A Study of Ethics and Professionalism in Zimbabwe’s Education System

Abstract

There has been a marked decline in the character, moral values and general behaviour of students coming out of the Zimbabwean education system. Accordingly, this study sought to investigate issues of ethics and professionalism in the Zimbabwean education system, and examine how the trend of the gradual erosion of the moral values among people could be reversed. The investigation employed the documentary research method, and used the secondary documentary sources to gather data. The needed reversal of the trend of the gradual erosion of moral values among people required that the education system inculcates the values of hunhu/ubuntu and ethical behaviour among all learners from early childhood to university level. From an examination of the three normative ethical positions, it emerged that a more fruitful model of deciding right from wrong was to be found within deontological frameworks. A range of approaches to the resolution of ethical issues that may crop up and ethical decision-making were presented. Behaving ethically was at the heart of what it entails to be a professional. Some professional and ethical standards that guide the behaviour of members of the education profession were presented. Opinions differ as to whether or not teaching is a profession. While the general consensus said teaching is a profession, some authors viewed teaching as a semi-profession. Finally, a call was made to educator unions to form Professional Educators/ Teachers’ Councils and have codes of professional ethics.