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''Zimbabwe'', officially the Republic of Zimbabwe, and formerly Southern Rhodesia, the Republic of Rhodesia and Zimbabwe Rhodesia, is a landlocked country in the southern part of the continent of [[Africa]], between the Zambezi and Limpopo rivers. It is bordered by [[South Africa]] to the south, [[Botswana]] to the southwest, [[Zambia]] to the northwest, and [[Mozambique]] to the east. The official language of Zimbabwe is English. However, the majority of the population speaks Shona, which is the native language of the Shona people, a Bantu Language; the other native language of Zimbabwe being Sindebele, which is spoken by the Matabele people.
''by [[Paul Bacsich]] for [[Re.ViCa]]. Not updated for [[VISCED]]''


''For entities in Zimbabwe see [[:Category:Zimbabwe]]''


See http://en.wikipedia.org/wiki/Zimbabwe.


Zimbabwe is the host nation of the [[University of Zimbabwe]] [[(UZ)]] - see http://www.uz.ac.zw and [[Zimbabwe Open University]] ([[ZOU]]) - see http://www.zou.co.zw.
'''''August 2009''': Given the current instability in Zimbabwe, this article is brief. We require to have an entry on Zimbabwe because there are several institutions of relevance in the country, despite its current difficulties.''


However, there are other providers with interest or capability in e-learning, for example:
''All URLs in the article were last checked on 18 August 2009. The evidence then was that many post-secondary institution web sites are functional but that internet access to them is extremely slow.''


* Theological College of Zimbabwe - http://tcz.co.zw/moodle/
* Chinhoyi University Of Technology - http://www.cut.ac.zw/indexx.html
* Africa University Virtual Classroom - http://www.africau.ac.zw/index.php?cal_m=10&cal_y=2006
* National University of Science and Technology (NUST) - http://www.nust.ac.zw


== Partners situated in Zimbabwe ==


None.




===Partners situated in Finland: ===
== Zimbabwe in a nutshell ==
(Sourced from http://en.wikipedia.org/wiki/Zimbabwe)


* [http://www.dipoli.tkk.fi/english/index.html Lifelong Learning Institute Dipoli (TKK Dipoli) - Helsinki University of Technology]
''Zimbabwe'', officially the '''Republic of Zimbabwe''', and formerly Southern Rhodesia, the Republic of Rhodesia and Zimbabwe Rhodesia, is a landlocked country in the southern part of the continent of [[Africa]], between the Zambezi and Limpopo rivers. It is bordered by [[South Africa]] to the south, [[Botswana]] to the southwest, [[Zambia]] to the northwest, and [[Mozambique]] to the east. The official language of Zimbabwe is English. However, the majority of the population speaks Shona, which is the native language of the Shona people, a Bantu Language; the other native language of Zimbabwe being Sindebele, which is spoken by the Matabele people.


[http://en.wikipedia.org/wiki/Helsinki_University_of_Technology Helsinki University of Technology] is the oldest university of technology in Finland.
[[Image:Zimbabwe.gif|right|thumb|250px|Source : http://www.cia.gov]]
The population of Zimbabwe is best estimated at around 12 million - recent events have included illness and substantial emigration.


==Finland in a nutshell==
The capital and largest city of Zimbabwe is Harare.


[[Image:Fi-map.gif|left|thumb|Source: https://www.cia.gov/library/publications/the-world-factbook/geos/fi.html]]
Zimbabwe has a centralised government but is divided into eight provinces and two cities with provincial status, for administrative purposes. Each province has a provincial capital from where official business is usually carried out.




'''Economy'''


Finland, officially the '''Republic of Finland''', is a Nordic Country situated in Northern Europe. It is the eighth largest country in Europe in terms of area and the most sparsely populated country in the European Union. Finland has been a member of the European Union since 1995, independent since 1917 and autonomous since 1809. The capital city is Helsinki.
The economy of Zimbabwe has recently been seriously affected by very high unemployment, hyperinflation, and population displacement within and to outside the country. Twenty years ago it was one of Africa's strongest economies but is now one of the world's worst. The country has reserves of metallurgical-grade chromite - other commercial mineral deposits include coal, asbestos, copper, nickel, gold, platinum and iron ore. However, its ongoing political turmoil and one of the world's highest rate of inflation have greatly hampered its progress. Farm production has also been seriously disrupted.


It is to be hoped that when political stability returns the natural talent and educated background of many Zimbabweans will suffice to regenerate the economy within a few years.


The population of Finland is some 5.3 million inhabitants and the majority is concentrated in the south: 71 % of Finns live in towns or in urban areas, whereas only 29 % live in rural areas. Finland has two official languages: Finnish and Swedish. Finnish is spoken by 91.5 % and Swedish by 5.5 % of the population. Sami (Lappish) is the mother tongue of about 1,700 people.
== Zimbabwe education policy ==


== Zimbabwe education system ==
(sourced from http://en.wikipedia.org/wiki/Education_in_Zimbabwe)


Finland is a democratic, parliamentary republic with a central government and local governments in 415 municipalities. Greater Helsinki (including Helsinki, Espoo and Vantaa) totals over a million residents and a third of the GDP. Other major cities include Tampere, Turku and Oulu.
The Ministry of Education, Sport and Culture maintains and operates the government schools.


