PLANS FOR EDUCATIONAL TRANSFORMATION FOR THE NEXT FIVE

YEARS DESIGNED TO DELIVER 21ST

CENTURY SKILLS AND CONTRIBUTE TO THE ATTAINMENT OF VISION 2030

MANDATE

Traditional Mandate: To promote and facilitate theequitable provision of quality, inclusive and relevantInfant, Junior and Secondary Education

Updated Mandate: To promote and facilitate theequitable provision of quality, inclusive and relevant21st Century Infant, Junior and Secondary Education infacilitation of the attainment of the Country’s Vision2030.

Vision 2030: To Attain Upper Middle Income Status by2030

NUMBER OF SCHOOLS

REGISTEREDREGISTERD

INDEPENDENTSATELLITE

PRY SEC TOTAL PRY SEC TOTAL PRY SEC TOTALGRAND TOTAL

4965 1698 6663 61 259 320 1017 832 1849 8832

ENROLMENT BY LEVELLevel \ Sex Male Female Total

Infant 696865 711568 1408433

Junior 904412 912214 1813626

Secondary Form 1-4 484948 489713 974661

Secondary Form 5 & 6 39236 47948 87184

Skills Orientation 9823 12739 22562

G r a n d T o t a l 4,306,466

Approved

Establishment

Number in Posts Vacancies

130 999 121 090 9 909

STAFFING

BUDGET FOR 2017

Programme Budget US$

Employment Costs 788 969 000

Goods and Services 5 936 800

Maintenance 888 200

Current Transfers 1 152 000

Capital Expenditure 6 852 000

Grand Total 803 771 000

Disadvantages of Old Curriculum Designed in the colonial era

Knowledge based and academic with little practical focus

Exam oriented hence rote learning and cramming

Limited in terms of pathways

Majority of learners branded as failures at ‘O’ Level –leaving the education system without any recognizable skill or competence

Not speaking to needs of industry or general socio-economic transformation

COMPETENCE BASED CURRICULUM Zimbabwe has developed a competency-based

curriculum with the following orientations: Practical-oriented learning

Learners’ capacity to apply knowledge, skills andattitudes that will make them productive members ofcommunity

Lay the foundation for a human capital that will deliverhigher levels of national productivity and innovation inall sectors especially agriculture and mining, leading togrowth in related industries and manufacturing

Emphasize STEM, Information Technology, Innovation,Financial Literacy and Entrepreneurship as well asPatriotism and National Pride

SPECIFIC LEARNER EXIT PROFILES

SOUGHT

Teaching and Learning is designed to achieve thefollowing skills and abilities: Problem-solving Critical thinking skills Leadership skills Communication skills Technological skills Enterprise skills Self-management skills Management skills Innovation Life-long and continuous learning

APPROACHES TO TEACHING AND LEARNING

Learner-centred approach to teaching and learning.

Learning revolves around learners as they engage in the search and discovery of new knowledge

Teacher acts as a co-explorer and facilitator in knowledge discovery

Understanding of content, but also demonstration of skills and competencies

Schools must transform from mere buildings to nerve centres that connect teachers, learners and communities

PILLARS OF THE COMPETENCE BASED CURRICULUM

Legislative Framework

Infrastructure

Teacher capacity development

Teacher professional standards

Research and Development (CERID)

CHALLENGES IN IMPLEMENTING COMPETENCY BASED CURRICULUM

Teaching and learning materials

Infrastructure

Syllabus design and implementation

Teacher and administrators’ capacities and mind-sets (resistance to change)

Parents and community buy-in

Digital divide

Biggest Challenge is to Get Resources to Equalize Opportunity

Access to education is very unequal in Zimbabwe there are about 3500 hard to serve schools that are mainly in rural or peri-urban areas

There is an urban poor population that requires social safety nets

There are remote areas where basic infrastructure including electricity, water, roads are as good as non-existent

Existing schools, fully built but with no STEM facilities

Primary schools with no ECD facilities

INTERVENTIONS TO RESOLVE CHALLENGES

Infrastructure development through joint venture partnerships, loan financing and community contributions

Education Development fund and other donor facilities

Business models that utilize value from offering services to school communities

School based income generating projects linked curriculum delivery

ACHIEVEMENTS Rolled out the Competence Based Curriculum in 2017 $5 million invested in teaching and learning materials to 6,000

disadvantaged schools In service training for Heads ,Deputy Heads and Teachers in

various administrative and teaching programmes. $3.5 million invested in mobile science laboratories for Primary

Schools Continual disbursement of funds to various schools for

construction of new schools, rehabilitation of schools infrastructure units such as classrooms, science laboratories, specialist rooms and teachers’ houses

Signed MOUs for connectivity under different business models 17 schools, 11 primary and 6 secondary schools under OPEC Funds

for International Development (OFID) are at contracting stage and expected to be completed before the end of 2018.

EMIS, TDIS, most urban schools are resourced and connected

BEYOND BAND AID Repeal education act and set up education fund supported by

contributions from communities and additional tax resources (e.g. levy from fuel)

Get a % from the Universal Services Fund (USF) for use in the deployment of connectivity and devices in schools

Aggressively seek grant funding for renewable energy as well as to complement local efforts in the deployment of connectivity and devices

Systematic and comprehensive human capital development and training

Make our data collection as real time as possible and readily available for use in informing policy and management decision (dash board)

Integration Approach International and Local Partners (Microsoft Transformation Model/Intel/Classera/E-learning Solutions) and others like those offering devices at affordable prices.

TatendaSiyabongaTalumba

Thank You