TeachZimbabwe no talented disadvantaged child left behind - paftnering for RENEWAL & a1f,ELLEN}E 'The restoration of the education system will require the adoption of cost- efficient ond effective strotegies by government, communities ond portners. The ultimate aim is to utilise all these opportunities to re-build schools to standards that ideoily motch or surpass those of the pre-2000 ero.,' Minister of Education, Senator David Coltart, May 2010 SPESJT -, I :..,,'
Transcript
TeachZimbabwe
no talented disadvantaged child left behind - paftnering for RENEWAL & a1f,ELLEN}E
'The restoration of the education system will require the adoption of cost-efficient ond effective strotegies by government, communities ond portners.
The ultimate aim is to utilise all these opportunities to re-build schools tostandards that ideoily motch or surpass those of the pre-2000 ero.,'
Minister of Education, Senator David Coltart, May 2010
SPESJT-, I :..,,'
Zimbabwe's education sector:
. is in decline due primarily to under-resourcing
. has to be urgently reinvigorated to underwrite medium/long term development
. benefits from the existence of a recent 'institutional memory' of best practice &excellence, significantly housed in a critically under resourced MoESCA
. can attract a significant cadre quality human resources, now otherwise employed,locally and in neighbouring countries
. can rely on universal political & developmentpartner support for its revival
. is an important component in ensuring the new political dispensation
survives/flourishes
. retains an embedded adverse social bias, under-serving talent in poorer areas
SPESE'" : ::.:...;Ir
Our Key Objestives include to:
nurture talented but disadvantaged Zimbabweans;
ensure the holistic reconstruction of selected, targeted schools as part of the rapidrecovery process in the education sector;
demonstrate strategies that can realistically be employed by all schools in Zimbabwein order to achieve outcomes of quality, equity and relevance in a sustainable way
serve as a focal point for the selected schools' cluster & relevant local communities,and in particular provinces which feed children and access facilities across education,sports, arts & cultural pursuits
ii,qPF+A
2
TEACH Zimbabwe {TZ) is a social enterprise that has a vision that every child shouldhave cost bffective access to world class, broadly based education & to ensure no
talented, disadvantaged child is left behind, and:
. is primarily a project management platform to dellver in a transparent,accountable & efficient manner short term & systemic interventions,alongside the MoE & other education sector actors by aggregating &allocating resources
. execute primarily via local professionals & entities, & within a frameworkdemocratic accountability reflective of the sovereign will as expressed byZimbabwe's institutions
. will account publicly for its resource mobilisation & allocation
. initially, looks to develop a (semi) rural network of Academies of Excellence
. will use a range of approaches including Public Private partnerships &twinnings
,iSPESA
FundsflUlanagement & Assurance?
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l' SDAs/ParenG/ 1\o. Local ,...,rComqq$iry
fees, volunteerilq & qovernance
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tI seruices
dr '"--"seruice fees
TZ is a transitional vehicle, and therecapacitation of the MoE is a core TZ priority
DtsEi}A
TEACH Zimbabwe's Trustees are:
- Dr Ruvimbo Chimedza, Chairperson & Coordinator of Technical WorkGroup
agronomist, academic, social sector consultant & listed company director
- Bart Mswaka, Coordinator of Operations WorkGroup
senior business executive & fmr central banker
- Kojo Parris, TZ Founder & Coordinator of Finance WorkGroup
- financial metrics {pls refer to attached budget summary
- low turnover & high morale of Academies' personnel
- participation in local & national awareness programmes, lCT, gender &
population issues
- pastoral care
The Key Next Steps are:
1. fully operationalise immediately, launch Jan 20L1
2. conduct the detailed Needs Assessment
3. formalise Forum of Schools' SDAs & Community Stakeholders
4. establish Scholarship Oversight Board
5. agree & execute Workplans with 3.
6
flnancial value (FVl .. the Classic Trade-Off Curve
* Mobile cos
private sectorspace
a social enterprise provides highsocial value add goods & seNi@susing flnancially & ope€tionallysustainable models, andencompasses NPOS, NGOS & CBOSetc entity models
financial value (FV)as our Capability per Dollar increases, the
classic Trad+off Curue is repleed, &yesterday'6 zero-sufi constairt gives way to
today's ze mteiling opportuni8es...
New EconomyCurve
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CONCEPT PAPERREGARDING TIM ESTABLISHMENT OF
ACADEMIES OF EXCELLENCE IN ZIMBABWE
Background
On 28th October 2009, the Ministry of Education, Sport, Arts and Culture (the "Ministry")entered into a Memorandum of Understanding ("MoU") with Teach Zimbabwe Trust (TZT).The MoU resulted from the discussions between stakeholders and the Ministry on how best topartner to improve and expand the educational system in Zimbabwe, with specific focus on theestablishment of Academies of Excellence. This comes in the wake of the numerous challengesthat the education system faces following the many years of economic decline. Due to thedeepening poverty, many talented pupils from po-or rural and peri-urban areas have failed toaccess quality education or any education altogether. The establishment of the Academies isintended to avert further loss of talented disadvantaged students and is a policy priority for theMinistry.
Context
The years following Zimbabwe's attainment of political independence in 1980 saw the rapidexpansion and development of the education system. The expansion that took place inZimbabwe' s education system between 1980 and 1995 was unparalleled elsewhere in the world.This 'education miracle' was achieved and sustained through a massive investment byGovernment and the international donor community in school infrastructure, teaching andlearning materials, equipment and other resources, accompanied by a massive advocacy forparticipation in education by both the young and old. Aggressive teacher training programmesand attractive salaries ensured the provision and retention of a highly motivated and skilledteaching and administrative support staff in schools. Meanwhile, communities, local authorities,trusts and foundations, corporate bodies (mines, companies, farming enterprises) as well asindividuals complemented Government efforts by investing in school infrastructure, learningmaterials and equipment. By 1990 Universal Primary Education (UPE) had virtually beenachieved, and the high standards of education earned the country 'flagship' status among theworld's nations in education development.