==Finnish education policy==
Zimbabwe had an adult literacy rate of approximately 90% which is amongst the highest in Africa. However, since 1995 the adult literacy rate of Zimbabwe has steadily decreased.


Finnish education and science policy stresses quality, efficiency, equity and internationalism. It is geared to promote the competitiveness of Finnish welfare society. Sustainable economic development will continue to provide the best basis for assuring the nation's cultural, social and economic welfare. The overall lines of Finnish education and science policy are in line with the EU Lisbon strategy.
The majority of the wealthier portion of the population send their children to independent schools as opposed to the government-run schools (which have lower fees) which are attended by the poorer members of the population. School education was made free in 1980, but since 1988, the government has steadily increased the charges attached to school enrollment.  


A major characteristic of Zimbabwean schools was the high priority given to sports, clubs and activities by the community, the parents, the schools and the students themselves. Extracurricular activities are educational activities not falling within the scope of the regular curriculum but under the supervision of the school. These activities can extend to large amounts of time outside the normal school day. Student participation in sports programmes, drill teams, bands, and spirit groups can amount to hours of practices and performances


In Finland, the basic right to education and culture is recorded in the Constitution. Public authorities must secure equal opportunities for every resident in Finland to get education also after compulsory schooling and to develop themselves, irrespective of their financial standing. Legislation provides for compulsory schooling and the right to free pre-primary and basic education. Most other qualifying education is also free for the students, including postgraduate education in universities.
The ZARNET page http://www.zarnet.ac.zw/html/academic.html notes that:


: Zimbabwe has a total of 1 573 secondary schools and 4 767 primary schools in the whole country.For more information, visit the Zimbabwe Schools Website (this is not active).


Parliament passes legislation concerning education and research and determines the basic lines of education and science policy. The Government and the [http://www.minedu.fi/OPM/?lang=en Ministry of Education], as part of it, are responsible for preparing and implementing education and science policy. The Ministry of Education is responsible for education financed from the state budget. The Government adopts a development plan for education and research every four years.


==Finnish education system==
== Higher education ==


The Ministry of Higher and Tertiary Education is the government ministry responsible for university and college education in Zimbabwe. it has a web page at http://www.mhet.ac.zw but internal evidence suggests that it is two years out of date.


[[Image:Koulutusjarjestelma eng.jpg|right|frame|Source: http://www.edu.fi/english/SubPage.asp?path=500,4699


Another graphic can be downloaded as a [[Media:Finnish_education.pdf‎| PDF]] (1 page)]]
=== Universities in Zimbabwe ===


The page http://en.wikipedia.org/wiki/List_of_universities_in_Zimbabwe gives the universities in Zimbabwe as the following:


# University of Zimbabwe, the first and largest, situated in Harare - http://www.uz.ac.zw
# National University of Science and Technology, Zimbabwe (NUST), the second state university - http://www.nust.ac.zw/
# Africa University, in Mutare - http://www.africau.edu/ (site inaccessible)
# Midlands State University -  http://www.msu.ac.zw/ (site inaccessible)
# Bindura University of Science Education - http://www.buse.ac.zw/ (site inaccessible)
# Chinhoyi University of Technology - http://www.cut.ac.zw/
# Great Zimbabwe University - seems to have no URL but see http://www.sarua.org/?q=uni_Great+Zimbabwe+University
# Catholic University in Zimbabwe - appears to have no web site
# [[Zimbabwe Open University]]
# Women's University in Africa - but this is not listed at http://www.zarnet.ac.zw/html/academic.html
# Solusi University - http://www.solusi.ac.zw/
# Lupane State University - appears to have no web site


The Finnish education system is composed of nine-year basic education (comprehensive school), preceded by one year of voluntary pre-primary education; upper secondary education, comprising vocational and general education; and higher education, provided by universities and polytechnics. Adult education is available at all levels.
The ZARNET page http://www.zarnet.ac.zw/html/academic.html lists most of these, but notes that some do not seem to have web sites.




