By Rangarirai Shanyurai
The lack of clearly defined roles of the School Development Committees (SDC) has been referred as one of the major reasons behind the ever increasing clashes with school administration, a situation which stifles development at many learning institutions in the country.
A survey by TellZimm publication recently showed that about five schools in Masvingo Province had conflicts over SDC elections since January this year mainly due to misunderstandings over mandate and responsibilities.
Ministry of Primary and Secondary Education (MoPSE) Director of Communications Taungana Ndoro said the conflicts had become a common feature in Zimbabwean schools, citing overlapping of roles between the two parties and overlapping of political interests into school business as the major cause.
“These types of tensions and challenges around SDC elections and operations are deeply concerning and seem to be symptomatic of deeper problems within the education system. Some of the key factors that may be contributing to these heightened conflicts include lack of clear roles and responsibilities. There may be ambiguity or overlap in the defined roles and decision-making powers between the two leading to power struggles.
“Politicization of school governance, in some cases, SDC elections and processes may be influenced by partisan political interests, rather than focusing on the best interests of the school community. Inadequate training and support of SDC members, who are often volunteers might also be another challenge as they may not have the necessary skills,” said Ndoro.
Ndoro also highlighted mistrust and resource constraints as other reasons behind the continued conflicts.
“Breakdowns in communication and transparency between school leadership and SDCs can foster an environment of suspicion and confrontation. Disagreements over allocation and utilization of limited school funds and resources may be a source of tension,” said Ndoro.
He said it was important for government to have clear legal and policy frameworks that govern roles of both parties to avoid role overlapping while training remains crucial for SDC members.
“To address these issues, a multi-pronged approach may be necessary including reviewing and clarifying the legal and policy frameworks governing roles and responsibilities of school authorities and SDCs, ensuring a clear delineation of powers and accountability mechanisms.
“There is need to provide comprehensive training and capacity-building programmes for SDC members to equip them with the necessary skills and knowledge to effectively participate in school governance.
“Promote greater transparency and open communication between school leadership and SDCs, fostering a culture of collaboration and mutual respect and strengthen mechanisms for resolving disputes and conflicts, such as establishing impartial mediation or grievance redressed processes,” said Ndoro.
“There is need to consider ways to depoliticize school governance and ensure that decisions are driven by the educational needs and wellbeing of leaners, rather than narrow political interests.
“Ultimately, the goal should be to create an environment where school administrators, SDCs, and the broader community can work together constructively to improve the quality of education and address challenges facing Zimbabwe’s schools. This will require a sustained effort and a commitment to putting the interests of learners first,” he added.
Progressive Teachers Union of Zimbabwe (PTUZ) Dr Takavafira Zhou said the conflicts were due to conniving between either parties often to benefit from school finances.
“Indeed there are many conflicts in schools such as Ndarama High School, Victoria Primary, Victoria High School, Gokomere High, just to mention a few. In some instances we have the same people being retained in the SDC/SDA over protracted periods because they connive with administration to fleece the schools of the money for personal benefits. In other instances administrators who ordinarily are ex officials in SDA/SDC enter into tenders without parents’ representatives and when parents raise objections, the administrators’ nichodemously work for a shortened term of office or boot them out of office.
“In other instances, parents representatives use political power to prolong their stay in office and school administrators are petrified to legitimise their illegitimacy. Responsible authorities also flout the Statutory Instruments in the appointment of SDC/SDA with the consequent friction with parents. Some Ministry officials at district and Provincial offices also support administrators that are flouting regulations because of kickbacks from school administrators,” said Dr Zhou.
Dr Zhou said the best way to address the challenge in schools was through observing the laws guiding conducting of elections and ensuring each department knows its roles for checks and balances.
“The best way forward is to respect the legislation in place and create harmonious relations in schools. It is sad we have officials sleeping on duty when nasty happenings are ensuing in schools. Fundamentally, an SDA/SDC committee must be in office for a year. An AGM must have a chairperson’s report and treasurer’s report that must be audited, and ratified by parents. Selection of a new committee must be independent from any interference by the administration at any school.
“Administrators must never interfere with the selection of parents’ representatives, except on the following laid down regulations such as Statutory Instrument 379 of 1998 or Ministry of Primary and Secondary Education handbook. Ministry officials must educate administrators on proper observance of regulations guiding the appointment and operations of SDC/SDA. School administrators must not usurp powers of SDC/SDA chairpersons and treasurers.
“Ultimately, it must be realized that being an administrator or being in SDA/SDC must not be a licence to loot resources that must be channeled to the improvement of learning and teaching in a school,” said Dr Zhou.
One school head who spoke on condition of anonymity said the conflicts were centered on various characters of the major stakeholders.
“Situations in some schools need to be sanitized. Many schools are beset with problems of a varied nature but they centre mostly on the character of major stakeholders parents or communities and school heads or administrations. In some cases teachers too have a hidden hand in some of these conflicts. Some communities are so obsessed with what goes on in schools for different reasons, some parents are concerned with their fees that they are keen to follow up, more so if they have suspicions about the way the school administration handles the fees,” said the head.
At Victoria Primary School, clashes between the two parties resulted in the SDC filing their case at the courts of the law against the school while at Duma Primary School elections were totally abandoned and moved to a later date with allegations of political interferences in the elections.
Victoria High School once had a similar case of parents demanding an audit at the school against the then head John Muzamani after pass rates deteriorated at the former elite school.
At Ndarama High School there was high tension and parents were required to bring identity cards for verification before gaining access to the annual general meeting.
At St Joseph High in Zaka, the elections were postponed indefinitely and no date has been set for the election to take place.
Parents at Shakashe Primary School have also been on record having clashes with the school admin and SDC over allegations of misplaced priorities.
