ZIMBABWE

NATIONAL ACTION PLAN

OF
ZIMBABWE

EDUCATION FOR ALL

Towards 2015

Harare, 2005
 CONTENTS
Acknowledgement: …………………………………………………………………………. I
Foreword: ……………………………………………………………………………………… ii
Acronyms: ……………………………………………………………………………………. iii
Tables: ………………………………………………………………………………………… iv
Figures: ……………………………………………………………………………………….. v
Executive Summary: ……………………………………………………………………….. vi

Chapter 1: Basic Facts about Zimbabwe ………………………………………………. 7

Chapter 2: Policy Framework …………………………………………………………….. 9

• Rationale for the Policies ……………………………………………. 9
• Some Programmes Under-pinning Policy Initiatives During the
Post-independence Period ………………………………………… 10
• Cross-cutting Issues Under-pinning Policy Initiatives ………….. 11
• The Policies ………………………………………………………… 12
• Implementation Challenges ……………………………………………13

Chapter 3: The Structure of Zimbabwe’s Education System ………………………

14
• Basic Education ……………………………………………………… 15
• Tertiary Education .………………………………………………… 16
• Special Needs Education ………………………………………….. 16
• Life-Long and Continuing Education ……………………………… 16

Chapter 4: Provision and Financing of Education in Zimbabwe ……………………

18
• Church Organisations ………………………………………………… 18
• Central Government ………………………………………………….. 18
• Local Authorities ……………………………………………………… 19
• Other Providers and Financiers of Education and Training. …… 20

Chapter 5: The Six EFA Goals : Past and Present Performance and Challenges …
21
• Early Childhood Education and Care ………………………………. 21
• Access to Primary Education ……………………………………….. 24
• Life-Long Skills ………………………………………………………… 36
• Adult Literacy, Basic and Continuing Education ………………… 41
• Gender Equity in Education …………………………………………. 47
• Quality of Education …………………………………………………. 51

Chapter 6: The Log-frame

Early Childhood Education and Care ……………………………………… 55

Access to Primary Education ………………………………………………. 57
Life-Long Skills ………………………………………………………………. 65
Adult Literacy, Basic and Continuing Education ……………………….. 69
Gender Equity in Education ………………………………………………. 71
Quality of Education …………………………………………………………. 73

i
 ACKNOWLEDGEMENTS

This National Action Plan (NAP) is the result of many hours of work by members of the
Technical Committee of the Education For All (EFA) Campaign in Zimbabwe. The
committee had the full financial, technical and moral backing of the Ministries of Education
Sport and Culture and Higher and Tertiary Education, Zimbabwe National Commission for
UNESCO (ZIMNATCOM), UNICEF and UNESCO.

The following members of the Technical Committee worked tirelessly to produce the
National Action Plan:

Messrs T.G. Machingaidze (EFA Coordinator), C.C. Kuona, P.G. Kajawu, E. Chitando,
F.T. Kanyowa, W. T. Shumbayaonda, C.T. Tambara, M.S. Machawira, Mrs E.
Nhambura, Ms I. Gweme and Ms M. J. Chirapa and Ms S. Rambwawasvika.

Significant contributions were made by representatives from Save the Children (UK), Save
the Children (Norway), UNESCO, UNICEF, Ministry of Education, Sport and Culture,
Ministry of Higher and Tertiary Education and Zimbabwe National Commission for
UNESCO.

Finally, deep gratitude and appreciation is also extended to all stakeholders and
individuals who contributed in one way or another towards the production of this
document.

ii
FOREWORD

Since the attainment of national Independence in 1980, the Government of Zimbabwe has
always believed in and worked towards the provision of education for all its citizens. This
is out of the realisation that the most important resource of any nation is its people and that
the development of the nation is heavily dependent on that resource. The level and rate of
development is also dependent on the level of education of the people. To that end,
Government widened access to education for all Zimbabweans regardless of their age,
race, creed and sex. This resulted in the expansion of existing schools and the
establishment of many new ones. The expansion was even more phenomenal at the
secondary school level. The Government was able to do this with the active support and
participation of many stakeholders and cooperating partners.

Despite this unprecedented growth and development of the education system, the formal
school system could not account for all school-going children. There remained many,
especially in the remote parts of the country and commercial farming and mining areas,
who failed to access education due to the unavailability of schools and poverty. To cater
for the out of school children and adults Non-Formal Education was expanded and
strengthened with the establishment of Programmes for the various categories of learners.

The provision of wider access to education was enhanced by the expansion of the system
at all levels including teacher education. The Presidential Commission of Inquiry Into
Education and Training (1999), was set up to establish, among other things, ways of
increasing access to education.

It is Government’s wish and hope that the achievement of Education For All goals will
enable Zimbabweans to contribute more meaningfully to the nation’s socio-economic and
political development.

The Education For All goals can only be achieved when all Zimbabweans join hands and
pull together. Government will do its best to make resources available to implement the
various Programmes and projects throughout the plan period. The co-operating partners
are also urged to join hands with Government in providing the required additional
resources to make the National Action Plan a reality.

The Honourable A.S. CHIGWEDERE

MINISTER OF EDUCATION, SPORT AND CULTURE

iii
ACRONYMS

ALOZ : Adult Literacy Organisation of Zimbabwe

ANFE : Adult and Non-Formal Education
BEAM : Basic Education Assistance Module
BEST : Better Environmental Science Teaching
BSPZ : Better Schools Programme of Zimbabwe
CSO : Central Statistical Office
CTL : Conditions of Teaching and Learning
ECEC : Early Childhood Education and Care
EFA : Education For All
ESAP : Economic Structural Adjustment Programme
ETRP : Education Transition and Reform Programme
EWP : Education With Production
ISTARN : Informal Sector Training and Resource Network
MERP : Millennium Economic Recovery Programme
MLA : Monitoring Learning Achievement
MHTE : Ministry of Higher and Tertiary Education
MOESC : Ministry of Education, Sport and Culture
NAC : National AIDS Council
NACP : National AIDS Control Programme
NAP : National Action Plan
NER : Net Enrolment Ratio
NESIS : National Education Statistical Information Systems
NGO : Non Governmental Organisation
NIR : Net Intake Rate
PASS : Poverty Alleviation Survey Study
PSIP : Public Sector Investment Programme
PTCE : Part Time Continuing Education
SACMEQ : Southern Africa Consortium for Monitoring Education Quality
SDA : School Development Association
SDC : School Development Committee
SDF : Social Dimensions Fund
SPS and SNE: School Psychological Services and Special Needs Education
SEITT : Science Education In-Service Teacher Training
TVET : Technical and Vocational Education and Training
UNESCO : United Nations Education, Scientific and Cultural Organisation
UNFPA : United Nations Population Fund
UNICEF : United Nations Children’s Fund
UPE : Universal Primary Education
VTCs : Vocational Training Centers
ZABEC : Zimbabwe Basic Education Course
ZALA : Zimbabwe Adult Literacy Association
ZIMDEF : Zimbabwe Manpower Development Fund
ZIMPREST : Zimbabwe Programme for Economic and Social Transformation
ZIMNATCOM: Zimbabwe National Commission for UNESCO
ZINTEC : Zimbabwe Integrated Teacher Education Course
ZJC : Zimbabwe Junior Certificate
ZNCC : Zimbabwe National Crafts Certificate

iv
Tables Page

Table 1 : Zimbabwe Agro-ecological Zones………………………….

Table 2 : Socio-economic Development Indicators ………………..
Table 3 : The Distribution of Schools by Responsible Authority ..
Table 4 : Centres and Environment by Provinces 2001 ………….
Table 5 : ECEC Teachers who have received In-service Training .
Table 6 : Expansion of Primary Education : Schools ………………
Table 7 : Evolution of Primary Education : Enrolments …………..
Table 8 : Evolution of Net Intake Rate (NIR) by Sex ………………
Table 9 : Under and Over-aged Grade One Pupils …………………
Table 10 : Evolution of Enrolment and Population : Primary
Education (6-12 years) ……………………………………..
Table 11 ; Evolution of Net Enrolment Ratio …………………………
Table 12 : Evolution of Participation in Primary Education ………..
Table 13 : Evolution of Out-of-School Population …………………..
Table 14 ; Evolution of Completion Rates : Primary Education …..
Table 15 ; Evolution of Trained and Untrained Teachers –
Primary Education …………………………………………..
Table 16 : National Enrolment of Children with Disabilities in
Primary : 1999 and 2001 ………………………………….
Table 17 : Evolution of Literacy Rates in Zimbabwe ……………….
Table 18 : Study Groups and Enrolments : 2002 ……………………
Table 19 : Part-time continuing Education Classes : 2002 ………..
Table 20 : Independent/Private Colleges and Enrolments 2002…..
Table 21 : Evolution of Gross Enrolment Ratio ………………………
Table 22 : Gross Enrolment in Teachers’ College – 2002 ………..
Table 23 : Gross Enrolment in Technical and Vocational Education ..
Table 24 : Gross Enrolment in Universities (except Zimbabwe
Open University) ………………………………………………...
Table 25 : Trained and Untrained Teachers ………………………………

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Figures Page

Figure 1 : Zimbabwe’s Education System…………………....

Figure 2 : Expansion of Primary Education…………………...

Figure 3 : Evolution of Enrolment Primary Education…….…

Figure 4 : Evolution of Net Intake Rate ………………………

Figure 5 : Under and Over-Aged Grade One Pupils…………

Figure 6 : Evolution of Enrolment and Population Primary

Education (6-12 years) …………………………….

Figure 7 : Evolution of Net Enrolment Ratio …………………

Figure 8 : Evolution of Participation in Primary Education ..

Figure 9 : Evolution of Out-of-School Population

Figure 10 : Evolution of completion Rates in Primary Education..

Figure 11 : Evolution of Trained and Untrained Teachers………..

Figure 12 : Evolution of Literacy Rates in Zimbabwe …………….

Figure 13 : Evolution of Across Enrolment Ratio Primary Education

vi
 EXECUTIVE SUMMARY

The targets of this National Action Plan (NAP) indicate that it is possible to achieve
Education For All (EFA) by 2015 in Zimbabwe; for example, the current Net Enrolment
Ratio (NER) for primary education stands at 94%. It is envisaged that by 2015, a 100%
NER is achievable. The NAP has detailed the activities, resources and the budget
required to achieve the targets.

The report has three major sections. The first section presents the basic facts about
Zimbabwe, gives an overview of the structure of the education system, outlines the major
policy thrusts of access, quality, relevance and equity and indicates the main providers
and financiers of education in Zimbabwe. The second section focuses on the six EFA
goals and treats each goal under background, current situation and challenges. The six
goals as given in the Dakar Framework for Action are:-

Early Childhood Education and Care

Primary education

Life-skills

Adult literacy, basic and continuing education

Gender equity in education and

Quality of education.

The third and final section is the plan of action matrix for all the six goals. The column
headings for the matrix are goal, objectives, activities, timeframe, responsibility, resources,
budget and expected output/outcome.

The main targets to be reached by 2015 are as follows:-

Increase intake of 6 year olds into Grade 1 from 50 to 70%

Increase NER at primary level from 94 to 100% (to capture about 160 600 children)

Increase the completion rate for the primary cycle from 75 to 90%

Reduce drop-out rate in Grade 1 from 12 to 5%

Reduce drop-off rate at primary level from 6 to 2%

Increase transition rate into Form 1 from 70% to 90%

Increase percentage of trained teachers from 90 to 100%

Achieve a pupil/textbook ratio of 1:2

Increase adult literacy rate from 87 to 100%.

The achievement of EFA by 2015 will require total commitment on the part of Government,
mobilisation of all available resources and sensitisation of the total population about the
Programme. While the Government will play a major role in providing the funds for the
implementation of the plan, it is envisaged that other key stakeholders including
international development partners will also play a critical role in supporting the
Programme technically and financially.

1
 CHAPTER 1

BASIC FACTS ABOUT ZIMBABWE

1.1 Location
The country, Zimbabwe (Houses of Stone), is named after the Great Zimbabwe Monument. It
is situated in South Central Africa between the Limpopo and Zambezi rivers. Zimbabwe is a
land locked country with an area of 390,757 square kilometres. It shares borders with Zambia
to the north, South Africa to the south, Mozambique to the east and northeast and Botswana to
the west.

1.2 Population
As at 2002 population census the population was 11 800 000. According to the population
census of 1992, the population of Zimbabwe was 10,401,767. This indicates a growth rate of
about 1.13% per annum. Around 70% of the population of Zimbabwe is rural.