The challenge
Since the mid 1990s, Zimbabwe has experienced a precipitous economic decline that led to arapid deterioration in the delivery of basic services, with education being one of the worstaffected. Resources for the maintenance of school infrastructure were not available. Schoolinfrastructure fell into a state of general dilapidation and there was a critical shortage of teachingand learning materials and equipment. Meanwhile, as the local cuffency collapsed with theeconomy, staff salaries were eroded so severely that many staff failed to turn up for duty, withsome leaving the profession and the country altogether. Without teachers schools could notoperate, and so attendance fell and dropout rates increased sharply. In every respect, the entireeducation system inZimbabwe had reached the point of near-collapse.
Opportunities for recovery
The current period presents many opportunities for the rapid restoration of the education sector.The Global Political Agreement (GPA) signed on 15 September 2008 and the subsequentformation of the Inclusive Government on 13 February 2009 gave impetus to positive changes inthe country's political and socio-economic landscape. In March 2009, the Short-TermEmergency and Recovery Programme (STERP) was launched, and this paved the way for thecountry's rehabilitation, with the education system taken as one of the key priorities during thistransitional period. More recently, the Medium Tern Plan (MTP) seeks to build upon previousefforts to ensure a more rapid and sustained recovery of the education sector. STERP Ilpublished in December 2009 specifically adopts the Academies concept as outlined in this paper.
Among the many opportunities that Zimbabwe can capitalize on are the following:
o Zimbabwe's past experiences that enabled iito achieve flagship status in Africa, with theeducational standards that the country had reached only 15 years ago standing as abeacon to guide current and future efforts
o the lessons Zimbabwe can draw from the wealth of its own experiences as well as thoseof other countries that emerged from crisis
o prioritization of investment in education by Zimbabwean individuals, households andfamilies, with such commitment often exhibited in the strong tradition of communitysupport for school development
o existence of school structures which, although now in varying degrees of disrepair,remain solid and restorable at a modest costthe stabilization of the economy that saw most teachers who were still in the countryresuming their duties and playing an active role in the restoration of the education systemconsiderable goodwill from development partners and other stakeholders who have beenforthcoming with substantial amounts of financial, material, technical, and other forms ofassistance to help the Ministry restore the delivery of education services
The restoration of the education system will require the adoption of cost-efficient and effectivestrategies by government, communities and partners. The ultimate aim is to utilise all theseopportunities to re-build schools to standards that ideally match or surpass those of the pre-2000era.
Objectives
The overall goal of the "Academies of Excellence" is to ensure rapid and sustainable recoveryand development of the education system, and thus curtail any further loss of national talent,especially among disadvantaged students, through concrete, realistic and demonstrable returns onsufficiently focused investment in the education sector. The specific objectives of the initiativeare:
aJ.
4.
1. to immediately halt any further loss of the talent that is resident in young, promisingZimbabweans by immediately identifying talentedr pupils from a variety of disadvantageJbackgrounds, nurturing such talent, and developing it for the long-term benefit ofZimbabwe:"
2. to ensure the holistic reconstruction of selected, targeted secondary/high schools andprimary schools as part of the recovery process in the education sector; and
to demonstrate strategies that can realistically be employed by all schools in Zimbabwe inorder to achieve quality, equity and relevance in a sustainable way.
to operate as a focal point for local communities and as a benefit to the cluster of schoolsin particular provinces which feed children and access facilities.
Strategy
ln every post-crisis situation, everything becomes a priority but because resources are oftenlimited, the Ministry has to prioritise. In this regard, the Ministry has outlined three main policyobjectives, namely:
1. Restoration of basic education. This focuses on protecting every child's right to gain accessto and participate in basic education of a good quality, with an emphasis on basic literacy,numeracy and essential life skills. This is supported by a definite set of attainable goals thatfocuses on curricular reforms (more focus on technical and vocational education), theprovision of essential textbooks to every school, and creation of a more conducive learningenvironment, particularly one that promotes good hygiene (e.g. the repair of toilets). Aspart of the process of decentralization, schools will have greater control over the financialresources allocated to them by central government.
Establishment of Academies of Excellence. These are institutions that will be establishedout of existing government schools and, within a framework of immediate recoveryimperatives, as well as long-term development needs of the education sector, create idealconditions for the fullest development of talent through an inclusive approach thatspecifically caters for pupils from disadvantaged backgrounds. This concept is based onsimilar strategies adopted elsewhere such as the Malasyian "smart schools" programme.
Creation of enabling environment for non-government education. This entails the creationof conditions that will ensure that the vast potential there is among non-government playersto contribute towards the provision and development of education is fully tapped. However,such contributions will be made within a regulatory framework that ensures adherence tothe core values already articulated by Government.
2.
I 'Talent' includes academically and/or athletically and/or artistically talented children.
The first and third policy objectives are being addressed through other mechanisms beingpursued by the Ministry. The partnership with TZT seeks to address the second objective,namely, the establishment of Academies of Excellence.
Academies of Excellence
The Ministry has entered into u public private partnership with Teach ZimbabweTrust for theestablishment of Academies of Excellence by rehabilitating existing government secondary andprimary schools. The schools targeted for transformation into Academies of Excellence willhave to meet certain criteria as described more fully below, including extensive academic,sporting and cultural infrastructure and boarding facilities. In addition, some of the academieswill have centres of excellence to teach particular academic, sporting or artistic disciplines. Forexample, an Academy may focus on the teaching of foreign languages or the performing orvisual arts.
