group 4 education.pdf

8/17/2019 GROUP 4 EDUCATION.pdf

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MEMBERS : NJERERE ARCHLOVE R136886E

MUCHIHA JUDITH R123659A

KONDO WORTH R139258Q

MSONZA CHIPO R136872N

MADZIMA AUDERY R124606R

LECTURER : MR MUHOYI

GROUP

FOUR

PROJECT

April 8

EDUCATION


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A) What are the reasons why the government of Zimbabwe plays a big role in education?

Reasons why the Government of Zimbabwe plays a big role in education

Introduction

Education is the wealth of knowledge acquired by an individual through studying a particular subject

matter. Before Zimbabwe got its independence, education was free and compulsory to whites and non for

the blacks. After independence, the Zimbabwean government started addressing imbalances in the

education sector. Since independence the education sector has been receiving above 20% of total

spending by the government. In Zimbabwe both the private and the public sector play a role in providing

education. The public sector aims to achieve equity and efficiency by providing cheap education and

building schools in all parts of the country. Education provided by the private sector is targeted for high

income earners. The government therefore intervenes in the provision of education because of the

following reason below.

Equity motives

To make education affordable to everyone. To force parents who might neglect their children’s education

to send their children to school.

Subsidizing education will make low-skilled workers scarce hence rising theirs wages and at the same

time increasing the supply of highly skilled/educated workers hence reducing their wages.

Crime reduction

There are fewer crimes in an educated nation. Lochner and Morreti (2004) find that schooling

significantly reduces the probability of arrest in the U.S. Therefore government rising education

attainment for example by means of reducing the number of early school dropouts may avoid crime and

anti-social behavior among young people.

Physical and mental health effects

(Grossman and Kaestner, 1997) showed that persons with higher levels of educational attainment tend to

have a better health than those with lower levels since educated persons have money to spend on health

care and the likelihood of having employer-provided benefits such as medical aid.


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Technological progress

An increase in the number or stock of skilled workers will induce new technological developments.

Government budget effect

An educated nation will not always look for assistance from the government there the government can

direct its budget towards issues like infrastructure development than spending much on welfare benefits.

According to (Wolfe and Hoveman, 2002), there is some tentative evidence that a more educated

workforce is associated with lower dependence and hence lower public expenditures on welfare benefits.

Employment stability

Employment stability is one of the government’s most important macro-economic objectives and through

an educated workforce the government can achieve this objective. Studies by Mincer (1993) finds that

educated workers have greater upward mobility in income and greater employment stability.

Fiscal return on education

The government can collect higher income taxes due to enhanced earnings.

Better citizenship-Static human capital externality

Also known as social cohesion or public participation. An individual’s human capital raises the

productivity of other factors of production like physical capital and human capital of others through

human interaction.

Capital market constraints

Students may not be able to borrow money from private banks with future human capital as collateral.

Talented students may decide not to enroll in higher education because they cannot find sufficient

possibilities to finance their education. Therefore provisions of loans/grants will be a solution.

Enhance productivity

Productivity is a measure of efficiency; it is the ratio of output to input in the production process. High

levels of education will make one a productive worker. Productivity of workers results in increase in

output, wages and profits thereby increasing the standards of living. High wages and profits will provide

more revenue to the government through taxation. In Zimbabwe there are many government technical


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colleges (Magamba training centre, Kushinga Phikelela, etc which impact skills on people so that they

can be productive.

Ensuring equity

In a privately financed education model, high income families will provide more education than a poor

family. Since more education will result in more income, the poor will remain the poor since they will be

less educated. So the Zimbabwean government intervene in the sector providing cheap education which

is affordable by the majority.

Improving quality of services

In an effort to improve the quality of services, the Zimbabwean government has built many teachers

‘colleges where teachers are groomed. It also set rules and regulations which ensure quality education is

provided, for example the ban of inexperienced temporary teachers. The government also tries to improve

quality of education in the rural areas; it recently donated computers to rural based schools. The

government also provide stationary for use in schools so that better grades are attained.

Supporting the vulnerable

Families are not able to borrow to finance education. Poor families lack collateral security to borrow

from banks, therefore they face challenges in financing education for their children. The Zimbabwean

government in a bid to correct market failure introduced the BEAM scheme and grants for university

students, so that all students have access to education.

Assisting children with disabilities

This is done to insure that there is no discrimination to those children with disabilities. The government

ensures that they learn together with others without disabilities and that teachers are also trained to handle

such children.