1.3 Agro-Ecological zones

Zimbabwe’s territory falls into five agro-ecological regions according to rainfall patterns, as
depicted in the table below:

Table 1 : Zimbabwe Agro-ecological Zones

Region Rainfall Major Agricultural Activities

I 1000 mm per annum Forestation, horticulture, and intensive livestock
production
II 750 - 1000 mm Intensive crop and livestock production
III 500 - 750 mm Livestock, tobacco, maize
IV 450 - 650 mm Drought tolerant crop varieties
V Less than 450 mm Game farming, ranching

Approximately, 83% of the country lies in natural regions III, IV and V and is unsuitable for
intensive crop production without irrigation. Alternative land use must therefore, be
developed for these areas that currently cannot support economically viable agricultural
production. Therefore the provision of water for irrigation is necessary.

1.4 The Economy and Development Indicators

The economic performance of Zimbabwe revolves around the following major sectors:
agriculture, mining, manufacturing and tourism. The country is a major and important tourist
destination and offers a variety of scenery, wildlife and a perfect climate.

2
 The following are some of the key development indicators:

Table 2: Socio-economic development indicators:

INDICATOR VALUE YEAR

Infant Mortality Rate 2002
Life expectancy at birth (in years) 43 2003
GDP real annual growth rate -5.8 2002
Total debt as a % of GDP - 2002
Education expenditure as % of GDP 8.3 2000
Inflation rate 364 June 2003
Population below the poverty datum line % - 2002
Adult Literacy Rate - 2002
HIV/AIDS prevalence - 2002
Population below 15 years - 2002
Population (rural) with access to safe water % - 2002
Proportion of undernourished children under five % - 2002
Net enrolment ratio at primary 94 2002
Transition rate from primary to secondary 70 2002
Transition rate from ‘O’ to ‘A’ level 8% 2002

Source: Central Statistical Office, 2003

1.5 Government Expenditure on Education

Since independence, the education sector has received, on average, above 20% of
the national budget in a bid to increase access and participation. In the 2002 Budget,
Education, Sport and Culture was allocated 21.2% of the total budget while Higher
and Tertiary Education received 5.4% giving a total of 26.6% of the national budget.
However, 93% of this went to staff salaries and allowances leaving only 7% for
learning materials, infrastructural development and maintenance.

1.6 Enrolments
The net enrolment ratio at primary level is 94% while that at secondary is 45%. The
transition rate from primary to secondary is 70% while that of Form 4 to lower sixth is
8%. However, the current expansion at Advanced Level should see an improvement
in the transition rate from Ordinary to Advanced Level.

3
 CHAPTER 2

POLICY FRAMEWORK

2.1 Rationale for the Policies

The pre-independence era was characterised by policies which were

discriminatory in nature and which marginalized and disadvantaged the
majority of the population. While education for the white children was made
free and compulsory as far back as 1935, education for the black population
remained a privilege. Between 1951 and 1955, for example, the expenditure
for African education was £2 209 389 (42% of the total education budget)
against the vote for European education of £3 096 175 (58% of the total
education budget). The discrepancy becomes even more apparent when one
considers that there were 56 000 White and Asian pupils against 800 000
African pupils. The annual unit cost per European pupil was £126 compared
to £6 per African pupil.

Participation rates for the majority of the population remained low at both
primary and secondary school levels. There were bottlenecks throughout the
system, the most serious of which was the transition rate from primary to
secondary education, which was fixed at a rate of not more than 12½%. Not
more than 37½ % of primary school graduates were channelled to vocationally
oriented junior secondary schools while the remaining 50% were expected to
fend for themselves.

The need to address these and other imbalances in the education system
formed the basis for the post-independence policies. At independence in
1980, education policies in Zimbabwe were a result of a deliberate effort by the
Government which came into power, to address the gross inequalities and
imbalances which existed. The Government acknowledged that education
was the key to socio-economic and political transformation. It also
acknowledged that education was a basic human right, which played a pivotal
role in combating ignorance, disease and poverty.

Pre-service training for teachers was mostly provided by missionaries, with

government providing training facilities at a few institutions. At technical and
vocational education and training level, segregation also existed, for example
at Harare Polytechnic, blacks were barred from enrolling into any
Programmes. Access to University education was limited due to inadequate
capacity of the existing University. This was made worse by the segregation
policies that prevailed throughout the education and training system.

Tertiary education in Zimbabwe is after at least four years secondary

education. Post secondary education is offered by a number of government
ministries and private institutions. The Ministry of Higher and Tertiary
Education is responsible for pre-service training of teachers. In addition, it is
also responsible for vocational and technical education and universities.
However, both ministries (Ministry of Education, Sport and Culture and Ministry
of Higher and Tertiary Education), are involved in the in-service training of
teachers. Staff development Programmes involving additional academic and

4
 professional qualifications are the responsibility of the Ministry of Higher and
Tertiary Education.

2.2 Some Programmes Under-pinning Policy Initiatives during the Post-independence

Period
A number of policy initiatives from a national context formed the background to
some of the education policies. The following are some examples of such
initiatives.

2.2.1 The Economic Structural Adjustment Programme

At independence, primary education was declared tuition free. This situation

prevailed during the first ten years of independence. However, when the
Economic Structural Adjustment Programme was introduced during the early
nineties, tuition fees were reintroduced in urban primary schools as a cost
recovery measure.

2.2.2 Zimbabwe Programme for Economic and Social Transformation

From 1996 to 2000, Government implemented the Zimbabwe Programme for

Economic and Social Transformation (ZIMPREST). This, among other
things, advocated for the decentralisation of certain functions to local
authorities. The education sector has gone a long way in implementing this
policy. There has however, been protracted discussions on the merits and
demerits of decentralisation. It has been argued that some local authorities
have not yet developed the requisite capacities to administer the delivery of
quality education services. Nevertheless, individual Ministries have identified
the tasks they are prepared to hand over to local authorities. For example,
the Ministry of Education, Sport and Culture has decentralised the siting of
schools and is now channelling building Grants-in-Aid through the local
authorities.

2.2.3 Presidential Commission of Inquiry into Education and Training (1999)

As a result of public concern regarding the relevance and quality of

education, a Presidential Commission of Inquiry into Education and Training
was set up and it produced a report in 1999. One of its major
recommendations was that the education system should prepare children for
the world of work by equipping them with basic survival, technical and
vocational skills.

2.2.4 The Basic Education Assistance Module (BEAM)

As the percentage of families living below the poverty datum line continued
to rise due to the country’s economic downturn, the Government introduced
the BEAM Programme as a social safety net in 2001. The Programme pays
levies, school and examination fees for children from disadvantaged families.
It is a successor to and an improvement on the Social Dimensions Fund
(SDF), which was also used for the same purpose. This initiative upholds
the policy of access to eleven years of school education for all children.
Government has taken measures to ensure greater efficiency and

5
 transparency in the administrative controls of BEAM to ensure that only
deserving pupils get assistance from the Programme.

Although BEAM has greatly increased access to education for many learners who
would otherwise have dropped out of school due to destitution, it still falls far short
of meeting the needs of the many families that are living below the poverty datum
line (61% in 1996). Furthermore, another problem with the BEAM is that
beneficiaries in one year are not necessarily going to benefit in the following year.

BEAM is not the only assistance Programme that was available from government.
There were other social assistance Programmes such as the:

• Income Transfer and Public Works;

• Children in Specially Difficult Circumstances;
• Health Fee Waivers.

2.3 Cross Cutting Issues Under-pinning Policy Initiatives

2.3.1 HIV/AIDS, Health and Life Skills Education

Zimbabwe is one of the countries experiencing the worst effects of the

HIV/AIDS pandemic. The scourge now poses a serious threat to all the post
independence gains in education. The government has responded to the
situation by establishing the National Aids Council and a National Aids
Policy. The Council co-ordinates implementation of AIDS Programmes
through a variety of activities in partnership with NGOs and other
stakeholders.

The different public sectors, which include Health, Education, Mining,

Tourism and others, have put in place sectoral policies meant to combat the
spread of HIV/AIDS and mitigate its devastating effects. The two ministries
of education, with the assistance of their partners, have incorporated
HIV/AIDS and Life Skills into their curriculum. Teachers have also received
in-service training on this important component.

2.3.2 Gender Equity and Equality

Gender inequality has remained one of the persistent causes of disparities in

education. Deep-rooted negative attitudes against girls education militate
against their active participation particularly in Maths and Science. However,
after the Beijing conference in 1995, the government developed a National
Gender Policy which seeks to address among other things the gender
insensitivity through education and training.

2.3.3 Poverty

The persistent drought and the poor performing manufacturing mining and
tourism sectors have resulted in little economic growth and this has caused

6
 serious poverty levels in both rural and urban areas. It is estimated that 80%
of Zimbabwe’s population is currently living below the poverty datum line.

The net result of the above scenario is that many children drop out of school
as their parents or guardians fail to raise fees for the education of their
children. Some children of school going age even fail to register for grade
one as their parents/guardians struggle to have even one meal a day. While
Government has come up with some initiatives to address this problem,
much still remains to be done.

2.4 The Policies

The two ministries of education have policies, which address major issues in the
following areas to achieve education for all: -

2.4.1 Improving access to primary, secondary and tertiary education;

2.4.2 Improving the quality of education services including sport and culture;
2.4.3 Improving the relevance of the curricula at the various levels of the system to
cater for the contemporary and future needs of the youth;
2.4.4 Ensuring equity in the provision and delivery of education services with
special focus on marginalized and disadvantaged groups, including the Girl
Child;
2.4.5 Ensuring an adequate and well trained teaching force;
2.4.6 Strengthening partnerships between Government, parents, the community
and the private sector in meeting the costs of education and training;
2.4.7 Intensifying efforts to improve early childhood education and care;
2.4.8 Providing Programmes for adults so as to create opportunities for life-long
and continuing education;
2.4.9 Increasing access to information and communication technology at all levels
of the education system;
2.4.10 Paying greater attention to the education of children with special needs with
particular focus on the practice of inclusiveness and teacher education;
2.4.11 Intensifying the development of Science and Technology at school level; and
2.4.12 Strengthening the teaching and learning of vocational and technical
education at school level.

2.5 Implementation Challenges

There are a number of challenges that have to be addressed in implementing the

above policies. Major among these are the following:

2.5.1 Achieving a 100% net enrolment ratio;

2.5.2 Developing adequate infrastructure;
2.5.3 Supplying adequate learning and teaching materials;
2.5.4 Providing qualified teachers, particularly in remote schools;
2.5.5 Providing adequate and appropriate equipment for the effective teaching of
technical and vocational subjects;
2.5.6 Promoting corporate participation in education;
2.5.7 Integrating early childhood education and care into the education system;
2.5.8 Providing electricity, and information and communication technologies and
back up services;
2.5.9 Improving road networks and social services.

7
8
 CHAPTER 3

The Structure of Zimbabwe’s Education System

3.0 Introduction
Zimbabwe has two Ministries of Education. These are: The Ministry of Education,
Sport and Culture and the Ministry of Higher and Tertiary Education. Ministry of
Education, Sport and Culture caters for Early Childhood Education and Care,
Primary and Secondary Education. The Ministry of Higher and Tertiary Education is
responsible for university, technical and teacher education.
Figure 1. below summarizes the country’s education system.

Figure 1: Zimbabwe’s Education System

3.1 Basic Education

9
Zimbabwe’s basic education system comprises:
• Early Childhood Education and Care (ECEC) system;
• Primary School Education cycle comprising 6 – 12 year olds;
• Secondary education up to ‘O’ level;
• Life long and continuing education.

3.1.1 Early Childhood Education and Care

Early Childhood Education and Care is a three-year cycle for 3–6 year olds.
The MOESC has a new policy which incorporates ECEC into the primary
education cycle. To this end at least 2 ECEC classes should be attached to
every primary school. The MHTE has already started training ECEC
teachers.

3.1.2 Primary Education

Primary education is a 7-year cycle and the official entry age is 6 years. This
Programme espouses the policy of compulsory education and automatic
promotion from one level to the other. There is a national examination, at the
end of the cycle. Due to the shortage of secondary schools in some
disadvantaged areas and the inability to raise the required school fees by
some parents the national examination becomes terminal to about 30% of
the pupils at the Grade 7 level.

3.1.3 Secondary Education

Secondary education in Zimbabwe comprises a four-year General Certificate
of Education, (Ordinary Level). The official entry age is 13 years. There is
automatic progression from Form 1 to Form 4.

Zimbabwe is one of the countries that follow the British system of education.
Students sit for the General Certificate of Education Ordinary Level at the
end of four years of secondary education. This examination is equivalent to
the Cambridge University General Certificate at ordinary level from which it
emanated.

After the ‘O’ Level, students who succeed can proceed to do a 2-year
General Certificate of Education Advanced Level cycle. This is a restricted
cycle since progression is on merit and the number of places is also limited.

General Certificate of Education (Advanced Level) examination is the entry

requirement into university. However, Zimbabwean students are accepted
into universities outside Zimbabwe on the strength of their General
Certificate of Education Ordinary – Level examination results.