'''Students’ opportunities to progress from one level of education to the next are safeguarded by legislation.''' Both general and vocational upper secondary certificates provide eligibility for further studies in universities and polytechnics. A student completing one level is always eligible for the next level of studies. The qualifications of each level are governed by a separate Act of Parliament. '''Finnish education is free of charge at all levels.'''
=== Polytechnics in Zimbabwe ===


The ZARNET page http://www.zarnet.ac.zw/html/academic.html lists the ones below, but does not give any URLs (those noted have been discovered separately):


Basic education is general education provided for the whole age group. Upper secondary education consists of general education and vocational education and training (vocational qualifications and further and specialist qualifications). The higher education system comprises universities and polytechnics, in which the admission requirement is a secondary general or vocational diploma.
# Harare Polytechnic - http://www.hrepoly.ac.zw/ - it notes the "Graduation Ceremony on the 4th september 2009"
# Bulawayo Polytechnic - stub web site at http://www.bulawayopoly.ac.zw/Vision.htm
# Mutare Technical College (possibly now Mutare Polytechnic)
# Masvingo Technical College
# Kushinga-Phikelela Technical college
# Gweru Technical College
# Kwekwe technical College
# Belvedere Teachers College
# ARRUPE College, Jesuit School of Philosophy and Humanities


==Higher education==


===Universities in Finland===
== Higher education reform ==


'''Universities, which are academic or artistic institutions, focus on scientific research and research-based education.''' They confer Bachelor’s, Master’s, Licentiate and Doctoral degrees. At the moment (June 2008), Finland has '''20 universities''' and a National College for Defense, which work on the principles of academic freedom and autonomy. They are very independent in their decision-making. All universities are state-run, the government providing some 70 % of their budgets.
=== The Bologna Process ===


== Administration and finance ==


At universities, students can study for lower (Bachelor's) and higher (Master's) degrees and scientific or artistic postgraduate degrees, which are the licentiate and the doctorate. It is also possible to study specialist postgraduate degrees in the medical fields. In the two-cycle degree system, students first complete the Bachelor's degree, after which they may go for the higher, Master's degree. As a rule, students are admitted to study for the higher degree. Universities also arrange separate Master's programs with separate student selection, to which the entry requirement is a Bachelor's level degree or corresponding studies.


== Quality assurance ==


Studies are quantified as credits (ECTS). One year of full-time study corresponds to 60 credits. '''The extent of the Bachelor's level degree is 180 credits''', and it is aimed to take some three years. '''The Master's degree is 120 credits''', which means two years of full-time study on top of the lower degree. In some fields, such as medicine, the degrees are more extensive and take longer to complete.
The National Council for Higher Education is the state body responsible for accreditation of universities in Zimbabwe, under the guidance of the Ministry of Higher and Tertiary Education. This was set up in 2006 - see http://www.law.co.zw/downloads/statutes/25/Zimbabwe%20Council%20For%20Higher%20Education%20Act.pdf




University postgraduate education aims at a doctoral degree. In addition to the required studies, doctoral students prepare a dissertation, which they defend in public. The requirement for postgraduate studies is a Master's or corresponding degree. Universities also offer fee-charging continuing education and Open University instruction, which do not lead to qualifications but can be included in an undergraduate or postgraduate degree.
== Zimbabwe's HEIs in the information society ==


The NREN for Zimbabwe is ZARNET, the Zimbabwe Academic and Research Network - see http://www.zarnet.ac.zw/


Universities select their students independently and entrance examinations are an important part of the selection process. An admitted student may only accept one student place in degree education in a given academic year. The aim is to simplify student selection procedures by means of a joint universities application system to be introduced in the academic year 2008 – 2009.
This appears functional even if connections are slow.




At the moment (June 2008), there are '''10 multi-faculty universities''', '''6 specialized universities''', '''4 art academies''' and a '''National College for Defense in Finland'''. Annually (2006), some 20,000 new students attend university education, whereas the total number of students is some '''160 000'''. The number of Master’s degrees completed at universities during 2006 totaled '''13,100'''. The number of doctorates, in turn, amounted to 1,410. The average drop-out rate (2005) is only about 5.0 %.
=== Towards the information society ===


===Polytechnics in Finland===
=== Information society strategy ===


'''The first polytechnics were set up on an experimental basis in 1991''', the aims being to raise the standard of higher vocational education, to make Finland’s training and qualifications more internationally competitive, to respond to the demands for new skills, to enhance the attraction of vocational education and to increase the efficiency of vocational education system. The reform was launched on the basis of guidelines issued by the government, and responsibility for bringing courses up to non-university higher education standard was entrusted to the institutions taking part in the experiment.


== Virtual Campuses in HE ==


The first permanent polytechnics started operating in 1996 after a thorough evaluation process. In 2003, the polytechnics were given the same autonomy as universities. Till then, they had operated under the supervision of the Ministry of Education. '''The higher polytechnic degree was established in 2005''' after a 5-year experiment. Additionally, the polytechnic reform entailed a total reorganization of other vocational education, the post-secondary college level being completely phased out, the post-comprehensive level being expanded, and the apprenticeship training gradually being increased.
=== Interesting Virtual Campus Initiatives ===


The [[Zimbabwe Open University]] ([[ZOU]]) - see http://www.zou.co.zw. This is currently advertising for its August 2009 intake - see http://www.zou.co.zw/academic/Apply/ZOU_Aug_2009_intake.pdf


'''Polytechnics, also known as universities of applied sciences, offer work-related education in response to labor market needs.''' Degree studies give a higher education qualification and practical professional skills. They comprise core and professional studies, elective studies and a final project. All degree studies include practical on-the-job learning. There are no tuition fees in degree education, and the students can apply for financial aid.