Scholarship Fund
A critical component of this initiative is a programme which will identify and channel into eachAcademy, academically, athletically and artistically talented but disadvantaged children from theprovince in which the Academy has been established. Strict attention will be paid to theidentification of the students in order to build gender equity and assurance of a steady throughputof girls. Equally important, will be the creation of a scholarship fund to ensure that thesedisadvantaged talented students will be able to attend the Academies. Each disadvantagedstudent will receive a full scholarship covering school fees (tuition, boarding, levy, examination,etc), uniforms and equipment (school, athletics, and arts/culture), textbooks, stationery andmaterials as well as money to cover other basic expenses. The Minister after consultation withthe Permanent Secretary and Senior Directors, will appoint a board to manage the scholarshipfund.
These Academies of Excellence will support the central policies that have guided the Ministry'sefforts over the last three decades. They will re-enforce the quest for expansion of access,
enhancement of quality and relevance, and gender equity. This they do by offering all pupils -especially disadvantaged pupils from rural and peri-urban areas who would otherwise find itdifficult to access a good secondary education - conditions that maximize learning opportunitieswithin a broad curriculum framework that recognises diversity of talent in the academic field, intechnical/vocational subjects, and in the sporting, artistic and cultural disciplines.
Approximately 40o/o of the intake at the Academies will be reserved for talented disadvantagedchildren. However, the overarching goal is that every talented disadvantaged child will haveaccess to quality education by being able to attend an Academy of Excellence. The balance ofplaces will be filled by talented children whose parents/guardians can afford to pay.
Implementation plan
The implementation of the Academies of Excellence intervention will require the followingactions:
o Selection of government schools to be trans.formed into Academies of Excellence.
Government schools will be selected using the following criteria; Availability of, at aminimum, the following infrastructure:
i. Boarding facilitiesSpecialist subject rooms such as science laboratoriesLibrarySports facilities to cater for a wide number of sports includingfootball,hockey, cricket, rugby, netball, basketball, swimming andtennisPotential for e-connectivityAccess to water and electricitySchool hall including facilities for the pursuit of the arts.
Gender equity - where feasible, I girls school and 1 boys school will be chosen ineach province
Conducting a needs assessment A detailed assessment of type and level of inputsrequired for upgrading will be conducted for each selected school, and a timetable andbudget will be prepared.
Upgrading and construction of physical facilities.
Identification of talented but disadvantaged pupils. This involves: the development ofcriteria (including the development of objective based admission system) for theidentification of competencies that constitute'talent' in the field of academic subjects, intechnical/vocational subjects, and in sporting, artistic and cultural disciplines; setting upstructures for the identification process; putting in place monitoring mechanisms toensure transparency, equity and efficiency in the selection process; actual selection ofpupils.
Putting in ploce school management systems. Given the critical role of good school-based management processes in school improvement programmes, this process willinvolve: setting up structures for the management processes in the Academies (involvingthe selection and appointment of school heads with the requisite qualifications andproven management skills and experience); developing guidelines for managementprocesses; identifying management support structures, staff and processes; developmentof systems and mechanisms for professional development and performance monitoringand evaluation;
Identification and oppointment of good Heads and teachers. To ensure effectiveteaching and learning, good teachers will be identified and appointed to the Academiesof Excellence; a comprehensive incentive system to ensure the attraction and retentionof good teachers as well as good teaching performance will be put in place; developmentof systems and mechanisms for professional development, performance monitoring andevaluation.
Psycho-social support to pupils. Academies of Excellence inherently result in highlevels of stress and other behavioural problems for both students and administration. Toaddress this guidance counselors will be identified and appointed; links with mentalhealth professionals and other specialists who can provide services as required will beestablished.
Linkages to local and external institutions. In order for Academies of Excellence to tapinto the global experiences of similar institutions and benefit from the latest trends anddevelopments in education, they will be twinned to similar institutions in othercountries. This can be done through continuous exchange of experiences, sharingresources, and participating in carefully designed teacher and student exchangeprogrammes.
Collaboration with sports and cultural associations. Within the country, Academies ofExcellence will be linked to sporting, artistic and cultural associations so that pupils canbe exposed to expanded opportunities for the development of talent, get mentoring,training, coaching from experts and other talented individuals, and be aware of the latestdevelopments and trends in these fields. For example, partnerships will be sought withsports associations so that they may assist with the rehabilitation of sporting facilities theprovision of competent coaches and the identification and development of athletic talent.
Collaboration with Embassies. Linkages with Embassies will be explored especially forthe development of centers of excellence within the Academies for foreign languagesand the arts.
o Collaborating with old boys/girls and parenfs. In order to ensure that this hascommunity buy in and back up for the programme close linkages will be developed withold boys and girls and their associations and parents of children attending the selectedschools. Parental and old boy/girl involvement in the running of schools will beencouraged in collaboration with the Ministry of Education, Sport, Arts and Culture.
Time frame
The development of the Academies of Excellence will adopt a phased approach that ensures abalance between the need to effect reforms in targeted schools on the one hand, and the need tomaintain a measure of stability and continuity on the other. The first phase will therefore beimplemented over a six-year period, beginning with a focus on Form One students in the firstyear of secondary education, and ensuring their through-flow to the sixth year. The first year of
implementation will be May 2010, to coincide with the beginning of the second school term. Thefirst phase will last up to December 2016.