Those who pass ‘O’ level but fail to proceed to do ‘A’ level can do any of the
following:

• Teacher education
• Nursing education
• Agricultural education and training

10
 • Polytechnic education
• Industrial training and trade testing

3.2 Tertiary Education

Tertiary Education in Zimbabwe comprises a multiplicity of Programmes

offered in different types of institutions that include technical and vocational
training colleges, teacher colleges and universities. The duration of these
Programmes varies from Programme to Programme and course to course.

3.2.1 Technical and Vocational Education and Training (TVET)

In Technical and Vocational Education and Training (TVET) the
duration of the Programmes varies from short to long term courses.
On completion of a Programme, students are awarded either
certificates or diplomas with the Higher National Diploma being the
highest qualification awarded by the Polytechnics.

3.2.2 Teacher Education

Teacher education colleges produce qualified teachers for primary,
secondary, technical high schools and vocational training Centers.
The pre-service teacher education Programme is open to those who
have successfully completed either their ‘O’ levels or ‘A’ levels. Entry
into primary school teacher education colleges is ‘O’ level and the
duration of the course is three years. For secondary school teacher
education the entry requirement is ‘A’ level and the duration is
generally two years. On completion the trainees are awarded the
Diploma in Education.

3.2.3 University Education

In Zimbabwe, entry into University is the preserve of those who would
have successfully completed their ‘A’ levels. The duration of the
under graduate degree Programmes is usually three years, although
there are some Programmes that last longer like applied sciences.
The Universities also offer postgraduate degrees at masters and
doctoral level. A recent development has been the introduction of
distance and open learning at University level. This is through the
Zimbabwe Open University.

3.3 Special Needs Education

Up until independence, Government’s involvement in the provision of special

needs education had been minimum compared to that of the other players.
Government owned only three schools while the other players had twenty-
seven schools.

After independence, Government legislated for the provision of education for

all. In democratised the functions of the Schools Psychological Services to

11
 cover all schools. It went on to create an enlarged Schools Psychological
Services and Special Needs Education Division to cater for learners with
special needs. This division faces a lot of challenges due to inadequate
resources.

3.4 Life long and Continuing Education

Running parallel to the formal education system, in Zimbabwe, is the

complementary life long and continuing education system. It aims at
according access to and participation in education to the previously denied
and disadvantaged members of the society. Adult Literacy classes and
Distance Education are used to reach these learners.

3.4.1 The Adult Literacy Programme

• Adult Literacy Classes teach basic numeracy, writing and reading

skills.
• Post/Functional Literacy classes impart life-long skills through
income-generating projects.
• The Zimbabwe Basic Education Course (ZABEC) is the
equivalent to the formal primary education course. The course
evolves through three levels, which are:
o ZABEC 1 which is equivalent to Grades 1 – 3
o ZABEC 2 which is equivalent to Grades 4 – 5 and
o ZABEC 3 which is equivalent to Grades 6 – 7

3.4.2 Distance Education

The Programme caters mainly for secondary and tertiary education. It

provides access to and participation in education, for all those who aspire to
improve their educational qualifications, and might have:
• Failed to progress to secondary education for one reason or another; and
• Dropped out of school due to a variety of reasons.

Distance Education is largely effected through Programmes that include:

• Part-time Evening Continuing Education Classes
• Study Groups
• School on the air
• Correspondence Colleges
• Independent/Private Colleges
CHAPTER 4

Provision and Financing of Education in Zimbabwe

4.1 Introduction
The providers of education in Zimbabwe are: Government, Local Authorities,
Church Organizations and Trustees/Board of Governors.

4.2 Church Organizations

12
 Prior to 1980 the provision of education for the majority black people was largely in
the hands of church organisations. Church organisations have made and continue
to make immense contribution to the establishment, growth and development of
education in Zimbabwe. They actually pioneered the provision of education for the
African people. The different church organisations established schools at their
respective mission stations and in their areas of influence. In these schools the
learners received tuition in basic education, teacher education and industrial skills
training. Furthermore, as at 2003, church organisations have three established
teachers’ colleges and four universities.

Church organisations and other responsible authorities contribute to the growth and
development of education through the provision of infrastructural facilities, while
donors are providing funds for the provision of tutorial facilities, human resource
development and teachers’ accommodation.

4.3 Central Government

Government bears the greatest financial burden in the field of education.
Furthermore, education has been and is still receiving the largest single share of the
national budget since Independence in 1980. In 2002 the educational vote
allocation for both education ministries accounts for about 26.6 percent of the
national budget. This heavy investment in education is set to increase, considering
new educational Programmes such as the vocationalisation of the curriculum,
increased emphasis on Science and Mathematics, and the establishment of more
‘A’ level schools.

Government direct funding of education goes towards staff salaries, capital

development such as the Public Sector Investment Programme and Building
Grants-in-Aid, as well as for learner support services like the Basic Education
Assistance Module (BEAM), the Equalisation Grant for government schools, Per
Capita Grants, and ‘A’ level scholarships. Staff salaries accounted for at least 93
percent of the total education budget in 2002

In order to alleviate the plight of those families and children who were finding it
difficult or impossible to meet the cost of education, Government introduced BEAM
as a social safety net. The Programme, which is a successor to the Social
Dimensions Fund (SDF), pays school and examination fees for children from
disadvantaged family backgrounds right from Grade One to ‘A’ Level.

Government provides the necessary policy framework and guidelines for the
provision of education. Government is responsible for bearing the greater financial
burden for education provision in terms of staff salaries and allowances. It also
provides tuition, Per Capita grants and building grants-in-aid for both primary and
secondary schools. Grants-in-aid are for infrastructural development of primary and
secondary schools. In addition, Government directly owns and manages 5.8% of
primary schools and 12.8% of the secondary schools across the country.

Currently, Government owns and runs ten (10) of the thirteen teachers’ colleges,
seven (7) Polytechnic colleges, two (2) vocational training colleges and seven (7) of
the eleven universities in the country.

13
The provision of education is not restricted to the two education ministries. There
are other Ministries and government departments, which own and manage their
own schools and training institutions. These include the ministries of:
• Health and Child Welfare;
• Lands and Agriculture;
• Youth Development, Gender and Employment Creation;
• Public Service, Labour and Social Welfare;
• Defence;
• Mines;
• Home Affairs; and
• Environment and Tourism.

4.4 Local Authorities:

The majority of the schools in the country are owned and run by the local
authorities through the Ministry of Local Government, National Housing and
Public Works. This Ministry does so through rural districts and urban council
authorities.

In the case of Rural District Councils, parents and communities have made a
particularly significant contribution to the provision and development of
education. Parental and community involvement in education provision is
largely in the form of school fees, building and development levies. They also
provide labour in the construction of school facilities. Parents also contribute
by way of providing books, stationery, uniforms and other learning facilities.

Table 3: The distribution of schools by Responsible Authority

Responsible Authority PRIMARY % SECONDARY

%
Government 5.8 12.8
Local Authorities 79.4 70.4
Churches 4.6 11.3
Trustees/Board of Governors 2.3 2.0
Other 7.9 3.5

Source: Ministry of Education, Sport and Culture, 2000

It should be noted that 79.4% of the primary schools and 70.4% of the secondary
schools are run by local authorities.

14
4.5 Other Providers and Financiers of Education and Training

The Education Act (1987) as amended in 1991 allows anybody in Zimbabwe to start
a school provided it is registered with the Ministry of Education Sport and Culture.
Individuals, private companies, Committees/Trustees and Non-Governmental
Organisations own 10.2% of primary schools and 5.5% of secondary schools. The
Manpower Development Act (1994) provides for the registration of tertiary colleges.
Currently there are more than 300 registered private colleges and several financial
institutions. Organisations and international agencies offer scholarships and
assistance towards institutional development and the provision of learning
materials. At tertiary level, the private sector contributes to technical training
through the ZIMDEF levy. This is a 1% levy of the wage bill of different companies.

There are also several companies, organisations and cooperating partners that
offer scholarships, and contribute to the provision of learning materials and
Institutional development.

CHAPTER 5

THE SIX EFA GOALS : PAST AND PRESENT PERFORMANCE AND CHALLENGES

5.1 Early Childhood Education and Care (ECEC)

5.1.1 Background

Pre-Independence

Before independence, Early Childhood Education and Care Programmes were

accessible to only a few children from privileged families residing in urban and other
Centers. This meant that this vital service, which was meant to provide a
foundation for future development, was utilised by the elite thereby perpetuating
social and economic injustices at the earliest stage of child development to the

15
 majority who did not have access to such Programmes. The Government of the
day did not make attempts to promote early childhood development Programmes
for the majority of the country’s citizens.

Post-Independence

In 1982 the Government, through the Ministry of Community Development and

Women’s Affairs initiated early childhood Programmes in rural areas using a
community-based approach, which emphasised community involvement in the
running of Centers. The major task faced by the ministry was the development of
the curriculum, provision of physical facilities, training and setting up of guidelines
for standards control and supervision. This initiative led to the mushrooming of
Centers with the majority operating under trees and manned by untrained staff. In
1980, there were approximately 1000 Centers in both urban and rural areas. The
number of Centers increased to about 9 000 in 1999.

In 1988 the Programme was transferred to the Ministry of Education, Sport and
Culture whose main responsibility was to administer and standardise the
Programme. Presently the administration and supervision of ECEC Centers is a
shared responsibility of the Ministry of Education, Sport and Culture, which caters
for the 3 – 6 year age group and the Ministry of Public Service, Labour and Social
Welfare, which is responsible for the 0 – 3 year age group.

Access rate for Early Childhood Education and Care was projected at 20% in 1990
and expected to rise to 48% by the year 2000, but it only rose to about 35% in
1998.

The following table shows the distribution of Centers and their enrolments by
Provinces in the year 2001:

Table 4: Centres and Enrolment by Provinces (2001)

Region No. of No. of children in Total No. of Teachers

Centers E.C.E.C. Children
M F
Harare 425 3 816 3 864 7 680 432
Manicaland 1 236 23 216 29 118 52 334 3 397
Mash. Central 969 19 889 20 152 40 041 1 923
Mash. East 789 18 279 18 560 36 839 1 934
Mash. West 576 12 822 13 282 26 104 1 742
Masvingo 1 431 24 748 31 540 56 288 4 000
Mat. North 986 22 560 21 393 43 953 2 731
Mat. South 749 21 827 17 317 39 146 1 840
Midlands 1 450 48 114 50 183 98 297 3 451
Total 8 611 195 271 205 409 400 680 21 449

Source: Ministry of Education, Sport and Culture, 2000

16
It should be noted however that the table presents only registered Centers, leaving many
more of those still unregistered.

5.1.2 Funding

Although the Government accepts and values the importance of ECEC, not much
has been done in this area because of limited financial resources. Government
pays allowances for teachers and supervisors and provides grants-in-aid for the
construction or improvement of ECEC Centers. In the mid 1980s the Government
funded the construction of one model ECEC Center per province. At present the
Ministry of Education, Sport and Culture continues to channel funds towards the
building and provision of ECEC facilities. Because of limited financial resources,
Government calls upon stakeholders to play an equally important role in the
provision of Early Childhood Education and Care services through construction of
physical facilities.

5.1.3 Registration of ECEC Centers

Registration of ECEC Centers is governed by the provisions of Statutory Instrument

No. 72 of 1999. This provides the following criteria for the registration of rural
Centers:

• Teacher should have a minimum academic qualification of ZJC

• Teacher should be below 55 years of age
• Teacher child ratio of 1:20
• Total in door playing space to allow for at least 2.25 square metres for
each child
• One squat hole toilet to 12 children for a Center (rural) and flush water –
closets (urban)
• Separate toilets for staff.

In terms of the same regulations, urban Centers should have at least a qualified
teacher in ECEC. The teacher pupil ratio changes to 1:24.

5.1.4 Training

5.1.4.1 Pre-Service Training

Pre-service training of ECEC teachers has been largely offered by

non-governmental training institutions leading to the award of a three
year Diploma in Early Childhood Education and Care. Universities
have also contributed to the training of ECEC graduate teachers.

5.1.4.2 In-Service Training

Government has appointed ECEC District Trainers to In-service

ECEC teachers already working in registered Centers. The training
leads to the award of a certificate of attendance.

Table 5: ECEC Teachers who have received In-service Training

17
 REGION Total No. of No. of Teachers Percentage
Teachers In-Serviced
Harare 432 234 54.17
Manicaland 3 397 910 26.78
Mashonaland central 1 923 375 19.50
Mashonaland East 1 934 555 28.69
Mashonaland West 1 741 609 34.98
Masvingo 4 000 602 15.05
Matebeleland North 2 731 675 24.71
Matebeleland South 1 840 976 53.04
Midlands 3 451 834 24.16
TOTAL 2 449 5 770 26.90

Source: Ministry of Education, Sport and Culture, 2000

The low level of training is attributed to inadequate resources.

