Enoch Mbabvu – 2nd Cohort

I am Enock Mbabvu a Teach for Zimbabwe second cohort fellow. I was placed at Manhemba Secondary School in Mutoko District in January 2022 and I teach Science and Mathematics. As a fellow teacher in my final year, I have undertaken a project of authoring science textbooks in vernacular language. I am pleased to share that I have successfully completed three textbooks that comprehensively address the combined science curriculum for GCE Ordinary Level in Zimbabwe. These books encompass the subjects of biology, chemistry, and physics, and are titled “Science Kuvana.”

The impetus behind my decision to write these textbooks stemmed from the realization that a significant number of students struggle to comprehend the content presented in English textbooks. I wholeheartedly approve of the initiative to provide educational resources in vernacular language, as it will undoubtedly enhance students’ understanding and engagement with the subject matter.

The current method of teaching in most rural schools involves the process of deducing notes from the textbooks, writing said notes on the chalkboard, and subsequently explaining the notes to the students in their vernacular language. It is important to note that this method is centered on the teacher, which can be quite time-consuming and ultimately ineffective. There is a noticeable lack of participation from the learners, despite the expectation for student involvement and leadership in the learning process. It is crucial to acknowledge that all of these issues stem from one fundamental problem: the students’ inability to read and comprehend on their own. Consequently, the teacher is left to perform tasks that should rightfully be undertaken by the students themselves.

The textbooks written in vernacular language serve as a valuable tool for students to independently engage with the subject matter and develop a deep understanding of its underlying principles. This approach empowers students to assume active leadership roles in their own learning, thereby facilitating a more rapid acquisition of knowledge. At my school, teachers are utilizing these textbooks to enhance their comprehension of challenging topics, which is highly commendable.

Presently, the project is being executed as a school project. However, I firmly believe that this project has the potential to yield a positive impact on a national scale. This belief stems from the overwhelmingly positive feedback received after the project was featured in a widely-read local newspaper. The story garnered significant attention and was extensively shared, resulting in numerous messages of support from various individuals via social media.

Writing textbooks in the vernacular language will greatly enhance the adoption of STEAM subjects among students. Additionally, it will provide non-formal students with the opportunity to engage in independent learning from the comfort of their own homes, alleviating their reliance on teachers.

Presently, I am engaged in the endeavor of securing publication for my books, with the hopeful aspiration that they may be embraced within the curriculum. Nevertheless, the most formidable obstacle that currently presents itself is the exorbitant expenses associated with the printing of these textbooks. It is my firm belief that these books possess the potential to make a profound impact, provided they are made available at a price that is within reach for all.

Should this project prove successful, it would be my utmost desire to persist in the pursuit of crafting additional science textbooks in the Shona language, while simultaneously collaborating with diverse young graduates in order to comprehensively cover a multitude of educational learning areas.

It is disheartening to acknowledge that most students from marginalized areas, who may not have a strong grasp of the English language, will have limited or no participation in the economy.

I sincerely hope that Science Kuvana will continue to flourish and evolve into an examination board that can provide an alternative to the current national examination board. It is my firm belief that students should also have the opportunity to be examined in their native language, allowing them to achieve excellent grades and demonstrate their learning. By obtaining an alternative certificate, they would be better equipped to secure formal employment and pursue further educational opportunities.