In the first year 2010, twenty (20) government secondary schools will be identified forrehabilitation and conversion into Academies of Excellence, two in each of the ten provinces.Each year, additional schools will be identified, alternating each year between primary andsecondary schools. Accordingly in 2011, the focus will shift to the identification of 20government primary schools which meet the criteria mentioned above. This process willcontinue until all the schools which meet the criteria have been rehabilitated.
Critical timelines for Year 1
Action Item Due DateIdentification of the 20 schools (see map) CompletedNeeds assessment of each tarseted school 30 June 2010Fundraisine road show July -Aueust 2010Initiation of tender process and identificationof contractors for physical upgrading andexoansion
August 2010
Commencement of physical upgradins September 2010Establishment of Scholarshio Fund board August 2010Selection and placement of students 4"'quarter 2010Launch of first 20 Academies November 2010
Roles and responsibilities
The key players in this project are the Ministry of Education, Sport, Arts and Culture andTZT,and their roles will be complementary.
1. Role of TZ Trust
TZT will appoint an implementing partner.TZT and that partner will enter into a contractoutlining the latter's responsibilities and obligations in accordance with the MoU and thisConcept Paper. The implementing partner will have control of and responsibility for theresources needed to competently and transparently deliver the services. The implementingpartner will have first right of refusal to deliver contracts on behalf of TZT.
TZ Management Services will be primarily responsible for the mobilization of funds and the dayto day management of the project in accordance with the policies and guidelines agreed tobetween the Ministry and TZT. It will seek financial and other material support frominternational organizations, donor communities, and international and local private sector.However, TZManagement Services shall not be legally bound to mobilize the required financialand material resources. TZT will be responsible for the proper accounting of all funds receivedand accounting transparency to donors and the Ministry.
(d)
(e)(0
(e)
(h)
TZT and TZ Management Services will work closely with the Ministry to ensure propercoordination and agreement on project plans. More specifically, in accordance with the MoU,TZT shall be responsible for the below:
(a) ensure the repair/expansion of the physical infrastructure of schools selected for theAcademies of Excellence programme;
(b) ensure the rollout of a ICT competencies program for ICT teachers at the Academies ofExcellence;
(c) identify disadvantaged talented students in rural and peri-urban areas in consultation withthe Ministry and develop a scholarship programme for the integration of such studentsinto the Academies of Excellence;manage & administer incentive schemes for schools & Ministry staff in Academies ofExcellence;co-ordinate sector players involved in the activities referred to above ;recruit qualified professional local staff and expatriate staff in the activities referred toabove;enhance the academic and technical proficiency of students in Academies of Excellence;andensure the professional development of teachers and administrators in Academies ofExcellence.
2. Role of the Ministry
The Ministry will assume overall responsibility for the design of the intervention, ensuring thatthe Academies of Excellence are national institutions that promote Ministry's policy goals. Mor.specifically, the Ministry will:
(a) select schools, pupils, appoint school heads and teachers;(b) provide management oversight, monitor and evaluate overall performance of the
Academies;and(c) meet the basic salaries of all staff on the authorized establishment.(d) monitor the activities of TZT and its partner entities to ensure that the activities are
consistent with the policy goals of the Ministry;(e) appoint the members of the board which will select talented disadvantaged children who
qualify for the scholarship and place such children in Academies.(0 coordinate the involvement of educational, sporting, artistic and cultural bodies and
associations in the schools selected.
Accounts
TZT will establish a bank account in which all funds received for the project will be deposited.Quarterly and annual reports will be prepared by an independent and international chartered andprofessional accounting firm. All such reports will be submitted to the Ministry and the relevantgovernmental authorities in accordance with the Private Voluntary Organisation Act. The booksof TZT and TZ Management Services will be available for inspection by the Ministry andMinistry of Finance at times mutually agreed to by the parties.
Indicative Budget
The Ministry will require a minimum of US$2.8 million to rehabilitate each Academy ofExcellence. This includes scholarship for approximately 600 students, teacher incentives,upgrading and expansion of physical infrastructure, IT programme and all other administrativecosts. A more accurate assessment of the funding requirements of each selected school will bedetermined once the schools have been identified and the needs assessment done.
The major cost items making up the budget are the following:
1. Funding for physical rehabilitation of schools and their facilities2. Funding for scholarship programme - full- scholarship to be provided - tuition, board,
textbooks, clothing, extracurricular expenses, travel3. Supplemental payments for administrative and teachers salaries4. Professional development5. IT systems6. Libraries
METUIORAN D U,M OF UNDERSTANDINGr(haieinafier refered tb as'the mOU,l,
gglg'ER,$rSI,G,gO"qpERATtoN AND fNTERVENTTON tNFIELD OF EDUCATION rU rrrE' bEVLiA;#il;ACAbEMIESIOENTNES CIF E*CEUr-ENCE IN ZIMEABWE
BETWEEN
THE GOVERNMENT OF TI.IE REPUBLIC OF ZIMBABWE
.{hereinafter referred to e* ,cthe GOZir}
bUTv.:nepREsEIIITED BY THE mNISIRY oF EDUGATIuNi, sFoRT, ART$ AND
thc*tir*fter 'JSTX,rhe nrrinistry:r1
AND
TE*OTIZIMBABWETRU T
fhereirtafter re,ferred to. as "t. .;{r)
fH'EOF
PREAMBLE
lllltlEREASiGOZ.and TZf (hereinafte.rfriintly referr.ed lo as,the.p^artie , and as .theP.arty" in the singular|, .are ,de$irou$: of entering into qn {grEement To proinote co_operation in issues pertaining:lo the developmenl and improvemenl of education inZimbabwerand.retatgd faciliiies and Berujces tO tearnqrs and allied communifieE;:and
AoKNOI/!&EDGING that lhe' P€rtlesr hs,ect identified lhatthere is ,a need to qooperatein order to faciltrtate the developmenl and improvement of educalion and relatedfaciritie$ and services to rearners and afiied communifies; and
AGKNOllfl,EbGlNG, that Tn, and: lts assCI'siated thtitieo; spFpr8lising inintervenrions"relatihg to the prsect manag'ment or social serviees w.hich woutiJ bebenefloial to lhe education sestor in Zmbabw-e; aacl
DESTROU$ of setting out a broad framework for.the managemenr services ro beprovided. by IZT as mor.o s:pecffieaily detailed in Afticte $ Uelow;
AQKNOWLE$,GING thil ihie MOU ehnil Uefine the pgrpose and fun-etiqns of T3,t,airtd the 60tivities iit:rhalis€nduc.} in Eiababwe.