5.1.5 The Vulnerable and Disadvantaged Children

In the past, ECEC Programmes have not embraced the vulnerable and
disadvantaged children, particularly those with disabilities. There is need,
therefore, to make a deliberate effort to include the vulnerable and disadvantaged
children in ECEC Programmes. ECEC Centers are thus encouraged to take an
inclusive approach in their Programmes. This will require a lot of community
sensitisation and in-service training of ECEC teachers so that they are able to cater
for all, including those with special needs.

5.1.6 Challenges

The Government is faced with a number of challenges including the following:

• Integration of the Early Childhood Education and Care Programme into the
education system;
• Payment of ECEC teachers’ salaries and per capita grant;
• Standardization of the training of ECEC teachers;
• The relevance of the ECEC curriculum;
• Provision of appropriate, relevant and suitable learning and teaching
materials to the Programme;
• Shortage of physical facilities, materials and human resources;
• Prohibitive walking distances to some of the schools.

5.2 Access to Primary Education

5.2.1 Background

The Government at independence in 1980 adopted strategies to redress the

imbalances regarding access and participation in education of the majority of the
population. The demand for education in the first decade of independence was
characterised by a high growth rate in the number of schools and enrolments as the
system opened-up to accommodate the previously disadvantaged and/or
discriminated social groups. The primary sector doubled in enrolments, from 1.2

18
million in 1980 to 2.2 million in 1989. The number of primary schools increased
from 3161, in 1980, to 4779 in 2004. Following the Agrarian reform an additional
500 satellite primary schools were set up in newly resettled areas.

The Figure 5.1 and Table 5.3 below depict a relatively high demand for education in
the first five years after independence. This can be attributed to the government’s
quantitative and equity approach to education in a bid to redress access and
participation imbalances in the system. Only 184 new schools were opened
between 1990 and 1999 as opposed to 1,369 between 1980 and 1990. The period
after 1988 is marked by a relatively stable demand for new schools, hence a low
growth rate in the establishment of such schools. This is attributable to a shift in
policy, towards a qualitative approach, in an attempt to consolidate on earlier gains
and enhance the quality of the educational services.

One of the policy initiatives in the 1990’s entailed the reintroduction of tuition fees in
urban primary schools as a cost-recovery measure. This initiative reversed the
policies of the early years of independence, which sought to enhance access and
participation in the education system of the previously denied and deprived
members of the society. The new policy thrust undoubtedly impacted on the
enrolment and attendance of children in the education sector. In 1990 the
government fully endorsed the principles of the Jomtien World Conference on
Education for All (EFA). The EFA goals re-affirmed the Government's policy
concerns and Programmes in the education sector during the 1990’s.

Figure 2 : Expansion of Primary Education

Expansion of Primary Schools

1980 - 2000
5000
4750
4500
4250
No of Schools

4000
3750
3500
3250
3000
2750
2500
2250
2000
1980 1984 1989 1990 1994 1999 2000

Years

Table 6 : Expansion of Primary Education: Schools

1980 1984 1989 1990 1994 1999 2000

Schools 3161 4161 4504 4530 4611 4723 4741

Source: Ministry of Education, Sport and Culture, 2000

19
The Figure 2 and Table 6 below show a drop in enrolment in 1990 due to policy
shifts on tuition fees, among other reasons. Though there was a policy shift, the
demand for education did not reduce because of the momentum gathered before
the 1980s decade.

20
 Figure 3 : Evolution of Primary Education: Enrolments

Evolution of Enrolments: Primary Education

1980 - 2000
1350000
1200000
1050000
900000

No of Pupils
750000
600000
450000
300000
150000
0
1980 1984 1989 1990 1994 1999 2000
Years
Male Female

Table 7 : Evolution of Primary Education: Enrolments

1980 1984 1989 1990 1994 1999 2000

Male 647761 1101899 1131986 1073452 1202569 1251533 1251921
Female 588233 1030405 1091185 1046429 1163651 1208790 1208748
TOTAL 1235994 2132304 2223171 2119881 2366220 2460323 2460669

Source: Ministry of Education, Sport and Culture, 2000

In the early 1990s, the government embraced free market economy, as opposed to
scientific socialism of the early years of independence, as the guiding principle for
the country's social and economic development. This was enshrined in the
Economic Structural Adjustment Programme (ESAP). The implementation of the
new economic order and its successors ZIMPREST and Millennium Economic
Recovery Programme (MERP) had an impact on the performance and development
of the education sector. The stringent economic measures undoubtedly affected the
enrolment and attendance of children at all levels of the education system.

The following sections give an insight into the trends in access to and participation
in the education system. A brief insight into the effects of the policy initiatives on
the internal efficiency and quality of the teaching service of the education system is
also given.

21
5.2.2 Net Intake Rate (NIR)

The second decade of independence saw a steady increase of Net Intake Rate of
official entry-age population from 29.1% to 51.4% between 1992 and 2000. The
intake rate for girls was slightly higher in 1992 and 2000 as shown in the Figure 4
and Table 8. There is a challenge to increase the Net Intake Rate by 48.6% to
achieve Education for All.

Figure 4 : Evolution of Net Intake Rate

Evolution of Net Intake Rate: Zimbabwe

60.0

50.0

40.0
% Rate

Boys
30.0
Girls
20.0

10.0

0.0
1992 1994 1998 1999 2000
Years

Table 8 : Evolution of Net Intake Rate (NIR) by Sex

Year Boys Girls Both

1992 27.4 30.8 29.1
1994 35.4 33.3 34.3
1998 42.3 41.7 42.0
1999 43.5 43.0 43.3
2000 50.8 51.9 51.4

Source: School Census (MoESC); CSO Population projections, 2000

22
5.2.3 Analysis of the Under Aged and Over Aged

The Figure 5 and Table 9 below show the age-specific proportion of new entrants in
the system in 2000. The over-age constituted over 54% of the first-graders’
enrolments. This implies, therefore, that these over-age children/pupils took the
place of the official entry age population. This could be attributed to distance to be
travelled to school particularly in rural areas. The under-age pupils are found
mainly in urban areas.

Figure 5 : Under and Over-Aged Grade One Pupils

Age-Distribution of Grade One Pupils

2000 Under-
Age
9%

Official
Age
37%
Over-Age
54%

Table 9 : Under and Over-Aged Grade One Pupils

Years
Under or
Over Aged Male Female Both
<6 8.6 9.2 8.9 Under Age
6 35.4 38.1 36.8 Official Age
7 37.7 37.0 37.3
8 12.7 11.3 12.0 Over Age
9 3.4 2.8 3.1
>9 2.2 1.6 1.9

Source: Ministry of Education, Sport and Culture, 2000

23
 5.2.4 Coverage of the Primary Education System

The Figure 6 and Table 10 below depict a gradual increase in the net coverage
and/or participation of the target population, i.e., the 6-12 year-olds in the primary
education sector. However, it can be discerned that the population figures have
been on the decline, for the corresponding 6-12 years age group. Invariably this has
an impact on the derived net enrolment ratio (NER), which might depict a slightly
higher coverage and/or participation of the target population.

Figure 6: Evolution of Enrolment and Population :

Primary Education (6-12 years)

Evolution of Enrolment and Population

6 - 12 years

2500000

2000000
No of Children

1500000

1000000

500000

0
1994 1998 1999 2000
Population Enrolm ent Years

Table 10: Evolution of Enrolment and Population :

Primary Education (6-12 years)

1994 1998 1999 2000

Population 2366715 2365179 2293482 2230657
Enrolment 1937554 2003214 2043121 2062725

Source: Ministry of Education, Sport and Culture, 2000

24
5.2.5 Participation in Primary Education

5.2.5.1 Net Enrolment Ratio (NER)

The government’s policy to increase participation and coverage in the

primary-sub-sector led to a steady increase in the net enrolment ratio during
the 1990s. By the year 2000, less than 10% of the primary school-going age
population was not in the primary education system as shown by the Figure
7 and Table 11 below. The later part of the 1990s was characterised by
gender disparities with an absolute difference of about 5%. Despite the
disparities, the primary sub-sector depicted a near-achievement of universal
primary education (UPE) or education for all for both sexes. The net
enrolment ratio for girls was lower than that of boys. There is a challenge to
increase the net enrolment ratio for girls.

Figure 7 : Evolution of Net Enrolment Ratio

Evolution of Net Enrolment Ratio

Primary Education
100

95

90
% Ratio

Male
Female
85

80

75
1994 1998 1999 2000
Years

Table 11 : Evolution of Net Enrolment Ratio

Male Female Both

1994 81.8 81.9 81.9
1998 86.7 82.8 84.7
1999 90.4 87.9 89.2
2000 95.1 90.0 92.5

Source: Ministry of Education, Sport and Culture, 2000

25
5.2.5.2 Analysis of Participation in Primary Education

The enrolment of the school-going age population witnessed a steady

increase in the 1990s decade as depicted by Figure 8 and Table 12 below.
As the country approaches the goal of universal primary education (UPE),
the enrolment ratio is characterised by an out-of-school population of the
target population of only 7.5% in the year 2000. This implies therefore that
less than 10% of the primary school-going age population was not enrolled in
the system.

Figure 8 : Evolution of Participation in Primary Education

Evolution of Participation
Primary Education

100
95
90
% Ratio

85
80
75
70
65
60
1994 1998 1999 2000
Years %In School %Out of School

Table 12 : Evolution of Participation in Primary Education

% In % Out of
School School
1994 81.9 18.1
1998 84.7 15.3
1999 89.2 10.8
2000 92.5 7.5

Source: Ministry of Education, Sport and Culture, 2000

26
5.2.5.3 Analysis of the Out-of-School Population

Figure 9 and Table 13 below show that the 1990s decade witnessed a
decline in the out-of-school children of the target population. The figures
have dropped from 18.1% to 7.5% of the school-going age population in the
primary sub-sector. Gender disparities depicted a relatively higher non-
participation of the girl-child although it should be noted that by the year
2000, 10% of the girls and 4.9% of boys were not enrolled in the system.

Figure 9 : Evolution of Out-of-School Population

Evolution of Out-of-School Population Primary

Education

20.0
15.0
% Ratio

10.0
5.0
0.0
1994 1998 1999 2000
Years
Male Female Both

Table 13 : Evolution of Out-of-School Population

Male Female Both

1994 18.2 18.1 18.1
1998 13.3 17.2 15.3
1999 9.6 12.1 10.8
2000 4.9 10.0 7.5

Source: Ministry of Education, Sport and Culture, 2000

27
 5.2.6 Completion Rates in Primary Education

In the first two decades of Independence, on average, 75% of pupils enrolled

in Grade 1 per given cohort completed the primary education cycle. This
implies, therefore, that on average 25% of the children failed to complete
their primary education. The dropouts from the system are attributable to a
variety of socio-economic and cultural factors that negatively affected the
participation of children. There were marginal gender disparities, as
evidenced by the parity indices that imply equal participation by both girls
and boys.

The Figure 10 and Table 14 below depict the trends in completion rates in
the country, which varied between 70.3% and 76.6% for each cohort. It can
be noted that more boys than girls completed the cycles. The lower
completion rate of the 1984-1990 cohort can be attributed to the re-
introduction of tuition fees and high drop-out rates.

Figure 10: Evolution of Completion Rates: Primary Education

Evolution of Completion Rates

85
Completion Rates (%)

80

75

70

65

60
1980-1986 1984-1990 1989-1995 1992-1998 1994-2000
Cohorts Male Female Both

Table 14: Evolution of Completion Rates: Primary Education

Parity
Cohort Male Female Both Index
1980 – 1986 82.3 71.0 76.6 0.84
1984 – 1990 71.9 68.7 70.3 0.94
1989 – 1995 76.3 74.5 75.4 0.97
1992 – 1998 75.3 73.9 74.6 0.96
1994 – 2000 76.6 73.6 75.1 0.92

Source: Ministry of Education, Sport and Culture, 2000

28
5.2.7 Analysis of Human Resources Development

The expansion of the education system in the post-independence period was

marked by a rising demand for teachers in the schools. The result was a high
demand for trained teachers during the first decade and a gradual improvement in
the quality of the teaching service in the second decade. The Figure 11 and Table
15 below depict the trends in the supply of teachers during the first two decades of
independence.

Figure 11 : Evolution of Trained & Untrained Teachers

Evolution of Teachers' Qualifications

Primary Education
100.0
90.0
80.0
No of Teachers(%)

70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
1980

1985

1990

1995

2000

Trained Untrained

Table 15 : Evolution of Trained & Untrained Teachers – Primary Education

1980 1985 1990 1995 2000

Trained 71.8 39.8 51.5 74.8 88.4
Untrained 28.2 60.2 48.5 25.2 11.6

Source: Ministry of Education, Sport and Culture, 2000

It should be noted that the 71.8% trained teachers for 1980 were for fewer schools and
pupils as compared to 88.4% for 2000 which had more schools and pupils. During the first
ten years, the system made extensive use of untrained teachers. However, more teachers
were trained through the conventional teacher education Programmes and Zimbabwe
Integrated National Teacher Education Course (ZINTEC).