=== Interesting Programmes ===


At the moment (June 2008), there are '''28 polytechnics''' in the Ministry of Education sector: seven are run by local authorities, 11 by municipal education consortia and 10 by private organizations. In addition, there is the Åland University of Applied Sciences in the self-governing Province of Åland and the Police College subordinate to the Ministry of Interior. The polytechnics are co-financed by the government and local authorities.
There are some providers with interest or capability in e-learning but it is not clear how active they are:


* [[Theological College of Zimbabwe]] - http://tcz.co.zw/moodle/ - appears functional but there are only 3 messages on the site in the last six months
* [[Chinhoyi University Of Technology]] - http://www.cut.ac.zw/indexx.html
* [[Africa University Virtual Classroom]] - http://www.africau.ac.zw/index.php?cal_m=10&cal_y=2006 (site inaccessible)
* [[National University of Science and Technology]] (NUST) - http://www.nust.ac.zw


'''The extent of polytechnic degree studies is generally 210 − 240 study points (ECTS), which means 3.5 – 4 years of full-time study.''' This education is arranged as degree programs. The entry requirement is a certificate from an upper secondary school or the matriculation certificate, a vocational qualification or corresponding foreign studies. The requirement for Master's studies in polytechnics is a Bachelors' level polytechnic degree and at least three years of work experience. '''The polytechnic Master's, which is 60 – 90 study points and takes 1.5 – 2 years, is equivalent to a university Master's in the labor market.'''
We do not feel at present that any qualify as Programmes.




A total of '''133,300''' students attended polytechnic education leading to a degree in 2007. This was 700 students more than the year before. The number of new students was 36,600. In addition, a total of '''21,000''' degrees were obtained. The number of foreign students attending education leading to a degree was 5,400, 17 % more than the year before. In 2007, the number of degrees obtained by foreign students increased by 11 % from previous year and stood slightly over 500. The number of students attending education leading to a higher polytechnic degree was 3,400, which was 1,300 students more than the year before. Higher polytechnic degrees were obtained by 360 students.
=== Re.ViCa Case-study ===


==Higher education reform==
None.


===The Bologna Process===


The Finnish higher education reform derives from the Bologna Declaration. In order to strengthen the position of Finnish universities in the European Higher Education Area, Finland has reformed the degree structure and is currently devising an international strategy for the Finnish higher education system. Another important means has been the strengthening of quality assurance in Finnish universities and polytechnics. The new two-cycle degree system was adopted by Finnish universities in August 2005, whereas polytechnics have kept the present system. The degrees were reformed compatible with the ECTS at the same time.
==  Lessons learnt ==


In Finland, universities and polytechnics have adopted the Diploma Supplement. It is a document jointly designed by the EU, the Council of Europe and UNESCO to provide information about the studies completed by the student, the status of the degree and the qualification provided by the degree for further studies and for jobs. The universities and polytechnics have a statutory duty to issue a Diploma Supplement to the student on request.


===Structural development===
== References ==


The Finnish higher education system consists of two complementary sectors, where universities and polytechnics have different missions and profiles (dual model). Universities focus on scientific research and research-based education, whereas polytechnics offer work-related education in response to the labor market needs. The Finnish higher education system is currently undergoing a structural development process, which is meant to be completed by 2012. According to the Ministry of Education, the aims of structural development can be listed as following (Ministry of Education. 2008a):
* Education in Zimbabwe, http://www.sacmeq.org/education-zimbabwe.htm


* The quality of teaching and research improves.
* The impressiveness of education and research strengthens.
* The internationalization proceeds.
* The level of know-how arises and the competitiveness strengthens.
* The strengths of higher education are pulled together.
* The co-operational structures and administration evolve.
* The public research system functions better.
* The alternatives in individual education diversify.
* Services for students and researchers improve.


----
> [[Countries]]
<br>
>> [[Main Page]]


Additionally, the Ministry of Education has given recommendations and guidelines for the goals of structural development in Finnish higher education institutions.
[[Category:Zimbabwe| ]]
 
[[Category:Africa]]
=====Table I: HEIs' key figures in 2006 and vision 2020=====
[[Category:Sub-Saharan Africa]]
{| border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
[[Category:Southern African Development Community]]
|-valign="top" style="background: #ECE5B6;"
!width=""|''' '''
!width=""|'''Polytechnics (2006)'''
!width=""|'''Polytechnics (2020)'''
!width=""|'''Universities (2006)'''
!width=""|'''Universities (2020)'''
|-valign="top"
| Number of institutions || 29 || max. 18 || 20 || max. 15
|-valign="top"
| Students (FTE) || 105,000 || 95,000 || 120,000 || 105,000
|-valign="top"
| Students (FTE) / teachers (%) || 17.8 || 16.0 || 14.3 || 12.5
|-valign="top"
| Basic degree / teachers (%) || 3.5 || 3.7 || 1.6 || 1.9
|-valign="top"
| Passing percentage (%) || 70.3 || 76.0 || 55.4 || 70.0
|-valign="top"
| Graduate employment and continuation to postgraduate studies (%) || 88.7 || 90.8 || 88.8 || 91.0
|-valign="top"
| Doctorate degrees / professor (%) || - || - || 0.6 || 0.8
|-valign="top"
| Scientific publications / teaching and research staff (%) || - || - || 1.7 || 2.2
|}
 
