WHEREVER you go, in the cities especially, on bill boards, in newspapers, on the internet they are busy advertising, inviting Zimbabwe’s young to attend university all over the world.
With the exception of a few adverts for studies in the East, the majority are for study in West European countries, as well as Australia, New Zealand and so forth.
These universities are raking in millions of dollars, some demanding as much as US$4 000 per semester, tuition only, boarding fees being additional to this amount.
This massive hemorrhage of our young and talented has implications not only for our economic future, but more so on our political fortunes, especially in the light of Chatham House’s strategy revealed by Richard Dowden in 2013 soon after their puppet Morgan Tsvangirai had lost the July 31 elections. Dowden advises: “We cannot compete with the Chinese in manufacturing, but the one thing Britain has that Africans need is education.
“As African economies go on growing, education would not only be a good earner in the short term, but in the long term would create relationships far into the future.” (The Herald October 9 2013).
He was not speaking for Britain only, but for the European family with whom they are in cohorts about the regime change agenda in Zimbabwe.
This statement practically means that we, the Africans will not only subsidise their economies through the education they sell us, but more importantly, through their universities, they will be grooming an elite which will ensure they have a foothold in our nation, the same foothold they unsuccessfully sought through Tsvangirai and other buffoons who even today refuse to see the writing on the wall.
President Robert Mugabe often underlines that Zimbabwe is the only corner of the globe allocated to us Zimbabweans, the only piece of planet earth we will ever have.
Thus the children that are born into this land are the only allocation of human wealth that God gave us, the only one we will ever have.
These children are equal to what Zimbabwe needs, there are no extras, and for this reason, we cannot afford to lose a single one of them.
Now that our children, our greatest endowment are to be found all over the globe, many times never to come back, who will fill in that deficit?
They are Zimbabweans, they were meant for Zimbabwe, who will do the work in this country which they were born to do?
On June 8 2015, The Herald reported that recently two Zimbabweans distinguished themselves in Electrical Engineering, at Massachusetts Institute of Technology (MIT).
On graduating, they were immediately hired by two companies to create software for them.
Vana ava upfumi hwedu isu veZimbabwe.
When children are born into this land, naturally they love their Zimbabwe, until they start being educated in the opposite direction.
If our children, born as they are with love for their country Zimbabwe, were educated to love and cherish their Zimbabwe, to dedicate themselves to it, and to be prepared to give up their lives for it if necessary, the way their compatriots did in the First Chimurenga, Second Chimurenga, and Third Chimurenga, then we would never lose them.
They would go all over the world as Ambassadors of Zimbabwe, to seek whatever knowledge and skills needed here at home in Zimbabwe, with the express purpose of bringing all this back home and serve Zimbabwe, develop it for the benefit of all its citizens.
They would say: “Vanamai nanaBaba nemi vakuru vedu, tabva kundoshava, tauya noruzivo rwakawedzerwa rwokuvaka Zimbabwe, rwokushandira Nyika yababa.”
They would open companies, employ others, and make Zimbabwe prosper.
They would walk in the footsteps of Cde Tichafa Parirenyatwa, the first ever African medical doctor in Zimbabwe and Cde Hebert Chitepo, the first ever African lawyer in Zimbabwe, who gave it all up, who sacrificed unto death for the sake of Zimbabwe’s freedom.
However, the odds are stacked against our land and its children.
Love for their precious land, dedication to it, emulation of the love and sacrifice of those who died for its liberation do not exist in the Curriculum blueprint recently produced by the Ministry of Primary and Secondary Education.
The liberation struggle, the fact that our country was ever colonised by British armed robbers is not mentioned anywhere, not even once.
As such, the ‘new’ curriculum is tailored to ensure that our children are left completely vulnerable to the hyenas and jackals, they are ripe for picking by Chatham House.
The total absence of ideological grounding for our children in this school curriculum, plays straight into the hands of Chatham House, ‘is it coincidence, we have asked before?’
Our people, our children love to learn, they will go to the ends of the earth to seek knowledge and skills, but the terrain has been structured such that it is in favour of the former British armed robbers and their relatives in Western Europe.
By not challenging the ideology of the former colonisers as is evident in the ‘new’ curriculum, it means the game continues to be played according to the rules of the British armed robbers, and he who designs the rules of the game, never designed them against themselves nor against their interests but they designed them such that they will always win the game.
But then our people fought a protracted bitter war to unseat the British armed bandits and triumphed.
Can we blame the Britons if we voluntarily play the game according to their rules, consequently handing over our children to them on a silver platter?
Dr Mahamba is a war veteran and holds a PhD from Havard University. She is currently doing consultancy work.