29
5.2.8 Past and Present Performance of Vulnerable and Disadvantaged Children

Prior to 1980 Government Support Services for children with special educational
needs and children in difficult circumstances in general were concentrated in former
schools for whites and Asians. The few special institutions established for children
with special needs were by missionaries and welfare organisations. At
independence there was a shift towards providing these services to all schools as
policy declared education as a constitutional right for all children. In 1996 the
Ministry broadened its concept of integration to inclusive education in line with the
Salamanca Conference Declaration (1994).

Schools Psychological Services and Special Needs Education Division in the

Ministry of Education, Sport and Culture have as main objectives the following:

• To expand educational provision for children with special educational needs.

• To raise awareness of children with special educational needs and Inclusive

schooling among teachers, heads of schools, parents and communities
countrywide.

• To promote early identification and inclusive interaction Programmes for children

with special educational needs.

• To staff develop Schools Psychological Services and Special Needs education’s

personnel, teachers, heads of schools and education officers on issues and
practices in special needs education.

Table 16 below shows the enrolment of children with disabilities during the period
1999 to 2001.

Table 16 : National Enrolment of Children with Disabilities in Primary Schools

: 1999 and 2001

Year Male Female Total

1999 1 266 823 2 089
2000 6 490 10 368 16 858
2001 8 877 6 964 15 841

Source: Ministry of Education, Sport and Culture, 2000

The Table shows that enrolment rose from 2089 in 1999 to 16858 in 2000. Whilst in can
be noted that they was a significant increase in enrolment after 1999, this was not a
correct reflection of access to education by children with special needs when one
considers a national perspective of the target population of children with special needs.
This is against the background that in any population as per UNPA, 10% has one form of
disability of another. In this regard, the enrolment figures shown in Table 5.13 reflect that
a very small percentage of special needs children are accessing primary school education.

To increase access to basic education special needs children, there is need to:

• Conduct a survey of children with disability out of school.

• establish other groups of children in the category of disadvantaged children.

30
 • in-service teachers, heads of schools and officers in other departments and
sections on special needs education for the success of inclusive education,
• advocate for special needs education Programmes in the community
• provide access to special needs education at tertiary level

5.2.8.1. Challenges for the New Millennium for Children with special needs

One of the major challenges, in the new millennium, is the policy shift from
integration to inclusion. This shift is inline with international development in
special education. The shift calls for “schools for all”, schools that are able to
accommodate all children including those with disabilities.

The successful implementation of inclusive education will require:

• resource mobilization,
• community sensitization and participation,
• the in-servicing of all educators

The current economic hardships pause further challenges in that children

with special needs are further marginalised during the hard times at both
family and community level. Hence there is need to increase the 10% of
BEAM funds earmarked for special needs education children.

5.2.9 Challenges to be met in achieving access to Education For All (EFA)

In summary, the challenges include:

• Shortage of trained teacher in remote areas

• increasing access to education by all children, especially girls and those in
difficult circumstances, including street children
• ensuring that all children complete primary education
• enhancing access to quality education by all children
• providing relevant learning experiences
• providing affordable and sustainable learning experiences
• making the education system inclusive.

It is hoped that through the commitment of Government, all stakeholders and

international partners, the needs of all children will be adequately addressed.

5.3 Life-long Skills

The Goal of Life-Long Skills is “Ensuring that the learning needs of all young people and
adults are met through equitable access to appropriate learning and life skills Programmes”.

5.3.1 Background

The Dakar Framework of Action recommends that in pursuing this EFA goal
countries should respond to the call for all people to be given “an opportunity to gain
knowledge and develop values, attitudes and skills” that will enable them to survive,
take full control of their lives and fully participate in the development of their society.

31
Programmes that are put in place in order to realise the above goal should not
concentrate on the provision of skills training only. Programmes should also
incorporate other life skills like how to cope in the harsh world of today, which is
characterised by a number of challenges. Some of these include drug abuse,
HIV/AIDS; conflict and violence, lack of employment and school-age pregnancies,
hunger and the rapidly changing technologies.

5.3.2 Vocational Skills Provision Initiatives

In this country, attempts to ensure that young people are equipped with the
necessary vocational survival skills, translated into the introduction of several
initiatives, as described below.

5.3.2.1 The F2 Schools Initiative

In 1966 the government of the day introduced junior secondary F2 schools. These
schools were to have a strong vocational bias. Subjects like Animal Husbandry,
Domestic Science and gardening being taught. This new Programme was meant to
provide semi-skilled human resource requirements for industry and agriculture.
Government commitment in this Programme was confined to the provision of a
grant to build laboratories and workshops only. Local authorities and voluntary
agencies were expected to bear the rest of the burden of operating these schools.

The new schools were stigmatised since they were associated with the less able
pupils who could not be absorbed into the academically oriented senior secondary
F1 schools. On the political front the F2 schools were viewed as an attempt by the
colonial government to deny academic education to the African child. As a result
the system failed to survive the tides of change that were ushered in by
independence.

Although F2 schools Programme was discontinued, after 1980, the need to ensure
that pupils acquired some skills during their school career was kept alive with the
introduction of practical subjects in the secondary schools. Unfortunately by then,
the curriculum had become exam-oriented and little relevance was given to the
world of work.

5.3.2.2 The Education with Production Initiative

Independence brought in a new philosophy of education, which was referred to as

Education With Production (EWP). This philosophy was an attempt to link
education with the world of work. The thrust of the new initiative was to link theory
with practice through pre-vocational education, whose practical input emphasised
attitudinal and technical orientation to employment or self-employment.
Unfortunately, once again the philosophy failed to capture the support of the
populace, which was and still is more interested in the traditional academic
education where examination results determine a person’s future.

5.3.2.3 The Zimbabwe National Crafts Certificate (ZNCC) Initiative

The 1986 Education Plan, was an attempt to match schooling with vocational
qualifications that were recognised by industry. This was also an attempt to ensure
that the not so academically gifted would leave school with a vocational

32
 qualification. This attempt led to the introduction of the Zimbabwe National Craft
Certificate (ZNCC), which previously was offered to craft apprentices as part of their
training. Unfortunately, when this certificate was introduced into the school system
no attempt was made to ensure that the new Programme would fit into the school
curriculum. Since pupils registered for the ZNCC were expected to pursue this
alongside the academic component of their schooling, they ended up with very little
time for the very practical ZNCC. As a result the training was watered down and
the failure rate was very high. A number of reasons were advanced such as the
need for well equipped schools for the practical subjects and qualified teachers.
Little efforts were made to rectify the problems identified. Instead ZNCC was
abandoned in favour of the less demanding National Foundation Certificate (NFC).

5.3.2.4 The National Foundation Certificate (NFC) Initiative

NFC was seen as a cheaper alternative to the ZNCC. It ensures that pupils are
equipped with skills that form the basis for future training and employment.

5.3.2.5 The Vocational Training Centers Initiative (VTCs)

The Ministry of Higher and Tertiary Education (MHTE) embarked on a Programme

of establishing Vocational Training Centers (VTCs) in both rural and urban Centers,
in an attempt to ensure that young people were equipped with skills relevant for
employment either formal or informal sector.

The target for this Programme was, primarily school dropouts, retrenchees and
even school leavers who could not be absorbed by the formal technical and
vocational colleges. This Programme was in response to the call that every young
person should access some form of skills training.

The VTCs did not insist on the pre-requisite five ‘O’ levels. The Programmes
offered by these Centers were demand driven since Centers strove to introduce
courses that were geared to meet the skills needs of the communities within which
the VTCs were located.

5.3.2.6 The Informal Sector Training and Resource Network Initiative

Another initiative was the Informal Sector Training and Resource Network (ISTARN)
Programme, which was also aimed at capturing, those people who could not access
skills training at the formal technical and vocational colleges. This Programme
succeeded in providing skills training and networking among the beneficiaries and
other operators in both the formal and informal sector.

5.3.2.7 Provision of Teachers for the Vocationalisation Programme

In an effort to ensure the supply of qualified teachers for the above initiatives
Belvedere and Chinhoyi Technical Teachers’ Colleges were established.
Unfortunately, again the Programmes at these institutions were criticised for not
affording enough time for the practical training thereby resulting in the production of
graduates that were insufficiently qualified.

5.3.3 Health, HIV/AIDS and Life Skills

33
5.3.3.1 Background

Zimbabwe is one of the countries experiencing the worst HIV/AIDS epidemic in

Sub-Saharan Africa. The first case of HIV/AIDS in Zimbabwe was identified in
1985. Since then the number of reported cases of AIDS has been rising steeply.
The 2001 estimates from the National AIDS Coordinating Programme of the
Ministry of Health and Child Welfare showed that around 2000 people are dying of
AIDS every week.

The AIDS pandemic is wreaking havoc mostly on the most productive segment of
the population, i.e. the 15-49 age groups. HIV/AIDS is now posing a serious threat
to the socio-economic fabric of the Zimbabwean society.

In the Education Sector, HIV/AIDS is affecting the demand, supply, quality and
management of education. Education sector infrastructure and human resource
planning will need to anticipate substantial changes in the expected numbers of
both learners and teachers in the next few years and this has an implication on the
attainment of the EFA goals.

Among learners, knowledge about HIV/AIDS and behaviour change remains rather
low to produce an AIDS-free generation. In the institutions there are teachers and
learners who are infected and need proper care and support. Like most countries in
Sub-Saharan Africa, Zimbabwe faces a crisis of growing numbers of orphans and
vulnerable children. It is estimated that by year 2005 about 1.1 million children
under the age of 15 will have been orphaned. Unsupported orphans and vulnerable
children, in particular girls are at a high risk of HIV infection. Children affected and
infected by the pandemic tend to drop out of school, attend erratically, concentrate
poorly and suffer from emotional and behavioural disturbances.

Teachers are at a substantial risk of HIV infection and this loss of staff could lead to
a need to increase the teacher training output. A small percentage of schools is
directly impacted by staff illness and deaths. Schools are finding themselves in a
situation where they have to play a role in addressing the needs of orphans and
vulnerable children, in most cases when teachers’ skills in handling children with
special needs are limited.

Against this background, the following initiatives have been put in place:

5.3.3.1 The National AIDS Control Programme (NACP) and the National
AIDS Council (NAC)

In 1987 the Government established the NACP and latter in 2001 the NAC was
formed to replace the NACP.

5.3.3.2 HIV/AIDS and Life-Skills Programme Initiative

In 1992, the two Ministries of Education, introduced the compulsory teaching of

HIV/AIDS and life skills in primary and secondary schools as well as in all tertiary
education institutions. Under this initiative, teaching and learning materials were
produced, and an extensive teacher training Programme was put in place, to
prepare teachers to teach these subjects. HIV/AIDS was also introduced into the
regular curricula of pre-service teacher education.

34
 5.3.3.3 Co-ordination of the HIV/AIDS Initiative

In order to strengthen its HIV/AIDS and Life Skills Programme, the Ministry of
Education, Sport and Culture created, in 1999, an HIV/AIDS Desk, to spearhead the
implementation of the schools HIV/AIDS and Life Skills Education Programme. The
Desk consists of a Secretariat at Head Office and Provincial Co-ordinators in all
provinces.

In the Ministry of Higher and Tertiary Education the Programme is coordinated by

an officer at Head Office and a lecturer at each institution.

5.3.4 Challenges

The following are the challenges facing the Life-Long, HIV/AIDS and Health Skills
education Programme in Zimbabwe:

• Improving the understanding of what vocationalisation is all about in order to be

able to introduce a full-proof Programme;
• Defining a clear policy on vocationalisation;
• Catering for school drop-outs, school leavers and other categories not absorbed by
the formal education system;
• Strengthening the resource base as the annual education budget is declining in real
terms;
• Strengthening prevention Programmes to ensure that they lead to behaviour
change;
• Promoting an expanded response in institutions that looks at prevention
Programmes, care and mitigation;
• Strengthening the Basic Education Assistance Module (BEAM) by building on its
successes, particularly with regard to targeting of recipients and the scope of needs
that it meets;
• Assisting affected learners to get support from inside and outside institutions in the
most efficient and feasible way;
• Enhancing flexibility of the education system to deal with the needs of vulnerable
learners;
• Prioritising the development of a workplace HIV/AIDS policy and Programme to
provide a manageable framework for action;
• Ensuring improved HIV/AIDS prevention and life skills Programmes targeted at staff
and learners to enhance prevention among learners and staff;
• Reviewing pre- and in-service training for staff to ensure that adequate numbers of
teachers with HIV/AIDS related skills are produced.

5.4. Adult Literacy, Basic and Continuing Education

5.4.1 Background

5.4.1.1 Pre-Independence Era

Successive Colonial regimes followed education policies that were racial and
discriminatory against the African majority. As a result of such discriminatory
policies many African people failed to access education altogether. The few who
were lucky to access formal education were forced out of the system due to the
35
many and serious bottlenecks that were deliberately constructed for that purpose.
The majority of those who survived the attrition only managed to complete primary
education. Most of these did not manage to gain access to secondary school.
Some who were lucky to access secondary education either dropped out of school
at too early a stage to have benefited from the secondary school exposure. There
were no educational safety nets for the school dropouts.