 
====Structural development in universities====
 
In years 2006 – 2007, the Ministry of Education allocated some 18 M€ for the structural development of universities. In addition, three leading projects were launched in November 2006: [http://www.innovaatioyliopisto.info/en/ The Aalto University], [http://www.uef.fi/english/ The University of Eastern Finland] and the [http://www.konsortio.fi/ University Consortium in Turku]. The reform will transform universities’ legal status from entities under the State Budget to an independent body corporate. This allows increased autonomy in university finances and administration.
 
 
The Aalto University is a new university, which will be created through a full merger of three existing universities: [http://www.hse.fi/EN/frontpage Helsinki School of Economics], [http://www.tkk.fi/en/index.html Helsinki University of Technology] and [http://www.taik.fi/en/ University of Art and Design Helsinki]. The University of Eastern Finland is a new university built from two current universities in Eastern Finland: [http://www.joensuu.fi/englishindex.html University of Joensuu] and [http://www.uku.fi/english/ University of Kuopio]. [http://www.utu.fi/en/ University of Turku] and [http://www.tse.fi/EN/Pages/Default.aspx Turku School of Economics], in turn, make the University Consortium in Turku, which is then supposed to build up a new kind of university 3 years later.
 
 
 
In addition to the aforementioned projects, universities are supported in their collaborative projects and in collaboration with the polytechnics and other parties. Some internal development projects are also supported. The structural development in universities has not only been ministry-led, but the universities have also taken an active role in the processes.
 
=====Table II: Consequences of the structural development in Finnish universities=====
{| border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Nr'''
!width=""|'''The new university / consortium'''
!width=""|'''Consists of'''
!width=""|'''Starts on'''
|-valign="top"
|1. || Aalto University || (1) Helsinki School of Economics, (2) Helsinki University of Technology and (3) University of Art and Design Helsinki || August 1st, 2009
|-valign="top"
|2. || University of Eastern Finland || (1) University of Joensuu and (2) Univeristy of Kuopio || January 1st, 2010
|-valign="top"
|3. || University Consortium in Turku (new kind of university to be established in 2011) || (1) University of Turku and (2) Turku School of Economics || August 1st, 2008
|}
 
====Structural development in polytechnics====
 
The most significant development projects amongst the polytechnics have been the three merger projects. At the beginning of year 2007, HAAGA University of Applied Sciences and Helsinki Business Polytechnic merged into [http://www.haaga-helia.fi/en HAAGA-HELIA University of Applied Sciences]. [http://www.stadia.fi/english/index.asp Helsinki Polytechnic Stadia] and [http://www.evtek.fi/en/ EVTEK University of Applied Sciences], in turn, will become the [http://www.metropolia.fi/en/ Metropolia University of Applied Sciences] in August 2008, and at the same time some, branch rationalization will be made with [http://www.laurea.fi/internet/en/index.jsp Laurea University of Applied Sciences]. Furthermore, [http://www.syh.fi/index.asp?lang=eng Swedish polytechnic Finland] and [http://www.sydvast.fi/index.php?option=com_content&task=view&id=285&Itemid=300 Sydväst Polytechnic] will become the [http://www.novia.fi/main2.asp?site=english&sektor=null&rightmenu=null Novia University of Applied Sciences] in August 2008.
 
 
It has also been agreed that degree-led education and, thus, 12 units in 11 localities will be closed down. Education programs and areas of responsibilities are united so that education will be organized in groups of no less than 40 students. Additionally, the polytechnics will develop their distribution of work and, thereby, strengthen their profilization. The aim is that some 10 % (~2,500) of new students will be redirected in years 2008 – 2009.
 
=====Table III: Consequences of the structural development in Finnish polytechnics=====
{| border="1" cellpadding="2" class="wikitable sortable" style="font-size:11px;"
|-valign="top" style="background: #ECE5B6;"
!width=""|'''Nr'''
!width=""|'''The new polytechnic'''
!width=""|'''Consists of'''
!width=""|'''Starts / started on'''
|-valign="top"
|1. || HAAGA-HELIA University of Applied Sciences || (1) HAAGA University of Applied Sciences and (2) Helsinki Business Polytechnic || January 1st, 2007
|-valign="top"
|2. || Metropolia University of Applied Sciences || (1) Helsinki Polytechnic Stadia and (2) EVTEK University of Applied Sciences || August 1st, 2008
|-valign="top"
|3. || Novia University of Applied Sciences || (1) Swedish Polytechnic Finland and (2) Sydväst Polytechnic || August 1st, 2008
|}
 
==Administration and finance==
 
Polytechnic education is co-financed by the government and local authorities. The local authorities pay 54.7 % of the cost of basic education, general upper secondary education, vocational education and training and polytechnic education. In addition to its 45.3 % share of statutory funding, the government grants discretionary subsidies to education and its development. As the funds are not earmarked, the education providers can use them at their discretion. In addition to this public funding, polytechnics provide fee-paying services and carry out projects, which also bring them income.
 