NOW THERFFO'RE ffre parties agree as fo[ows;- .
ARTICLE 1
Objectiv6s
The objective of this MOU shatlbe lo:
(a) assisr ihe Ministry in realiziiig the:provislon of r.gtevant sxil,qualty educationan rsuch AssdemF$/Cehtres of Excellen€e- as detined by the indicatgrs chosenby the Ministrir in an aflicient, effective, accounlabte and equitabfe manner forlalented but disadvantaged children;
{!) assist the MiniFlty ln esla:blishin$ Aeademies/Ce.ntres of Excetbnce in orderto prornote quaiity education;
i{c} a6istln mobiiizing i0sour"cesfron! o$tside of the Minielry,s,.cofiers
W#
. (d) eon$jbute fs tfre improvemeRl, 6n.d providb,eapiicify development services rnthe deVebpment of such Acedemieggentres ofiExcettenqe;
(e) pr'ovides the bEsis i9r,a worklng retationship which may be gxpancted to,otherarsas of cosBgration as agreed to belween th€rMini$try AndTZT-.
ARTICLE E
Scgpe of &lOU
The Scope,of this MOU shall bBlo:
(a) piovide an overview of how TZT sha* deriver management services andsysrern;atie interverltionsi with the $upport and guldanoe or tne.Mihistry andpri*ale rgeclors, in 6rdsr to de1etO.p the ACademies/Centres of Expgil.enseProgramme;
fb) ipruvide infonnation an thg yarled ternicbs TZT shpfi emptoy and hcirrr_T'T,shall function intemalV in thie ragard.
ART'CLE3
Area of Operation
The MiniStiv artit''TzT *hall csps$it r,qgardhg the toeation of the Academies/Gentiesof Exceilehce. The ris of the schorirs in which the {he Academies/cenlres ofEXcell€nee will b$ lqcqted,sfiet sUsfi octnsultafiun wili !p gpptov,eg by the tVtinister ofEdtrca'iigg sBp.rt, *rts. end ,Gulttlre and qfu6ft be clearly idtrntitied in the spgeifiqimplgal entatiori agreernent conctuded betwgen the pgrties.
ARTICLE 4
Legal Status ofTZI
Upon ihis MOU Uecorning,e$ective" TZ,I' shafi proceed 1o registdr its prggence in4fmbabw"E,aoFofding to the regar rsqui'€mentg of tne private vohntary CIrganisetion.Aftt [ChAFtFr'17::0.81 (the PVo Act). Notiyithst€indino.the onfry intp,fgrce_.of.thl$,MOi.,in terms of Arlicre 15, thE terms and condilisns of rhis Mou shall ;; ;;;;,preiliding the, r.egistrafion of TIT in; r'irrdu,of the pvo Act,. {t is agreed, thar r:fr wiilpropose a lisr to the Ministry through the office of the Fermanent secretary of thefounding trustee$ or any new trustees in the future it wisheb t"
"ppr; ;;; ;u';;approyed by the Minister of Educa'tion, gpp-rt, Artq. qnd c.u.rture beforo it appq161s
=iJ
founding irugfees 0r''new tru$rees in furure, which,@nsent shail nor beuft:easonabgwithheld"
ARTICI.E 5
Funding and Financing
TZT shall be funded and supported by a variety of sources including the internationalFrga0laations, donor chuntries, thE Eirnbah${pqn privote sectotn, .soOial enterpr.ises,,and charities and, subJect to budget consrrainrs, the Zimbabwean,Government.