During the late 1970s, correspondence facilities and night school classes were
organised as an alternative to universal secondary education. Those few who
managed to acquire literacy and other skills outside the formal set-up took
advantage of the few and rare opportunities that were made available by church
and private sector organisations. There was, therefore, no clear policy on the
provision of non-formal education.

5.4.1.2 Independence Era

Following the attainment of independence and the declaration of education as a

human right for every child and adult, Government gave serious consideration to
bringing opportunities for education within reach of all Zimbabweans. Initiatives
were made to expand the provision of education to mostly illiterate adults by
introducing the Adult and Non-Formal Education (ANFE) Programme. Having
recognised the importance of adult and non-formal education as a viable alternative
mode of providing basic education, the Ministry of Education created the Division of
Adult and Non-Formal Education. This division was tasked with the responsibility of
providing cheaper basic education as well as opportunities for those who would
have dropped out of school. The main goals of the adult literacy Programmes were
the eradication of illiteracy among adults and improving the quality of life of all
Zimbabweans. The literacy rate was calculated to be about 50% in 1980, 62% in
1990 and 88% in 1999.

Figure 12 : Evolution of Literacy Rates in Zimbabwe

Evolution of Literacy Rates

Age 15+ years
95.0
90.0
85.0
Literacy Rates(%)

80.0
75.0
70.0
65.0
60.0
55.0
50.0
45.0
40.0
1982 1992 1997 1999
Years
Male Female Both

Table 17 : Evolution of Literacy Rates in Zimbabwe

36
 1982 1992 1997 1999
Male 69.5 86.1 90.3 91.7
Female 55.6 75.1 82.1 84.3
Both 62.3 80.4 86.0 87.8

Source: Ministry of Education, Sport and Culture, 1999

Government enacted the 1987 Education Act, which gave the Ministry of Education,
Sport and Culture the responsibility for running Adult Non-Formal Continuing
Education (ANCE) Programmes. These Programmes included primary and
secondary education outside the formal school system, that is correspondence and
distance education.

As a logical sequel to the passing of the 1987 Education Act and the creation of the
Division of ANFE in the Ministry of Education, Sport and Culture, a number of
activities to promote the Programmes were undertaken.

These included:

• Formation of study groups and independent/private colleges.

• Monitoring of the teaching and learning in those colleges.
• Introduction of functional literacy Programmes.
• Production and distribution of learning and teaching materials.
• Establishment of a radio channel for educational purposes.
• Introduction of a three-year primary school equivalent course for adults
(Zimbabwe Adult Basic Education Course– ZABEC).
• Launching of a campaign to encourage employers of labour to open literacy
classes at their work places.
• Launching of a mass media campaign to popularise and publicise literacy on
International Literacy Days.

5.4.2 Adult and Non-Formal Education Programmes

5.4.2.1 Adult Literacy

Government efforts in adult and non-formal education are complemented by those

of Non-Governmental Organisations (NGOs), church organisations and private
sector companies. These organisations are running parallel Programmes. The
Adult Literacy Organisation of Zimbabwe (ALOZ) and the Zimbabwe Adult Literacy
Association (ZALA) are good examples of NGOs that are doing a sterling job in the
provision and promotion of literacy in Zimbabwe.

In the literacy Programme the participation ratios show that there are more women
than men. Furthermore, the participants do not want to learn literacy and numeracy
per se but wish to be taught these skills alongside projects that are relevant to their
daily needs.

The literacy Programme is community based. The literacy tutors are picked from
the community. These tutors hold very low academic qualifications. Many hold
Grade 7 or Standard 6 certificates while others have junior secondary qualifications.
While better-qualified tutors would be desired, the limiting factor is the level of

37
remuneration that the tutors receive. Government pays the tutors a small
allowance. The community is expected to supplement the allowance but this is
hardly possible as the communities cannot afford to make their own ends meet.

Curriculum

The literacy curriculum is, on paper, quite relevant but very few tutors are qualified
to manage it. In addition to basic literacy and numeracy, the curriculum includes
Peasant Agriculture, Home Economics, Population and Family Life Education,
Environmental Education, Gender Equity, Primary Health Care, and Civic
Education.

Learning and Reading Materials

The literacy Programme is beset by the lack of learning and reading materials,
which are critical if the literacy that learners gain, is to be sustained. Up to 1998,
the Division of ANFE had material writers. Due to the restructuring of the MOESC,
the posts of material writers were abolished, leaving the section with only three
officers at Head Office level. This adversely affected the effectiveness of the
section in delivering non-formal Programmes.

UNESCO International Literacy Award

Zimbabwe won the UNESCO International Reading Association Award in year

2000. The award was won by ALOZ for having made the greatest contribution to
the development of literacy in Zimbabwe.

5.4.2.2 Study Groups

The Study Group Programme was meant to increase access to education to those
students who had either dropped out of school or wanted to supplement their ‘O’
levels. At its inception the Programme was subsidised by Government. The
subsidy was paid to Correspondence Colleges who provided lectures to students
and marked their assignments. Unfortunately, the Government withdrew the
subsidy in 1999 leaving most study groups unable to raise sufficient money to pay
the mentors as well as to buy learning materials.

The Table 18 below shows that there is parity in participation between male and
female students in study groups.

Table 18: Study Groups and Enrolments: 2002

Region No. of Centers Male Female Total

Harare 19 1 200 982 2 182
Masvingo 6 71 59 130
Manicaland 12 703 982 1 385
Mash. Central 6 111 114 225
Mash. East 3 258 183 443
Total 46 2 343 2 320 4 633

Source: Ministry of Education, Sport and Culture 2002

5.4.2.3 Part Time Continuing Education Classes

38
This has proved to be a very popular Programme, which provides face to face
tuition at a minimal fee. Part Time Continuing Education (PTCE) classes are
generally held at secondary schools to assist those students who would like to
supplement their ‘O’ level or ‘A’ level subjects or would like to acquire further
academic qualifications. The Government pays the salaries of teachers for this
Programme.

However, financial constraints make it impossible for PTCE classes to be

established at more schools.

Table 19 below indicates that slightly more female students participate in the
Programme (51.8%) than their male counterparts.

Table 19: Part-time Continuing Education Classes (PTCEC):2002

Region No. of Centers Males Females Total

Harare 54 6 088 6 140 12 228
Masvingo 21 1 125 786 1 911
Manicaland 15 671 698 1 369
Midlands 114 2 069 2 276 4 345
Mash.West 10 119 1 005 2 199
Mat.South 21 217 264 481
Mash. Central 14 345 255 600
Mash. East 13 736 988 1 714
Mat. North 33 2 254 3 355 5 609
Total 295 13 495 15 767 30 456

Source: Ministry of Education, Sport and Culture, 2002

5.4.2.4 Independent/Private Colleges

Another Non-Formal Education Programme that has proved quite popular,

especially with providers, are Independent/Private Colleges. These Colleges
complement formal secondary schools and provide face-to-face teaching to
students. With the stiff competition for formal school places, many who fail to
secure places in conventional schools are left with no choice but to enrol at these
colleges. Almost all these colleges are enrolling pupils from Form I and hold
classes during the day just like conventional schools. In addition, these colleges
cater for adults who attend afternoon or evening classes. Many of the colleges
employ qualified teachers on both full-time and part-time basis. In addition to the
formal school curriculum the colleges also offer commercial and secretarial courses.
The colleges operate on a commercial basis.

39
 Table 20 below shows that more female students participate in this Programme
than male students.

Table 20 : Independent/Private Colleges and Enrolments 2002

Region No. of Colleges Male Female Total

Harare 50 6 810 7 613 14 423
Mash. Central 2 390 290 680
Mash. East 2 300 355 655
Mash. West 2 316 284 600
Mat. North 21 1 641 1 519 3 160
Mat. South Nil Nil Nil Nil
Masvingo 3 277 290 567
Manicaland 13 405 381 786
Midlands 17 1 123 986 2 109
Totals 110 11 262 11 718 22 980

Source: Ministry of Education, Sport and Culture, 2002

5.4.3 Challenges

The ANFE Programme has undoubtedly made an invaluable contribution to the

increase of educational access despite the constraints and limitations cited above.
Literacy rates have been raised from their 1980 levels of about 50% to about 88%
in 2000. The literacy level cannot be sustained unless reading materials are made
available and a reading culture is developed. There is also an urgent need to
carryout a survey to establish the actual literacy rate in Zimbabwe today. However,
among the challenges facing this sector are:

• Lack of a comprehensive national policy on ANFE;

• Equipping community libraries and Centers to support educational creativity
and productivity;
• Developing funding mechanisms that do not discriminate against ANFE
• Enlisting greater participation of local authorities, private sector and non-
governmental organisations in the funding of the Programmes;
40
 • Developing a reading and learning culture in students and adults;
• Developing relevant learning and teaching materials;
• Improving the qualifications and remuneration of literacy tutors and study
group mentors.

5.5 Gender Equity in Education

5.5.1 Background

Gender equity in Zimbabwe is closely associated with the achievement of political

independence in 1980. Prior to this period, women and children were regarded as minors.
Policies in education together with cultural attitudes towards females disadvantaged girls.

Zimbabwe’s constitution upholds equality in the enjoyment of rights by both men and
women including participation in education. The Government of Zimbabwe regards
education as a basic human right.

Although the Education Act of 1987 specifies that every child has a right to school
education, this does not immediately translate into equal opportunities for both girls and
boys. Problems relating to gender disparities continue to be of great concern to the nation.
Several factors continue to militate against girls education, chief among which, are factors
related to culture, poverty, attitudes of educationists, family members and peers. From
puberty, some girls fall victim to teenage pregnancy and early marriages resulting in high
drop out rates. Some members of society believe it is a waste of family resources to
educate girls because they do not carry the family name. Some girls fall prey to older
men and women and do not pursue their studies to high levels.

The impact of HIV/AIDS is more severely felt amongst girls than boys. It is the girl child
who, in the event of one or both parents passing away, is more likely to drop out of school
and fend for siblings. It is also the girl child who is most likely to drop out of school if the
family fails to raise fees due to illness or death. Retrenchment, disability of the bread
winner or sheer poverty in the home also may disadvantage the girl child.

5.5.2 Current Position

Female enrolment in the primary school as a proportion of total enrolments increased

steadily to 49.2 percent in 2000. For secondary school, the female percentage is lower. It
currently stands at about 44%. Even with affirmative action in Universities, female
students population, remains as low as 33%.

There is evidence of gender bias in choice of subjects being studied at higher levels. Very
few female students enrol for science subjects and many still shun to enrol in traditionally
male dominated disciplines like engineering, surveying, metal and wood technology.

Apparent Intake Rate

The government’s desire to increase access and participation in education is evidenced by

a high admission rate for both sexes. However, the admission rate of more than 100%, in
Grade 1, can be attributed to a high rate of under/over-aged enrolees and repeaters in the
system. Girls of the official school admission age have higher chances of being in schools
than the boys. Hence, boys constitute for the large number of over-aged pupils in Grade 1.

41
Gross Enrolment Ratio (GER)

The gross enrolment ratios for both males and females at primary school level were over
100% in 2000, see table and figure below. However boys had higher chances of being in
school than girls although the disparities were marginal. The gender disparities can be
attributed to socio-economic and cultural factors, which tend to militate against the girl-
child.
Figure 13: Evolution of Gross Enrolment Ratio

Evolution of Gross Enrolment Ratio

Primary Education
120.0

115.0
% Ratio

110.0

105.0

100.0

95.0
1992 1994 1997 1998 1999 2000
Years
Male Female Both

Table 21: Evolution of Gross Enrolment Ratio

Male Female Both

1992 115.9 113.6 114.8
1994 107.7 103.1 105.4
1997 108.4 100.5 104.4
1998 110.2 100.5 105.2
1999 111.0 103.9 107.4
2000 115.3 105.6 110.3

Source: Ministry of Education, Sport and Culture, 2000

Table 22: Gross Enrolment in Teachers’ Colleges – 2002

TYPE OF TEACHERS MALE FEMALE

COLLEGE MALE FEMALE TOTAL % %

Secondary Colleges 2494 2809 5303 47.0% 53.0%

Govt. Primary Colleges 2766 3915 6681 41.4% 58.6%

Non Govt. Primary Colleges 1102 1137 2239 49.2% 50.8%

ZINTEC Colleges 1665 2116 3781 44.0% 56.0%

42
TOTAL 8027 9977 18004 44.6% 55.4%

Source: Ministry of Higher and Tertiary Education, 2002

Table 23: Gross Enrolment in Technical and Vocational Education:

Male 11 018 67,4%

Female 5 340 32,6%

Total 16 358 100%

Source: Ministry of Higher and Tertiary Education, 2002

Table 24: Gross Enrolment in Universities (except Zimbabwe Open University)

Male 14 662 67,3%

Female 7 108 32,7%

Total 21 770 100%

Source: Ministry of Higher and Tertiary Education, 2002

It can be discerned from tables 21, 22 and 23 above that participation of females in
technical / vocational and university education is lower than that of males. Females
constitute 33% of Gross University and Technical/Vocational enrolments whilst males
constitute 67%. However, in teacher education females constitute 55.4% of the total
enrolment whilst males make up 44.6%.