Making information and communication technology to be accessible in education

The government of Zimbabwe embarked on vigorous introduction of computer education in schools. This

programme is being led by President Robert Mugabe who has so far donated more than 500 computers in

all provinces.


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homes and in towns, posters are also used as a quick and cheaper form of advertising by many new and

small colleges to make them known by the people.

The educational sector does not achieve allocative efficiency. This is because these schools are profit

maximizers; hence they have a tendency of charging a price higher than their marginal cost of

production. However because of the presents of the government sector, although allocative efficiency

cannot be achieved, it ensures that equity is achieved. This is because the government offers very cheap

fees to primary and secondary education especially for rural poor people. Rural primary education costs

$5 per term whilst secondary education is charged an average of $20 per term. Grade 7 national exams

used to be offered for free although it is charged for only $3 which takes a period of three years to be

paid. A child will start paying a dollar for a grade 7 examination fee starting from grade 5 until grade 7.

This ensures equity.

Zimbabwe’s education structure

Zimbabwe comprises of two educational ministries which are, ministry of education, sports and culture

and the second one being the ministry of higher and tertiary education. The ministry of education, sports

and culture is mainly focused on providing early child development education as well as primary

education whilst the ministry of higher and tertiary education is much more focused in providing for

university education, teacher and technical education at tertiary level.

Basic Education level

These are necessary education requirements that every Zimbabwean is supposed to have. The bundle of

Zimbabwe’s basic education basket consist of early childhood education, primary education and

secondary education .

a) Early Child development education (ECD)

The ministry of primary and secondary school has made a mandatory to include the early child

development education into its various primary schools. Furthermore, the ministry of higher and tertiary

education is making intense effort to train teachers for (ECD)


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b) Provision of Primary level education

This part of the basic compulsory education. Students complete a minimum of eight years in this level

after which they will sit for the final examination after the end of an 8 year period.

c) Provision of secondary level education

This consists of two levels which are ordinary level and the secondary level. The ordinary level is

normally entered by those with 13 years of age from grade 7 primary school and they will continue to

form four to which they will sit for the final exam after the fourth year. Upon passing the ordinary level,

students will get a General Certificate in education, and these students may proceed to Advanced level

which is a two year programme.

Provision of tertiary level education

This level includes many programmes and courses which differ in their different disciplines .This level

does not only consist of universities but it also includes other institutions such as vocational training and

teachers college as well.

a) Vocational and training education

These are institutes that give training to those that may have failed to proceed to advanced level. At the

end of the programme, the student is given a diploma. Diplomas are the only maximum certificate they

can offer, although the government is making to make those vocational colleges to give degrees.

b) Teacher Training services

These are institutes that are responsible for training those students who wishes to become teachers. The

program is usually two to three years long and it caters for those students who have successfully

completed their O and A levels studies. Upon completion, students are awarded their diplomas in

education.

c) University learning provision

These are higher learning institutes whose entrance is only by those who would have successfully

completed and passed their Advanced level studies. They offer different degree programs which vary

from undergraduate degree up to doctoral degree level.


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Provision of Lifelong education

This is just the same with formal education offered to everyone and its aims are to provide education to

those people who might have not had an opportunity to continue with education due to various reasons. It

does so through adult education and the distance education.

a) Adult learning classes

These specialises in teaching basic numeracy and reading as well as writing professions. They also teach

more of income generating projects such as building and fashion among many other projects.

b) Distance learning classes

These services are provided to those that are in secondary and tertiary level. It is much focused on those

adults who wish to progress further with education after they were affected by their different

backgrounds. The programme is studied either as part time, on – air services and study groups.

Finance of educational programmes

Those that are responsible for providing education in Zimbabwe comprises of the central government, the

local authorities, churches and Non-governmental organisations

Churches

As from the beginning of 1980, much of the education provision was done by churches. They have built

their missionary schools in their areas of influence and their services were normally for black people.

These churches finances education to their members through tuition payments, industrial and even

training teachers. Recently, some churches are still helping reaching out to the vulnerable children in

rural areas by helping them to pay their school fees inform of grants. These church organisations have

also built their own universities and some of those poor people who cannot afford are also assisted to

attain higher education. Such universities include The Africa University in Mutare, which is a church

higher institution, offering services not only for local citizens, but for regional and global level.