ARTICLE 6
Auditing and tnspection of Bqdks
An indepEndenl gnd international Chartered ind,professionat Accounting firm shallan'.un[yr alrdjt TZ.T ,boofts,.of acgoun-tsr f,nd'eribmit the repo* to .the {zr Bo"ard offrusrgbs "TZT:'agrees te n-leffe.a gop)r,sf the dudited annual,repor{ avaltaute tq theGOZ as stipulated in lhe privale Votuntary Organi,$ation Ail.fehapter t2: Odl
ARTICLE 7
'WorldResidence peimits
'lr1 fie e,v.ent .thal rzr engages expalriate staff of consultantg to implenrenl ar.ryactlvtry u'nder this,Mou' eoz fthi'auglr th* ftiifristry) undertakes b racili,tare tilegranling of urork Fgrrnits to sucft Foreign staff and theih dependent farnily ;;O;;who frrlfl, th$ fpq{ri{emenJs rJf.the lmmigrat,ion Apt Whapler q:Ary uun,eonsultation:
'w,ih lhe responsibte adthsr$ies-
AR]TCLE 8
Obligatione of TZT
TZf shafl:
(a)''gnstlre'itt"e iepEiir/elpension of the phycical ini,ra$tuct{Jrc sf sehools selected forthe :AeadEr:llieslCentr,es of EIeEtlglee Brqgi8rnrnq
$) €n$.sre $e rollonf uf a. lCT,comp6tbneies program for t0t teachers ,at theApad€rniesl$,entres: of EXe€ilanee
.N ry,ffi',: r
(c), identify disadvantaged ,ta{eded studen{$ inr rurhl & Beriiurban areas incsn8uttdtibn with, the Ministly and develop, d: scfiolarshtp programrhe .f,er theintegfation of Suqh sttdenis iritc tiie Aoadernib#Centes of ExcettFnce;
(d) manage & adrninister of incentive schemes for schools & Mtnistry staff inAcdemip lcenfes of'Exeidtence;
(e) ensure the profes.sionat development of leaching staff and Schools, Development.A$spcldtiOnS :including: tr?lrr1ng in malrqgenrerit & renlrepreneuiial :gkills in,Acadenii6s/Centres pf Etcellence;
(f) co-ordinale sector players involved in the activilies refened to above(g) recruil qualified professional local staff and expatriate staff in the activities
referred to above;
th) nominate of a duly aulhorised and qualified person to head the operations ofIEACI-I Zir,hbabwe f.Jtanager4enf S gryices;
(i) enhance the academlc and technioal proficiency of students irtAcademies/Oenfes of EXceilence;
6) ,ensure the pfofgssjonirl' Ueudlopmenl of teaahelS and adr,ninistrators, inAcademieVCentres of Exce[ence;
ili) undert6kd.ah l other'obJigations ?grpad io F.ptsuanttoiArllcfe 1{d}.(l)' Ertsl.lre:thaf ,itrs activities: are npt inconsistefit with ttie $pirit and letter af tbis I.UOU.
ARTIOI*ES
Obligatione of Go4
GOzrndedhkes to;.
(a) ptovide support to TZT and itE idenlified partner enhlies and its staff for thoimplementation of ils aclivities arising out of this MOU;
tb) ,gqnf T$ and flts. idEntitied pa:rlner ,oftitiee free movemenl and:the rig,ht to
. monil,or afl spei€tions of Academies/e€o$ep df Excellence.in Zimbabwe-
aribing from the application.sf this MOU; ard(e) MCInitor'the, aetivitje"s of'TEI ehd its identified,partner entitiqs to ensute ltlAl
lhey remain consistient with the spirit and letter of this MOU.
ART'CLE IO
Tax$tioit, Custdms, and'EXcise Duties
(a) TZT shall abide by all lax laws of Zimbabwe
.5
xqfl
All staff'empruyedi by T4f ,sha[ be'tated in,accordar,rce with th€, tax jaws ofZifibabwe
'::$ubiect to, the consehr df tfie r!fiinister sl Finanse and Eny €,ther r€revanlauthority aod the cdnser$ of the c0mmissioner iespoh$ibre for oustsms.TZT phall Ue exeinpt.,from pus.tomq:bnfl excise duties in resppbt of anyrdeciaf,ed yehicles anct spa.re parts. aquipfnenl, m?tgff, O, supptiesfmported bl{ TZf ror use,duriiig the ifiFr€mentariop of progr€rnrnes.
sub1'ect to the consent of the Ministef of Finance and any other relevanlauthority lhe GOZ"shail grant TZT internathnal staff the righl to:ii lrnp-pr,I pC{$.Onal and hotrqa,froid effeots, and ftrrniture in ter.rns of
C[itoms and Excise se! fghapter ZJ:O{]iii. lmport lree of dqies gr tAxe$i on€ (t) rnoton vehisle pei indiyidudt,
These 'iterns may he re.expbrred but sharr not be disposed .of
olherwise than in accorrlanosWft fhe cuslorns:and d)icise laws and,regulatictns in forse in Zimbabwe,
ARNCLE '1
$ovemia.E Larr
Ttris tvtou shall be govemed and construed in Bccordance w*h the liws ofZmbabwe.
ARTICLE T2
$e,ttlenr eni,cf DisBlltes
F) Any cieputes in aonffegtioh'i:rrrith,the interpretation or olher maftdrs pertainingto the implementetion of this MOU shall be resotved by the parties tnrougtramicable negotiatlon and discussion,
(b) ln the erienf thatan amicabfe iettlernent is hot attdined, lhe dispute,shaU bepfetred ior aibitration in lenns of the Arbitration Aof fChap.ter Z. ifl by theCommercial Arbitretion Centre, Harere.
ARTISI.E '$Termination
This Mgu fiidf ,be tenlinafed al any tirn? by mutual agpemenl be-tween thFParties,:or by any p€rg, giving lhe olher written nofice of no less than si* (6)
6
tb)
(c)
{d)
.. month$ oJ ,their irit€rltisn lo ierminate the MOU. Any contr€cls orundertakings concluded qr commenced during the dur.alion of this MoUirhall ,be,weund up wiihin sg-gh 6 _Inonth period and ther,e shall be no tiabilitycft either par,ty beyotd such pFrjod,
.ARTICLE {4'Entry, into,'ForGe end Dutetion
ThiS MOU $h'all enter inl,o.forcg pn thp date of lts signa ur€:by bcith parties, or, if .notsigned simultaneously, on fl.re date.of the tastsignature.
This lld6U $ati pe rin isrce fpi a period of six (6) yearE and,.nNgy be egended if: theFartiesa.gr,sB
,ARTIC.UE;lt'
Amenementg
Amgndme""nis. afieralbns or modifications to.this [4OU shail'b.e irr writing and shail
:gnllr'trliibtqffeqi:0ftq6 theritrjtterl'cons€ntioj:fhg Fa.rties has been obtdiiled.