 
Funds granted by the Ministry of Education to universities comprise core funding, project funding and performance-based funding. The appropriations and the objectives, direction, evaluation and development of university operations are determined in performance agreements concluded by the universities and the Ministry of Education. Universities also receive a great deal of external financing, e.g. for research projects, and have income from services they provide, such as continuing professional education.
 
==Quality assurance==
 
Quality assurance of higher education is one of the key development areas in efforts to construct a European Higher Education Area (EHEA). In 2005, [http://www.kka.fi/english/ The Finnish Higher Education Evaluation Council (FINHEEC)] launched a project for auditing the quality assurance systems of Finnish higher education institutions (HEIs). The purpose of auditing is to ensure that the HEIs have quality assurance systems in support of continuous and systematic improvement of operations, and that such a system works according to stated objectives, brings out change and has international credibility.
 
 
The FINHEEC audit model is founded in the principle of enhancement-led evaluation and is the universally accepted approach in Finland. The model also conforms to the ENQA Standards and Guidelines for Quality Assurance in the European Higher Education Area.
 
==Finnish HEIs in the information society==
 
===Towards the information society===
 
The nineteen eighties and nineties saw the breakthrough of the use of information technology in a wide spectrum. During that period, the critical amount of users was created inside the world of HE, first in communities of researchers, and then, as a natural continuum also in the researcher education. The birth of CSC and Funet helped Finnish HE to achieve an internationally high level in exploiting information technologies. The rapid expansion of the networks of HEIs allowed the massive access of students into the lateral communication of the community of students.
 
 
This, however, had little or no impact on the teaching of the institutions, except in some fields of natural sciences, medicine and technical sciences, while in the national strategic guidelines for primary and secondary education, including vocational education, the use of ICT in teaching and the systematic improvement of the ICT skills of teachers became a stated goal already in the nineties. For HEIs, it had to be waited that the overall discussion on pedagogy reached the point where it started to evolve into systematic forms. In Finland as elsewhere, the autonomy and decision making of HEIs have not been instrumental in implementing the national strategy in use of ICT in learning.
 
 
In the HEIs in Finland, the introduction of ICT in teaching stemmed largely from a different tradition than in schools and vocational education institutions, where the first wave of interest towards the possibilities of IT in teaching and the later hyper- and multimedia hype were huge. These waves matched well with the emerging conceptions about learning, and the subsequent modern methods which emphasized the student’s independent work exploratory and collaborative learning and process orientation.
 
 
In HEIs, two mainstreams emerged: on the one hand the culture of high-powered computation done in centralized supercomputer environments coupled with computer science, information technology and electronic data processing of the administration, and on the other hand the reflection of the development of different forms of distant teaching into the world of higher education. In this second mainstream, continuing education centers and open universities have played an important role.
 
===Information society strategy period===
 
Development of information society did not become an issue in Finland before the implementation of the first information society strategy in 1995 – 1999. In the HE sector, the focus was on improving the computer facilities, networks, library applications and applications serving the information and communication needs of researchers. Internet, net communications and learning platforms, net courses, digital materials and learning object repositories had their breakthrough on the period of the first information society strategy actually without significant direction from the strategy. The development of the field was so fast that the strategy work was falling behind, which was quite natural particularly at that time. Strategy work served decision-making and the mainstream of education, not the forerunners.
 
 
At the same time, an interesting convergence of several separate small traditions into a wide and diverse mainstream took place due to the fact that use of ICT in teaching was becoming more widespread. On one side, the experts of ICT in classroom teaching (computer-aided learning) noticed how the Internet was starting to make classrooms virtual. On another side, the education technologists of distant teaching and learning started noticing that network pedagogy offers possibilities beyond electronic distribution of teaching materials, returning assignments through the net or using video conferencing and telephone in communication. Many who had been awakened by the Internet found the research and development done by the forerunners. The virtual, often informal networks of experts and learning started to evolve into genuine flora of lifelong learning, the most famous of course being the worldwide network of Linux users.
 
 
The information strategy for education and research 2000 – 2004 grasped four important challenges for developing information society: 1) ensuring necessary skills for information society; 2) developing network learning environments; 3) securing the structures of information society; and 4) developing digital learning resources. For tackling the challenges belonging to the third group at HEI level, the [http://www.virtuaaliyliopisto.fi/vy_front_page_eng.asp Finnish Virtual University (FVU)] and the [http://www.virtuaaliamk.fi/en/index.html Finnish Online University of Applied Sciences (VirtuaaliAMK)], formerly known as the Finnish Virtual Polytechnic (FVP), were developed as a unifying concept.
 