Initiatives taken to address gender inequality in Education

The government of Zimbabwe recognises that education is a means of empowerment and

for women, it raises their aspirations beyond child bearing. In pursuance of this, the
government put several initiatives in place to increase opportunities for education of the
girl child. The Zimbabwe Programme for Economic and Social Transformation’s
(ZIMPREST) major objective is to alleviate poverty through empowerment of individuals
and communities particularly women and girls by promoting female participation in
education with special emphasis on Mathematics, Science and Technical Education.

Other initiatives put in place by the government with assistance from cooperating partners
include:

• Introduction of national gender policy

43
• Introduction of affirmative action for female learners

• Policy of re-admission of female learners after pregnancy

• The production of the National Strategies Plan for the education of Girls, Orphans and
Other Vulnerable Children

• The production of the video “Mwanasikana” (The Girl Child). The video shows factors
that militate against the girl child’s education.

• Production of learning and teaching materials which include:

 Gender Sensitisation Manual

 Gender Teacher’s Resource Book

 Gender Handbook for SDC’s and SDAs.

 Role Model Readers Books 1-5.

The materials have been used in gender sensitisation and training causes for teachers,
school heads and SDCs and SDAs. The Role Model Readers were designed to help
pupils understand gender issues and to encourage them to pursue education to greater
heights. They provide profiles of successful Zimbabwean women who have pursued non-
traditional careers so that the pupils can identify with them as role models. The readers
highlight females who have made it as pilots, engineers, technicians, truck drivers and
many other careers and professions. In describing the successes of these females, the
authors encourage the readers to be hardworking, courageous, perseverant committed
and diligent.

The initiatives mentioned above have gone a long way in motivating parents and the girl
child to realise the empowering potential of education and as shown earlier in this section
girl’s participation in education has continued to increase over the years. However a lot
still needs to be done to eliminate gender disparities in education.

Challenges

Among the major challenges in this area are:

• The elimination of gender disparities in education by through the following:

- unaffordable direct and indirect of primary and secondary education

- increased risk of dropping due to the lack of parental guidance

- the problem of child labour

- religious and cultural beliefs and practicals which negatively impact on girls’
and boys education

- the femiliarisation of HIV/AIDS

- location, safety and security of schools and communities

44
• Support for gender sensitivity through continued curriculum reform and revision of
learning/teaching materials by both Ministries of Education

5.6 Quality of Education

5.6.1 Background

Quality in education embraces several dimensions that include resource inputs like
financial, material and human. It also embraces curriculum relevance, breath, depth and
content and influences the output in terms of the number of children who successfully
complete various levels of education. Other dimensions of quality include appropriateness
of teaching approaches, level of children participation in the system, survival, coverage
and performance of pupils in public examinations.

5.6.2 Curriculum

The relevance of the curriculum is based on the extent to which it meets the needs of each
individual learner, societal goals, the national economy and challenges facing the country.
The curriculum’s ultimate goal is to provide opportunities for learners so that each one
obtains maximum benefit according to his/her potential.

The Zimbabwean curriculum seeks to achieve national goals of:

 Establishing a strong scientific and technological base for economic development.

 Expanding technical and vocational education in order to equip learners with skills.

 Promoting development of skills and competencies in language and communication,

numeracy and literacy as well as entrepreneurship.

In pursuance of the attainment of these national goals, Zimbabwe offers a wide curriculum
at primary, secondary and tertiary levels, which seeks to enhance development of sound
knowledge, skills and attitudes towards the total development of the whole being.

In order to improve the quality and relevance of teaching and learning in schools and
colleges, the Government has taken the following initiatives:

• Programmes aimed at improving the teaching and learning of Science, Maths and
other subjects, e.g. Better Schools Programme of Zimbabwe (BSPZ), Better
Environmental Science Teaching (BEST), Education Sector Transition and Reform
Programme (ESTRP) and Science Education In-Service Teacher Training (SEITT).
These Programmes also help to improve the provision of physical facilities and
furniture.
• Instituting pre and in-service training Programmes meant to improve competencies
and qualifications of teachers and lecturers such as the Zimbabwe Open University
which offers degree and diploma Programmes in areas such as leadership,
managerial and supervisory skills
• Participating in Programmes such as Southern Africa Consortium for Monitoring
Education Quality (SACMEQ), Monitoring Learning Achievements (MLA),
Conditions of Teaching and Learning (CTL) and Strengthening National Education
Statistical Information Systems (NESIS). These Programmes help to monitor
performance. Research and evaluation activities have also been carried out using
tools that are similar to the ones used in the Programmes cited above.

45
 • Reviewing and up-dating the curriculum. to improve quality and relevance
• Training staff for remedial education, speech therapy and others.

5.6.3 Human Resources

Teachers have continued to be trained and staff developed in content and

methodologies. Government has also put a lot of effort in improving the quality of
education through raising and improving the qualifications of teachers. However,
quality has also been negatively affected by the reduction of personnel in the
monitoring and supervision unit.

At tertiary level, the Government is transforming the Harare Institute of Technology

into a degree awarding institution. One of its objectives is to offer higher level
training for the Polytechnic lecturers.

Table 25 : Trained and untrained Teachers

% %
Year Trained Untrained Total Trained Untrained
1990 31347 29539 60886 51.48 48.52
1991 37455 20981 58436 64.10 35.90
1992 40783 20031 60814 67.06 32.94
1993 41767 19739 61506 67.91 32.09
1994 40326 16369 56695 71.13 28.87
1995 47505 15970 63475 74.84 25.16
1996 48668 15050 63718 76.38 23.62
1997 49815 14706 64521 77.21 22.79
1998 53077 13425 66502 79.81 20.19
*1999 55342 4631 59973 92.28 7.72
2000 58730 7710 66440 88.40 11.60

Source: Ministry of Education, Sport and Culture, 2000

Teacher : pupil ratio

Government also continues to review teacher pupil ratio to improve quality of teaching and
learning. The present situation stands at:

Primary ratio is 1:40

Secondary 1:35

Figure 14: Trained and untrained Teachers

46
 Percentage of trained and untrained teachers
from 1990-2000
Trained
100.00
Untrained
95.00
90.00
85.00
80.00
75.00
70.00
65.00
60.00
%ntage

55.00
50.00
45.00
40.00
35.00
30.00
25.00
20.00
15.00
10.00
5.00
0.00
year 1990 1991 1992 1993 1994 1995 1996 1997 1998 *1999 2000

Source: Secretary's Annual Reports 1980 - 2000

5.6.4 Material Resources

In Zimbabwe, the quality of education in disadvantaged areas is negatively affected

by poor infrastructure, lack of teaching and learning materials. This is aggravated
by the poor economic conditions prevailing in the country. Most pupils in these
areas share one textbook among 8 or more pupils. Most of the schools do not have
libraries, technical and vocational workshops and laboratories. In some higher and
tertiary institutions workshops are equipped with inadequate and sometimes
outdated equipment. Text books are priced beyond the reach of many.

Examinations

About 22% of all students who sit for the ‘O’ level examinations pass five or more
subjects with grad ‘C’ or better. This leaves more than 70% of the student
population with passes in less than 5 subjects.

Finance

Government expenditure (page 7) has shown that only 7% of the total budget on
education goes to infrastructural development, teaching and learning materials.
This leaves a big gap in terms of delivering quality more financial resources are
needed.

5.6.5 Challenges

The challenge is to improve the quality and relevance of the education by

addressing the following:

47
• Capacitating school Heads to better supervise schools;

• mobilising more resources for the support of education, including

encouragement of local communities to render more support in education;

• continuing to improve the quality of inputs in the human skills area, through staff
development at all levels;

• determining the literacy and numeracy levels of children and adults though
surveys;

• strengthening educational administration and management so that there is

greater support for the teachers as well as optimum utilisation of limited
resources;

• developing a more effective supervision and monitoring structure;

• reviewing and revamping the curriculum;

• reviewing the examination system;

• providing qualified teachers and trainers;

• developing strategies to encourage cost sharing between Government and

stakeholders;

• developing incentives to attract private sector participation in education and

training, specifically at tertiary level.

48
 CHAPTER 6

THE LOGFRAME

6.1 Introduction

The logframe examines actions required in pursuance of the six goals under the given columns. Special attention should
be paid to the column on the budget for the various activities as this is a mere estimate. Inflation rates and consequent
changes in the prices of commodities may affect the estimates made, requiring adjustments from time to time.

49
6.1 EARLY CHILDHOOD EDUCATION AND CARE
Goal(s) Objectives Activities Responsibility Resources Budget in Expected Output/
Billion Outcome
Time Frame ZWD

2005 2010 2015

Expansion of To establish the Desk research X MOESC Data Capture Statistical Bulletin.
Early number of (Statistics Unit) personnel
Childhood children not Compile and publish report
Education and attending ECEC Computer
Care (ECEC) Centers Conducting sensitization Hardware and 2 000 ECEC
Programme workshops for MOESC software 1,0 Centers constructed
To build stakeholders for purpose Government and furnished.
capacity among of capacity building X X X Community Building Communities
stakeholders in materials sensitized.
the provision of Building, furnishing and Local Authority
ECEC registration of ECEC
Programme Center X x x NGOs and
stakeholders e.g. Training
Provision of Pre-service Urban and rural material
and In-Service Training to authorities.
ECEC teachers 10 000 teachers in-
serviced

MOESC (ECEC Teaching and 1,5 5 000 teachers

Section) learning trained.
materials
Improved services in
Ministry of Centers.
Higher and
Tertiary
Education

To extend and Sensitisation of X MOESC (SPS &

50
Goal(s) Objectives Activities Responsibility Resources Budget in Expected Output/
Billion Outcome
Time Frame ZWD

2005 2010 2015

include the stakeholders on SNE; ECEC
vulnerable and inclusiveness in the
disadvantaged Programme NGO Training
in the Materials
Programme 21 000 ECEC
MHTE Travelling & teachers In-serviced
Subsistence

16 000 SDA/SDC
Vehicle 10 representatives
sensitised

MOESC (SPS & Awareness

SNE; ECEC leaflets

95% of
Media disadvantaged and
vulnerable children
accessing ECEC.

TOTAL 12,5

6.2 ACCESS TO PRIMARY EDUCATION

51
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

Ensure that by To increase the Provide adequate MOESC and Vehicles for 15,0 - Improved access for 6
2015, all admission rate learning and X X X Cooperating project(s) year olds.
children of 6 year olds in teaching Partners. supervision -70% net intake rate
especially girls schools from equipment and and -Increased participation
and those in 58% to 70% facilities for all monitoring by all children in primary
difficult children including education
circumstances To increase those with special Hardware -100 % NER
have access to participation of needs -Equal participation by
and complete the 6 – 12 year Construct schools Data analysis 250,0 the girl-child in primary
primary olds from 92% in all under- X X software education
education of to 100% served, Classrooms -Parity index of 1
good quality. disadvantaged -Adequate facilities &
To achieve and remote areas Teaching equipment for special
parity in of the country needs pupils
participation Implement a Equipment 15,0 -More schools in
between boys sustainable X disadvantaged areas.
and girls. student -More pupils proceed to
Scholarship/ next grade
To increase Financial X X 90% completion rate by
completion assistance both boys and girls
rates from 75% Programme, eg. -More pupils proceed to
to 90% enhance BEAM secondary education
and ETRP
To reduce drop Ensure that tuition - dropout rate of 5%
out rate in fees and levies X X X MOESC Researchers 1 050,0
primary schools are kept at -90% transition rate from
from 25 to 5% affordable levels primary to secondary
through regulatory
measures. Statutory Instrument

-Increase
To increase enrolment of X X MOESC and Training 11,5 -Quality teaching service
trained teachers student teachers MHTE Equipment at in schools
from 88% to -Train more Teachers’
100% teachers Colleges -100% trained teachers

52
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

Cooperating in primary education
-Provide Partners
To reduce the textbooks to X X X -Reduce double
pupil – Teacher needy schools sessions in schools
ratio to 35:1 -Provide adequate
water and sanitary 25,0 -Pupil-teacher ratio of
Reduce pupil – facilities in needy 35:1 in schools
textbook ratio to schools e.g. X X X Local GVT.
1:2 Education 35,0 -Reduced sharing of
Transition Reform MOESC textbooks by pupils
Programme
(ETRP)’s School -Improved health and
Improvement hygiene in schools
Grant (SIG) X X
component. -Adequate sitting and
-Build teachers’ 25,0 writing places in schools
houses X X
-Provide adequate -Reduced overcrowding
furniture in needy in teachers houses
schools
x x

Improving training
and quality of -Improved recruitment
teaching staff incentives for trained
through in-service teachers.
training e.g. BSPZ
clusters
Programme.
To provide a -Review and X X X MOESC and Hardware Revised, relevant and

53
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

relevant update the current MOHET 0,5 adaptive primary
learning curricula Software curricular
experience
-Introduce and X X X Paper Revised and updated
promote an learning and teaching
education content materials in primary
and practices that schools
include life-skills

-Develop diverse,
flexible and X X X Enhanced life-long skills
innovative Programmes.
approaches to
learning and
teaching.

