

  • Digital learning resources: Diaspora professionals can create and share digital content, including e-books, video lectures, and educational software, tailored to the needs of Zimbabwean students. These resources can be distributed through online platforms accessible to schools across the country.
  • Virtual fundraising campaigns: Alumni associations can organise virtual fundraising events, leveraging platforms like GoFundMe and JustGiving to raise funds for specific school projects. Social media campaigns can amplify these efforts, reaching a wider audience and mobilising support.
  • Crowdsourcing solutions: ICT can be used to crowd source innovative solutions to the challenges facing schools. Through online platforms, alumni can share ideas and collaborate on projects that address issues such as teacher shortages, curriculum gaps, or lack of resources.

The government’s role in facilitating ICT integration For these efforts to succeed, there needs to be a supportive policy

environment that encourages the use of ICT in education. The government of Zimbabwe can play a crucial role by investing in the necessary infrastructure, such as reliable internet access, digital devices, and software platforms that facilitate communication and learning.

Public-private partnerships could be established to roll out ICT solutions across schools, ensuring that even rural and under-resourced institutions are not left behind.

Additionally, the government can create frameworks that support the formation and operation of alumni associations, providing guidelines on governance, transparency, and accountability. By recognising and encouraging the contributions of the diaspora, the government can foster a culture of engagement and cooperation that benefits both schools and communities.

The Ministry of Education can also collaborate with diaspora networks to design programs that align with the country’s educational goals. For instance, targeted initiatives could be developed to address skill gaps in critical areas like STEM (science, technology, engineering and mathematics), entrepreneurship and digital literacy.

 By integrating these programmes into the national curriculum, Zimbabwe can better prepare its youth for the demands of the 21st century. The restoration of Zimbabwe’s traditional schools is a cause that resonates deeply with Zimbabweans both at home and abroad. These schools are more than just buildings, they are the custodians of a legacy that has shaped generations of successful Zimbabweans. Through the strategic use of ICT, it is possible to harness the collective power of the diaspora to restore, preserve and enhance this legacy for future generations.

By establishing robust alumni associations, facilitating information transfusion, and leveraging digital platforms for communication and fundraising, Zimbabweans across the globe can make a tangible difference in the schools that laid the foundation for their success.

The government, in turn, has a vital role to play in creating an enabling environment that supports these initiatives. Together, we can ensure that Zimbabwe’s education system remains a beacon of excellence, producing well-rounded individuals who are ready to contribute to the nation’s development and success on the global stage.

  • Mutisi is the CEO of Hansole Investments (Pvt) Ltd. He is the current chairperson of Zimbabwe Information & Communication Technology, a division of Zimbabwe Institution of Engineers. — +263772 278 161 or  chair@zict.org.zw