Reframing education for sustainable future
IMPROVING learning outcomes in Zimbabwe requires that government increases equitable access to and completion of quality inclusive education, with improved learning outcomes for every child. UNICEF Zimbabwe and its partners have been committed to helping the government reframe education. Resources have been pooled to support national government financing for social sector expenditure. This has seen the education sector registering consistent improvements in access and learning outcomes over the past three years.
Enrolment rates continue to swing up and particularly in primary schools and the new curriculum is in place, helping to modernize quality of learning, laying a foundation for the early years and emphasizing Science, Technology, Engineering, Mathematics (STEM) skills.
The Ministry of Primary and Secondary Education has been making strides in prioritizing early childhood development which lays the first foundation for children to develop intelligence and social behaviour and to prosper throughout their school careers.
The ministry has been consistent in promoting the policy it launched in 2005, that requires every primary school to attach at least one ECD B class to the school but more needs to be done. Since most primary schools have set up these classes, more needs to be done on training ECD para-professionals and developing appropriate materials for the early years.
UNICEF has partnered with various organisations including non-governmental organisations in training ECD para-professionals having trained over 9,950 between 2011 and 2014 alone.
In this process the Government of Zimbabwe has realized the importance of investing in early learning which has lifelong rewards both for the child and the nation. The Government is now investing in the training of qualified ECD teachers through three year training in teacher education colleges. This will help teachers bring out the best in young children and manage the age group effectively.
The Government is also working towards ensuring that age-appropriate infrastructure and furniture are procured for the schools.
The formulation of an inclusive education policy is being spearheaded by the Ministry of Primary and Secondary Education supported by the Education Development Fund.
Beyond this, within the disability sector organisations such as NASCOH and Leonard Cheshire Disability Zimbabwe, are working towards expanding education opportunities for children with disabilities by procuring materials, and by supporting the development of systems that ensure inclusivity and sustainability.
To help the Government meet its commitments to children with disabilities, UNICEF is procuring equipment, materials and assistive devices for special schools to cater for all types of disabilities. This has been our work in improving and reframing access, quality and equity for children with hearing, visual, physical or intellectual impairment.
The new curriculum is aligned to the development needs of the country and reflects the Zimbabwean context and is consistent with international trends and standards. The curriculum prepares young Zimbabweans to be active, participatory citizens, able to contribute to an indigenised economy, equipped with literacy, numeracy and practical competences.
The syllabus fosters lifelong learning for success in a knowledge economy. These skills will allow young Zimbabweans to adapt to rapid change which could be an important factor in determining whether the future is full of promise or peril.
The Ministry in partnership with UNICEF has been strengthening its capacity to respond to the needs of out of schoolchildren and young people. In 2012, according to the National Census 1.2 million children aged between three and six years were out of school: 69 percent were of ECD age, 12 percent were of primary school age and 17 percent of lower secondary school age.
The strategy is to provide education opportunities for out of school disadvantaged children and youth to equip them with life skills, literacy and technical and vocational training.
◆ Read the full article on www.herald.co.zw