ICT and transformation of the learning and teaching of Family and Religious Studies (FRS) in Zimbabwe By Brian Maregedze

The current global health crisis due to the novel Coronavirus (Covid-19) has affected all facets of society in many ways. With focus on the education sector, what mechanisms do exist that allow learning to prevail? Globally, reputable universities, institutes of higher learning, publishing companies have made efforts to offer free access to their reading portals. Resilient mechanisms are being put in place to positively counter the social distancing efforts which foster a health society. Learning from home and employing Information and Communication Technologies (ICTs) offers an alternative to confront this global health crisis. In Zimbabwe, there is a user friendly online learning portal that is beginning to gain more bearing among high school learners. UpperView Dzidzo Online has been active for the past three years and it’s accessible via WhatsApp. WhatsApp is a free messenger application that works across multiple platforms and is being widely used by high school learners to send multimedia messages including simple texts, audios, videos and pictures.

The FRS Dzidzo online is a WhatsApp platform to access Family and Religious Studies Notes, Essays and Template questions and prerecorded audio Lectures. Learners interact with the Family and Religious expert and have opportunity to discuss at given time on topical issues. To date more than 3000 students have been assisted over a period of 3 years and success from learners have made the platforms very popular. To date learners engage with their online teacher as alternatives and compliments to the formal learning. The FRS Dzidzo online has been created to assist learners with the least resources without access to textbooks or teachers. It connects the rural and urban learners through interactive learning in groups or one-on-one for a meagre fee of $ZW35 per month which is less than 1 $USD. Learners access efficient libraries which automate notes past exams, and essays at the learners reach. The have timely lessons in which the teacher post audio lectures and notes. By so doing, both teachers and learners can harness the use of mobile phones.

The Platforms have increased and now subjects offered include Advanced level Family and Religious Studies, Literature in English, Geography, History, Sociology, Business Studies and Economics.  Due to social and economic meltdown in Zimbawe the education system has deteriorated in terms of quality. Teachers have constantly downed their tools and have become arguably less effective. This has affected the learning process which has become erratic and less effective. 

More importantly, the marrow of the Upperview Dzidzo Online system is that it uses codes just like the popular duta. Learners can have access to the whole curriculum's content at their hands, meaning learners access content just as they would do in the library or with a resource centre. The difference is that Upperview Dzidzo Online is the cheapest and popular platform, engaging students were they are most vulnerable to time wasting activities. Most parents subscribe for their children, they say it is better for their children to have online teachers rather spent money on data going online without a focus on productive usage of the internet. WhatsApp bundles are enough to access the Upperview Dzidzo Online groups.

Who is behind Upperview Dzidzo Online?

Forward Bukutu is the face behind Upperview Dzidzo Online. He holds a Bachelor of Arts in Humanities, major in Family and Religious Studies and History (Catholic University), post Graduate in education (Zimbabwe Open University) with a major in FRS /History. He is currently fully engaged with Valley Crest Academy, Parktown-Waterfalls. Besides being an educationists, he enjoys playing cricket.  

Rethinking usage of mobile phones and high school learning

In as much as there are efforts to incorporate ICTs at all levels in Zimbabwe’s education system it remains problematic since some stakeholders are still attached to the “old learning habits.”  The high school learner/s isn’t expected to carry a mobile phone within school premises. Paradoxically, in the same textbooks that learners are reading as prescribed by the New Curriculum dictates, mobile phones are available on the activities side. Learners are expected to use theory in understanding a mobile phone whilst it’s not acceptable according to some school regulations.

Zimbabwe president, Emmerson Mnangagwa recently donated 10 laptops per school in Nyanga-Manicaland Province on the Commissioning of the US$15million Irrigation Project. The schools include Avilla Secondary School, Regina Coeil Secondary, Nyakombe secondary, Chatindo Secondary, Bumhura Secondary Schools, Dewedzo (Makoni), Stirkroen (Chipinge), St. David’s Bonda (Mutasa) and Chikuvire Primary School. These are commendable efforts to support e-learning in both primary and secondary schools. However, e-learning initiatives should go beyond use of laptops. The use of mobile phones is critical to e-learning. At some point, the former Minister of Primary and Secondary education received mixed responses when he endorsed positive appreciation on mobile phone usage. Hence, a paradigm shift towards embracing mobile phones in schools. This, however, doesn’t suggest to say no necessary guidelines are put in place to mitigate negative effects such as absconding lessons to attend to text messages and or calls during the learning process.

Brian Maregedze is an author, historian & columnist. He is a Research Associate with Leaders for Africa Network (LAN), a pan-African research think tank. Has professional membership with Zimbabwe Historical Association (ZHA). He has written textbooks in History and FRS for advanced levels. For feedback, e-mail bmaregedze@gmail.com