ARTICLE {6Good Faith
llrg fgrlie.f.Undsdake Jq ac.t ln goOd faith with resBgct to each oJhef$ ,rights ando.$t!ga;[ioas' ulidEjr !hie, MSU,and adopt al! rpgson4bie and praeiloable fireagures toens.ure ths refili$atlon of,ihel.obieolivep,.uf thls lM0U.
ART.I6LE T7
Confidentlafity
All inlormation agreed on belween the Farties as being confidential in nature shall betr€Ated as su0h, unless a Party gives its; Writtdn csnsent wavering its ctaim toconfidenliality in respecl of that particutar information.
bl
ARNCLE 18
Entirs ltrteU
Trrie rfiao'u is aF €xplession'sf the intention of bolh Firties.wlth respeol to the subjeetmafter w'hicri sha, :be impterilented through a $pscifie impremeniation agreemenrbdtwcehithe:Fadtes,
k) TZT urridertakes ro perform its ,services ro rhe highest srandards ofprsfessbnalbmi ethicat FqrhpElence, integrrry and;ou*nu,*.tsoth Parties'shall partlclpate in annuat raview ryrtgtlngs wher*;-;ropirrents 1nrelation !p projectg are:discr,nsed and reVisioni ,uou,
t ' - -
ARNCLE 20
{hvndrstip of iilateriate
Any studiq$, s.of.fty,q.rg of anrf othei ilrateriars BFpererJ hy Tzr ror the:Ministry undgrthis.l{CIu-shalf ffievlg ro and remain ne propertr,otrh* ' '*' '
TZf"may rerain copies of such dpcurnents and sofiware for pgrposes of knowleogqsh0'rihg,6n'd.netnrorkingl pr to be use.d iii its publications and irpiirrt prO.tiruti.O,l*,*iithe Ministry 1i.e,.Joint Owrlerahip of liite[ectual popeff.
ARTICLE 21
Dorniciliunr eitandi ctt Executandi
Afl corr.espondeoce and commtrnication b$een the Farths in r.espect of this MoUshatl be senr through thgir respective offices and dufy authorised ,"0;;;;"r';r*;;follows:-
Fol the Ministr-y
The Ferrn€'dht $ecretary of the Mihisrry of Educat6n, sport, Arts a Gufiure14th Floor, Ambassador Building ' - -Kwame"Nkrumah Avenue
F{arare, Zimbah,ve
ry
AnS popi'd tp ilie li4inisterof Education, sport, Arrs and Gutturg at the same,,addressmentiond above.
FoTTZT
Maureen Eenlon
10 Oailands Driv6
El'CIowdalgi lfarare, Zimbeh#6
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Kojo Malcolm Parris
Kojo is chairman of A4e Aftico lwww.aae.co.ur<t, and founder of the African Social EntrepreneursNetwork (www.asenetwork.orsl & Social Privatg Equity South Africa (www.sociarprivateentrepreneur.coml. He isan adviser/director to a number of social enterprises, including Khulisa (www.khurisaservices.co.za),
Operation Hope, Gauteng (www.operationhope.ore), Open Africa (www.ooenafrica.orsl and Hgart(www.hearterobar.orgt Kojo is a former investment banker with NM RofhschrTds, Merchant Bank ofCentral Africa & African Banking Corporation Holdings, oversaw investment portfolios al TAHoldings and Takura Ventures Fund in Zimbabwe, and worked in operational management forBooker Tate in Papua New Guinea, Australia, Kenya and London, He was the Head of theColloquium for Social Ertrepreneurs @ GIBS, chairman of Homeless Talk and mentors youngadults privately through formations such as Youth Alliance for Leadership & Development in Africi(YALDA), Kojo, who was born in Guyana for whom he is the Honorary Consul to South Africa, wonthe Cambridge Commonwealth scholarship where he read for an MA in Engineering(Manufacturing). He subsequently qualified with DeJofffes in London where he worked also as amanagement consultant and completed Part 1 of the CFA.
Dr. Ruvimbo Mabeza-ChimedzaP. o. Box cY 367, causeway, Harare, zimbabwe: Tel: +263-4-861732; Fax: 263-4-720s70;
E-mail: [email protected]; Zimbabwe citizen, female.Academic Qualilications:o PhD Agricultural Economics, University of Zimbabweo MSc. Agricultural Economics, Oxford Universityr Postgraduate Diploma in Agricultural Economics, University of Reading.r M.A. Intemational Development, Clark University, Worcester, Mass. USAo B.A. International Development, clark University, worcester, Mass. USACurrent Employment: Freelance consultant,Major areas of competence:. Teaching and researcho Strong background in community level field experience.o Socio-economic analysis relating to livelihoods security, wealth creation, gender equality and
institutional capacity developmento Monitoring and evaluation of humanitarian assistance.o Institutional and policy analysis.o Designing and implementing field surveys and participatory research projects.I. Management experience:o Regional Director for the Initiative for Development and Equity in African Agricultureo Co-Director for the Network and Centre for Agricultural Marketing in Eastern and Southern
Africa. Head ofthe Department of Agricultural Economics and Extension, University of ZimbabweII. Institutional Development:o lntegration of gender issues into the Special Programme for African Agricultural Research
(SPAAR) and the Forum for Agricultural Research in Africa (FARA) during a World Bankreview process.
r Developed a model for transforming agricultural service delivery institutions throughcapacity building of selected middle level change agents in organisations in seven SouthemAfrican countries
o Jointly developed a strategr for DFID's Livelihood programme in Zimbabwe Highlightingthe link between gender and poverty
o Developed tools to facilitate participatory work by rural communities and service deliveryinstitutions
III. Liason:o Policy briefs for Ministers and Permanent Secretaries of Agriculture in the SADC region
through the Food and Natural Resource Policy Analysis Networko Linking policy makers with rural communities through the Initiative for Development and
Equity in African Agriculture (IDEAA) ProgrammeIV. International Experience:o Member of the Extemal Gender Consultative Group advising the President of the World
Bankr Adjunct Professor in the Department of Applied Economics and Management at Cornell
University, NY, USAo Member of the Gender Expert Group on Women Science and Technology for the IjN
Secretary General for the World Conference for Women held in Beijing.