 
Until the end of year 2006, the guiding document for the FVU and VirtuaaliAMK activities and related projects and networks was the Information Society Program for Education, Training and Research 2004 – 2006. The foci were set on establishing productive and economically viable practices and on encouraging exploitation of ICT in social innovations. The purpose for consolidating the virtual university was that projects and services initially operating on national funding were eventually to be transferred to the respective universities.
 
 
'''For more information see:''' [[Major e-learning initiatives in Finland]].
 
==References==
 
* The Finnish Higher Education Evaluation Council (2006)
:Audits of Quality Assurance Systems of Finnish Higher Education Institutions – Audit Manual for 2005-2007. Publications of The Finnish Higher Education Evaluation Council 4:2006.
 
* Heinonen, O-P. (1997)
:Finland: Restructuring Higher Education. Prospects, vol. XXVII, no.4, December 1997.
 
* Ministry of Education (2000)
:Information Strategy for Education and Research 2000 – 2004. Implementation Plan.
 
* Ministry of Education (2007a)
:Ammattikorkeakoulujen verkostohankkeet. Opetusministeriön julkaisuja 2007:1.
 
* Ministry of Education (2007b)
:Universities 2006 – Annual Report. Ministry of Education publications 2007:19.
 
* Ministry of Education (2007c)
:Suomen virtuaaliyliopistoverkostojen arviointi. Opetusministeriön työryhmämuistioita ja selvityksiä 2007:28.
 
* Ministry of Education (2008a)
:Koulutus ja tutkimus 2007-2012 – kehittämissuunnitelma. Opetusministeriön julkaisuja 2008:9.
 
* Ministry of Education (2008b)
:Korkeakoulujen rakenteellisen kehittämisen suuntaviivat vuosille 2008 – 2011.
 
* [http://www.boldic.net/docs/BOLDIC_Finland_report.pdf BOLDIC – Finland Report. Open and Distance Learning in Finland], PDF - 15 pages
 
* [[Media:Karran_TandPohjonen_J2000a.pdf| Responding to the Vision of the Information Society: First Steps Towards a National Virtual University. A Policy Discussion Paper (PDF)]] by [[Terence Karran]] and Juha Pohjonen, Finland, 2005 (PDF, 124 pages, English) ISBN 951-42-5587-9
 
* [[The_Finnish_Virtual_University._Lessons_and_Knowledge_Exchange_Opportunities_to_Inform_Pan-Canadian_Plans| The Finnish Virtual University: Lessons and Knowledge Exchange Opportunities to Inform Pan-Canadian Plans]], by Joanne Curry, Canada, 2001, PDF, 42 pages, English, ISBN 951-22-6610-5 
 
'''Relevant websites'''
 
* [http://ec.europa.eu/index_en.htm European Commission]
* [http://kka.fi/english/ The Finnish Higher Education Evaluation Council (FINHEEC)]
* [http://www.minedu.fi/OPM/?lang=en Finnish Ministry of Education (MINEDU)]
* [http://www.stat.fi/index_en.html Statistics Finland]
* [http://virtual.finland.fi/ Virtual Finland]




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Latest revision as of 14:36, 10 May 2023

by Paul Bacsich for Re.ViCa. Not updated for VISCED

For entities in Zimbabwe see Category:Zimbabwe


August 2009: Given the current instability in Zimbabwe, this article is brief. We require to have an entry on Zimbabwe because there are several institutions of relevance in the country, despite its current difficulties.

All URLs in the article were last checked on 18 August 2009. The evidence then was that many post-secondary institution web sites are functional but that internet access to them is extremely slow.


Partners situated in Zimbabwe

None.


Zimbabwe in a nutshell

(Sourced from http://en.wikipedia.org/wiki/Zimbabwe)

Zimbabwe, officially the Republic of Zimbabwe, and formerly Southern Rhodesia, the Republic of Rhodesia and Zimbabwe Rhodesia, is a landlocked country in the southern part of the continent of Africa, between the Zambezi and Limpopo rivers. It is bordered by South Africa to the south, Botswana to the southwest, Zambia to the northwest, and Mozambique to the east. The official language of Zimbabwe is English. However, the majority of the population speaks Shona, which is the native language of the Shona people, a Bantu Language; the other native language of Zimbabwe being Sindebele, which is spoken by the Matabele people.

Source : http://www.cia.gov

The population of Zimbabwe is best estimated at around 12 million - recent events have included illness and substantial emigration.

The capital and largest city of Zimbabwe is Harare.

Zimbabwe has a centralised government but is divided into eight provinces and two cities with provincial status, for administrative purposes. Each province has a provincial capital from where official business is usually carried out.


Economy

The economy of Zimbabwe has recently been seriously affected by very high unemployment, hyperinflation, and population displacement within and to outside the country. Twenty years ago it was one of Africa's strongest economies but is now one of the world's worst. The country has reserves of metallurgical-grade chromite - other commercial mineral deposits include coal, asbestos, copper, nickel, gold, platinum and iron ore. However, its ongoing political turmoil and one of the world's highest rate of inflation have greatly hampered its progress. Farm production has also been seriously disrupted.