To make the -Identify and -CSO -Inclusion of all primary

education include the X MOESC Household & 20,0 school-age population in
system inclusive socially, culturally demographic primary schools
and economically survey data
excluded and and -100% coverage &
disadvantaged population participation in primary
children. data education by all primary
school-age children
-Identify and -Data from
include all the X Poverty -Statistics of excluded
under-served, Alleviation children
disadvantaged. Survey Study
(PASS) -List of all excluded and

54
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

underserved and
Data Analysis disadvantaged
software
-Harness -Categories of excluded
secondary data X children.
sources to
improve data
collection of
children excluded
from the
education system,
e.g. CSO
Household &
demographic
surveys &
population
censuses

-Establish the
categories of X
children in difficult
circumstances not
attending school
in the country

55
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

To carry out an Institution of MOESC (SPS & -Information 0,5 Enhanced community
outreach awareness SNE) leaflets awareness and
Programme Programmes participation
particularly in -Vehicle hire
the remote rural for outreach
areas, peri- -Screening and
urban and assessment
resettlement
areas.
Organise support
facilities

Follow up reviews.

To facilitate -Identify physical MOESC (SPS & Building 0,5 Schools that are
access to the barriers in all SNE) materials accessible to disabled.
mainstream schools
school Increase in enrolment.
infrastructure for
all learners Target specific Better service delivery
schools for priority
installation of
ramps, rails,
special toilets
entrances etc.

Identify schools
for residential
facilities.

To minimize Strengthen X X X MOESC (SPS & Trainers 5,5 Improved support

school failure remedial SNE) services.
and the Programme Counsellors

56
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

resultant
emotional and
behaviour
problems Strengthen X X X
among all Guidance and
learners Counselling

Provide special
counseling x x x
support for
learners with
disabilities.

To pre and in- Identify training X X X Ministry of Learning and 0,1 Improved teacher
service needs Higher and teaching performance
teachers, heads Tertiary materials
of schools, Education
education Travelling and Increased number of
officers etc. on Hold in-service MOESC (SPS & Subsistence teachers serviced.
special needs workshops X X X SNE) for
education for participants
the success of
inclusive Offer Post
education Diploma courses X X X
by MHTE
.

To ensure high Produce and X X X MOESC (SPS & Braille paper 0,1 Improved service
literacy levels provide braille SNE) delivery.
for all learners textbooks and

57
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

learning materials High literacy rate.
Audio
cassettes
Procure braille
stationary and X X X
other assistive
devices and
distribute to
schools on
request

Produce enlarged X X X
print books for low
visioned learners

Produce talking
books (audio) for
the visually X X
impaired X

Simplify written
text to increase
the X X
comprehension of X
deaf learners.

To maintain an Data collection X X X MOESC (SPS & 0,05 Statistical data

accurate and recording of SNE)
database for all learners with
planning, special needs.
monitoring and
evaluation of Conduct periodic Survey reports.
progress in surveys on trends X X X
inclusion. in inclusiveness.

58
Goal Objectives Activities Responsibility Resources Budget in Expected Output/
Billion ZWD Outcome
PART 1:
Time Frame

2005 2010 2015

Use data for

advanced
planning. X X X

TOTAL 1 204,0

6.3 LIFE-LONG SKILLS

Goal Objectives Activities Responsibilit Resources Budget in Expected Output/

y Billion ZWD Outcome
Time Frame

2005 2010 2015

Ensuring that To develop Conduct a study to determine X MOESC Human 0,2 Study report with
the learning and what the Programme should MHTE Material recommend-ations
needs of all implement a incorporate taking past Financial on the way
young vocationali- initiatives in this area into forward
people and sation cognisance.
adults are Programme Programme
met through for secondary Design vocationalisation X document
equitable schools Programme for secondary
access to schools. Inventory in place.
appropriate Gaps identified.
learning and Draw up inventory of schools X Infrastructure in
life skills with requisite equipment. place. Equipment
Programmes procured.
including Put in place structures, X X
HIV/AIDS equipment and other resources Sensitised staff
that will foster the successful and pupils that
implementation of the understand and
programmes. appreciate the
new concept.

59
Goal Objectives Activities Responsibilit Resources Budget in Expected Output/
y Billion ZWD Outcome
Time Frame

2005 2010 2015

Sensitise and orient staff, X X X
students and the community Evaluation report.
towards the new Programme.

Design and launch industrial

exposure Programme for Number of staff
relevant staff. exposed to
relevant industrial
Pilot test and launch X practices.
Programme.

To improve Ensuring that technical and X X X Human Efficient utilization

access to vocational institutions operate Material 20,0 of resources.
skills training at full capacity through the Financial
for youth provision of evening, weekend
especially the and vacation Programmes More training
disadvantage country wide. providers on the
d and market especially
marginalized informal traders
such as Actively encouraging the who would be
school drop participation of the private X X X offering
outs. sector and industry in the apprenticeship
provision of training training.

Speeding up the replication of X X X The ISTARN

Informal Sector Training and concept
Resource network (ISTARN) to introduced in all
other provinces. the provinces.
More people
especially young
adults accessing
skills training
within their

60
Goal Objectives Activities Responsibilit Resources Budget in Expected Output/
y Billion ZWD Outcome
Time Frame

2005 2010 2015

localities or
provinces.

To improve Intensify targeted pre-and in- X X X MHTE Human 2,0 Qualified and up to
the quality of service training for trainers and Material date trainers and
skills training instructors. Financial instructors
at tertiary employed.
institutions
A Programme
Strengthen the lecturer X X X capable of
Programme at Gweru Technical producing trainers
and Belvedere Technical and instructors
Teachers Colleges who are
conversant with
technologies and
skills required by
the labour market.

Efficient tertiary
Ensure the efficient utilization of X X X education and
resources. training system.

Resource Centres
Establish resource Centres for X X in place and
the development and provision producing relevant

61
Goal Objectives Activities Responsibilit Resources Budget in Expected Output/
y Billion ZWD Outcome
Time Frame

2005 2010 2015

of teaching and learning and up-to-date
materials. teaching and
learning materials.

To contribute Strengthening the delivery of X X X MOESC Human Behaviour change

to the HIV/AIDS education in schools Financial 2,0 especially among
reduction in and tertiary institutions. MHTE Material the young adults.
the HIV/AIDS
prevalence
among
education
personnel and
students. Strengthening the delivery of
civic and life skills education X X X Reduction in
including population education. HIV/AIDS infection
among the young.

A well-informed
public with regards
to civic education
and life skills.

TOTAL 224

62
6.4 ADULT LITERACY, BASIC AND CONTINUING EDUCATION

Goal Objectives Activities Responsibilit Resources Budget in Expected

y Billion ZWD Output/ Outcome
Time Frame

2005 2010 2015

Wider Access To achieve Carry out a survey to X MOESC Human 20,25 Survey Report
to Education universal basic establish basic education Financial
education in needs Material
literacy and
numeracy. Make recommendations for X
improving access.
Increase Develop advocacy X MOESC Financial Appreciation of
community strategies to enlighten Human the value of
awareness of communities on the value literacy by
and desire for and importance of literacy. communities
literacy.
Conduct research to X 20,35 Research Report
ascertain levels of literacy in
the country.
Remove Consult with stakeholders X MOESC Financial 20,1 Inventory of
barriers to on facilities and access Stakeholders Human facilities and
access procedures for groups with access records of
special needs. groups with
special needs.
Identify needs of special X Stakeholders
groups Community Greater
Leaders participation by
Recommend on possible X disadvantaged
steps to be taken to remove groups.
barriers.

63
Goal Objectives Activities Responsibilit Resources Budget in Expected
y Billion Output/
Time Frame ZWD Outcome

2005 2010 2015

Train adult Recruit, train Non-formal X X X MOESC Financial 21,0 Trained Non-
and non- educators Stakeholders Human formal
formal educators.
educators
Promote Recommend appropriate X X X - MOESC Human 20,1 Greater and
partnerships in and economic user fees. - Private more
the provision Sector meaningful
of Non-Formal financial
Education - Partners contribution by
learners.

Recommend the allocation X X X More realistic

of a special budget for Non- budget
Formal Education. allocation for
ANFE

Consult and sensitise X X X Greater

companies on the value of involvement and
Non-Formal Education contribution in
ANFE by
Private Sector.

TOTAL 101,9

64
6.5 GENDER EQUITY IN EDUCATION

Goal Objectives Activities Responsibilit Resources Budget in Expected

y Billion ZWD Output/ Outcome
Time Frame

2005 2010 2015

Eliminating To achieve Review and revise curricula to X X X MOESC and Human 10,0 Gender sensitive
gender gender equity make it gender sensitive MHTE Financial curricula produced.
disparities and and equality by Material
achieving gender 2005 Education personnel
equity by 2005 sensitized.
Gender-sensitise teachers and X X X Gender 10,0
school administrators Trainers Girls’ retention in
Venues schools improved
Educate parents and
communities on the importance X X X Gender SDCs, SDAs and
of educating the girl child. Trainers college advisory
Venues councils gender
Fundraising from all Stationery sensitized. Parity
To mobilise stakeholders – writing project X X X achieved in
resources for proposals enrolment between
achieving the boys and girls.
stated objective
Increase girls Construction of schools in X X X MOESC Building 10,0 Number of schools
access to disadvantaged areas and new MLGNHPW materials registered reduced
secondary resettlement areas. Builders walked distance to
education to school
50% of Provision of safe water and
enrolment. sanitary conditions in schools

Mobilise Run maths science Camps X X X Improved

resources to 10,0 achievement rates
improve in Maths & Science
participation in
science and Improve enrolment
maths of girls in Maths
Science and
Technologies

65
Goal Objectives Activities Responsibilit Resources Budget in Expected
y Billion ZWD Output/ Outcome
Time Frame

2005 2010 2015

Produce Train more females in X X X MHET 5,0 Number of female
gender Mathematics, Science and teachers trained in
disagregated Technical teaching Science,
statistics in the Mathematics and
two ministries technical

Lists of students
Provision of scholarship X X X MOESC 1,0 on scholarship
Programme for girls from and BEAM
disadvantaged families. Programme

Mobilise funds
from Yearly statistics
stakeholders bulletin
for
scholarships

Data Capture
Data capture X X X MOESC & Clerks
Data cleaning MHTE
Data processing

TOTAL 46,0

6.6 QUALITY OF EDUCATION

66
Goal Objectives Activities Responsibilit Resources Budget in Expected
y Billion Output/
Time Frame ZWD Outcome

2005 2010 2015

Improving all Review existing Research and consult X X X MOESC Financial 100,0 Revised
aspects of the curriculum so that it widely. Convene Human curriculum
quality of is relevant to the national panels to Material
education needs of the nation. review syllabuses.

Improve availability Mobilise stakeholders Reduce

of learning to provide funding for X X X MOESC Financial 500,0 textbook pupil
resources procurement of Human ratio to 1:2 more
resources Material effective
Improve Improve supervision learning
available of from the current Undertake school X X X
learning and situation to at least visits for the purpose Improve quality
teaching two visits per school of supervision 100,0 and relevance
resources per year. of education
Monitor learning X X X MOESC Financial
Institute qualitative assessment Human More trained
learning assessment throughout the Material teachers in
Improve throughout the curriculum schools.
teaching and curriculum
learning Develop instruments
In-service each for assessment Improved pass
teacher at least rates.
once in every five Organise in-service X X X MOESC 10,0
years. training workshops for MHTE
teachers

Write teachers MHTE

manuals on different
Reduce the subjects
employment of
under- qualified and
untrained teachers Improve social Improved pass
by 5% infrastructure in rural 50,0 rate across the
areas and conditions curriculum to
of service 50% at ‘O’level
Improve pass rate at

67
Goal Objectives Activities Responsibilit Resources Budget in Expected
y Billion Output/
Time Frame ZWD Outcome

2005 2010 2015

‘O’ level to 50%
Identification of X X X MOESC
schools staffed with
under-qualified and
untrained teachers
and replace them with
trained teachers.

TOTAL 760,0

GRAND 2 348,4
TOTAL

PlanactmatrixChapt5.cj

68