CURRICULUM VITAE FOR BART MSWAKA
Bart Mswaka graduated in Economics from the University of Zimbabwe in1980. ln 1981 he joined the Reserve Bank of Zimbabwe and worked in variousdepartments until 1989 when he resigned as the Senior Manager in theExchange Control Department. ln 1989 he joined the Bank of Botswana as an
expatriate manager and played a key role-in the liberalization and abolition ofBotswana's foreign exchange controls. Bart was then moved to the Policy and
Analysis unit where he played a key role in bringing Botswana's Banking Actand regulations to lnternational Standard. He left the Bank of Botswana in1995 to join Edwards and Company Limited as Manager, dealing and was laterpromoted to Executive Director. He left the company in 1999 to join HSBC
Securities (Private) Limited as its Managing Director.
Bart is registered Stockbroker, a member of the ZSE Committee and is thecurrent Chairperson of the Listing Committee. He is the Vice-Chairman and
immediate past Chairman of the ZSE.
Bart is the outgoing Chairman of the Prince Edward School Development
Committee and Chairman of the Board of Makera Cattle Company (Pvt) Ltd.
He is a Trustee of Fintrust and sits on the board of Cimas Medical Laboratories.
Mr. Mswaka is the Managing Director of ReNaissance Securities (Private)
Limited, a member of the ZSE.
Mr. Mswaka has three children, Kuda, Simba and Tapiwa.
---l
Maureen Denton is the CEO of Zimbabwe Agricultural Development Corporation('ZADC"), which comprises a group of private companies specialising in floriculture andagricultural production of grains, vegetables and tobacco and management consultantservices.
Prior to joining ZADC in 2009, Maureen was Vice President and Associate GeneralCounsel for Goldman Sachs & Co. (New York). Maureen has worked as senior legalcounsel for major U.S. corporations including AT&T, Lucent Technologies and CiscoSystems and has worked on multimillion dollar transactions on behalf of thesecompanies. She started her legal career at the law firm of Sullivan & Cromwell (NewYork), where she worked on lPOs, debt offerings and project financing in Latin America.
She has a Doctor of Law degree from Columbia University School of Law (New York), aMasters in lnternational Affairs, with a concentration in Economic and PoliticalDevelopmenUlatin America from Columbia University School of lnternational Affairs(New York), and a Bachelor of Arts degree and Masters of Arts degree in Spanish andFrench language and literature from Queens College, City University of New York.
As coordinator of the Research Committee of Jamaica over the past 15 years, Maureenworks with schools and assists students from innercity and rural communities inJamaica, in areas such as capacity building, professional development, development ofschool plan, scholarship funds, etc. She also headed the Early Care and Educationworking group of the Pipeline Crisis lnitiative established by the law firm of Sullivan &Cromwell, Goldman Sachs and Harvard University to address the issue of the wideningeducation gap of black males in American society.
o assisting in managing and trading the bank's required reserye position.i assist in managing the daily core funding desk responsibilities. provide rate information to various departments throughout the company follow and
maintain money market rate information.. take investment calls, execute transactions, and handle all general customer inquiries. maintain and improve existing client relationships through accurate and timely
execution of client transactions. Conduct the appropriate follow up communication withother relationship officers.
. dealing;o bank reconciliation;
GDiZAa Dahrest Asset Management (Flnanciat tnstituflon)Personal Assistant cum Team Administrator Pension Fund & Equity PortfoliosDepartment (2.5 years)
. drafting presentations and project proposals
. travel arrangement: regional and internationalo document typing, editing and formattingo prep?ro routine correspondence and related assignmentso administration issues and follow ups. drafting of newsletters, quarterly reportso coordinating the marketing function with other functional departments. assisting in Public Relationso pett! cash reconciliation
African Banking Gorporationl Harare (Financial lnstitution)Personal Assistant cum Team Administrator to Group Head of lnvestment Banking andManaging Director ABC Asset Management(3 years)
o billing administration; drafting fee notes for manager's review. monthly accounts and expenses; compiling a consolidated schedule of monthly
expenses and accounts in liaison with Finance Department. research and database maintenance:o travel arrangements: regional and international. administration of all management and financial meetingso document editing and formatting: daily typing including letters, memos, faxes as well as
monthly financial reports and profit estimates after collecting needed data from variousmembers of staff
. designed presentations for year-end financial reports and budgets as well as boardpapers
Education current studies:Bachelor of Commerce Financial Management UNISA
. Commercial Law lBo lntroduction to Financial Maths. Business Management ll
Exams passed:o Accounting Concepts, Principles & Procedures. Economics I
. Commercial Law lAr Quantitative Analysis I
. lntroduction to the Economic & Management Environment lAe lntroduction to the Economic & Management Environment lB. Business Management I
. Accounting Reportingo Economics ll
Other exams passed:Chartered lnstitute of Secretaries (ClS)
. lntroduction to Accountingo QuantitativeTechniqueso lnformationTechnologyo BusinessCommunication. Financial Accounting