It is to be hoped that when political stability returns the natural talent and educated background of many Zimbabweans will suffice to regenerate the economy within a few years.

Zimbabwe education policy

Zimbabwe education system

(sourced from http://en.wikipedia.org/wiki/Education_in_Zimbabwe)

The Ministry of Education, Sport and Culture maintains and operates the government schools.

Zimbabwe had an adult literacy rate of approximately 90% which is amongst the highest in Africa. However, since 1995 the adult literacy rate of Zimbabwe has steadily decreased.

The majority of the wealthier portion of the population send their children to independent schools as opposed to the government-run schools (which have lower fees) which are attended by the poorer members of the population. School education was made free in 1980, but since 1988, the government has steadily increased the charges attached to school enrollment.

A major characteristic of Zimbabwean schools was the high priority given to sports, clubs and activities by the community, the parents, the schools and the students themselves. Extracurricular activities are educational activities not falling within the scope of the regular curriculum but under the supervision of the school. These activities can extend to large amounts of time outside the normal school day. Student participation in sports programmes, drill teams, bands, and spirit groups can amount to hours of practices and performances

The ZARNET page http://www.zarnet.ac.zw/html/academic.html notes that:

Zimbabwe has a total of 1 573 secondary schools and 4 767 primary schools in the whole country.For more information, visit the Zimbabwe Schools Website (this is not active).


Higher education

The Ministry of Higher and Tertiary Education is the government ministry responsible for university and college education in Zimbabwe. it has a web page at http://www.mhet.ac.zw but internal evidence suggests that it is two years out of date.


Universities in Zimbabwe

The page http://en.wikipedia.org/wiki/List_of_universities_in_Zimbabwe gives the universities in Zimbabwe as the following:

  1. University of Zimbabwe, the first and largest, situated in Harare - http://www.uz.ac.zw
  2. National University of Science and Technology, Zimbabwe (NUST), the second state university - http://www.nust.ac.zw/
  3. Africa University, in Mutare - http://www.africau.edu/ (site inaccessible)
  4. Midlands State University - http://www.msu.ac.zw/ (site inaccessible)
  5. Bindura University of Science Education - http://www.buse.ac.zw/ (site inaccessible)
  6. Chinhoyi University of Technology - http://www.cut.ac.zw/
  7. Great Zimbabwe University - seems to have no URL but see http://www.sarua.org/?q=uni_Great+Zimbabwe+University
  8. Catholic University in Zimbabwe - appears to have no web site
  9. Zimbabwe Open University
  10. Women's University in Africa - but this is not listed at http://www.zarnet.ac.zw/html/academic.html
  11. Solusi University - http://www.solusi.ac.zw/
  12. Lupane State University - appears to have no web site

The ZARNET page http://www.zarnet.ac.zw/html/academic.html lists most of these, but notes that some do not seem to have web sites.


Polytechnics in Zimbabwe

The ZARNET page http://www.zarnet.ac.zw/html/academic.html lists the ones below, but does not give any URLs (those noted have been discovered separately):

  1. Harare Polytechnic - http://www.hrepoly.ac.zw/ - it notes the "Graduation Ceremony on the 4th september 2009"
  2. Bulawayo Polytechnic - stub web site at http://www.bulawayopoly.ac.zw/Vision.htm
  3. Mutare Technical College (possibly now Mutare Polytechnic)
  4. Masvingo Technical College
  5. Kushinga-Phikelela Technical college
  6. Gweru Technical College
  7. Kwekwe technical College
  8. Belvedere Teachers College
  9. ARRUPE College, Jesuit School of Philosophy and Humanities


Higher education reform

The Bologna Process

Administration and finance

Quality assurance

The National Council for Higher Education is the state body responsible for accreditation of universities in Zimbabwe, under the guidance of the Ministry of Higher and Tertiary Education. This was set up in 2006 - see http://www.law.co.zw/downloads/statutes/25/Zimbabwe%20Council%20For%20Higher%20Education%20Act.pdf


Zimbabwe's HEIs in the information society

The NREN for Zimbabwe is ZARNET, the Zimbabwe Academic and Research Network - see http://www.zarnet.ac.zw/

This appears functional even if connections are slow.


Towards the information society

Information society strategy

Virtual Campuses in HE

Interesting Virtual Campus Initiatives

The Zimbabwe Open University (ZOU) - see http://www.zou.co.zw. This is currently advertising for its August 2009 intake - see http://www.zou.co.zw/academic/Apply/ZOU_Aug_2009_intake.pdf


Interesting Programmes

There are some providers with interest or capability in e-learning but it is not clear how active they are:

We do not feel at present that any qualify as Programmes.


Re.ViCa Case-study

None.


Lessons learnt

References


> Countries
>> Main Page


For OER policies and projects in Zimbabwe see Zimbabwe/OER

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