The central government itself

Central government is responsible for funding education services in all levels since 1980. It has been and

it is still much more concerned with the development of mathematics and science and technology


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Non- governmental organisations

We also have the providers and financers of education in Zimbabwe besides those mentioned above. We

now have more private colleges operating in providing education simply because of the education act of

(1987) which allows anyone to open a college, provided that it is registered with the ministry of

education, sports and culture. There are also private players that are in conjunction with these private

schools that are offering Scholarships for the academically gifted students to study in university and to

pursue further with education. There are also international donors who are also offering scholarships to

Zimbabwean citizens to study out of the country to countries such as china, Germany and many more.

Some the finances offered by the private institutes are given below.

Student loans.

Eduloans is a private institute based in South Africa responsible for giving loans to Zimbabweans at both

secondary and tertiary level. So far , Eduloans have made contracts with NUST, Lupane and Solus

universities in which students from poor background will be assisted financially .Eduloan has so far

assisted more than 300 students with education loans.

Education grants

Through the United States programme called the Ambassador Special Help (SSH), education grants have

been given, which was meant to build schools or purchasing of school stationaries. Since 1980, the SSH

programme has donated to Zimbabwe over three million dollars in form of grants for education purposes.

Joshua Nkomo scholarships

This is another financial assistance programme which is run by Econet Zimbabwe in partner with higher

life foundation. They are assisting both A’ level students and undergraduate students financially. 70% of

the programme targets those interested in technology, sciences and mathematics (STEM)


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C) What are the outcomes in terms of service delivery, coverage rates, adequacy and quality of

benefits and services?

Gross enrolment rate

Source: EMIS 2012

Extracted from: MOESEC education Medium Term Plan (2013).

The 12 year trend for Gross enrolment Rate for primary education is shown in the table above. The Data

for 2007, 2008, 2010 and 2011 was not available. The graph above shows that on average, Gross

enrolment rate for boys was generally higher for the past 12 years. This clearly shows that there is still

gender inequality in terms of the number of boys and girls who enrols in primary schools. Gross

Enrolment rates for boys ranged from 115% to around 117.9% between 2000 to around 2009 whilst

Gross Enrolment Rates for girls was significantly lower ranging from 110% to 112%. However, there has

117.2 117.9 117.9 116.7 116 115 112.7 111.7 117

112.3 113.1 113.8 113.3 112.4 111.1 110.1 110140

0

50

100

150

200

250

300

2000 2001 2002 2003 2004 2005 2006 2009 2012

gross enrollment rate

male female


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been an improvement in the gender discrimination issues in primary enrolments between boys and girls

as evidenced by sharp increases in the enrolment rate of girls which has increased to 140%. This shows

the success of gender policies initiated by the government.

Percentage of Drop outs

Source: EMIS 2012


The table above shows the number of school drop outs from primary level up to advanced level for the

past 12 years from 2000. The number of school drop outs was much higher on female students as

compared to their male counterparts. The survey shows that on average, about 168 students are able to gofrom form 1 to the Advanced level and the number of dropouts are much higher at form four and only

about 19% of students are going to Advanced level .Furthermore, evidence suggests that 41% of students

dropped out of school because of high school fees and 29% of dropouts were as a result of moving or

relocating to other places .Furthermore, research has also shown that almost 6% of the drop-outs was

caused by marriages and more nine percent caused by pregnancy issues. This shows that in as much as

the government was interested in offering education to all, but, it failed to handle the cases of drop outs

due to problems cited above. However, the government had to introduce payments incentive such as

scholarships, BEAM and other programs to cater for the poor who could not afford education.

9

4

7.7

6

1.6

6.6

20.6

5.3

1.8

10.8

78.11.1

9.1

4.3

5.8

4.4

2.2

8.1

23.2

5.9

1.4

6.2

750.6

grade1

grade2

grade3

grade 4

grade 5

grade 6

grade7

form 1

form 2

form 3

form 4

lower 6

% of dropouts

female male


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Percentage of Repeaters

Source: repeaters EMIS 2012


The table above shows the percentages of repeaters both male and female students from primary level up

to advanced level. The repetition rate is generally low at all levels. This shows that teachers are

delivering quality education to students at all levels as evidenced by the less number of people that are

failing and repeating. This shows that student scores are generally higher in both primary and secondary

levels. However, in general, at all levels, it is shown that the percentage of repeaters is lower in girls and

higher in boys.

4

2.6

2.1

1.9

1.7

2.2

1.4

0.3

0.4

4.2

4.5

0.7

3.3

2

1.6

1.4

1.4

1.7

1

0.3

0.4

4

4.3

0.4

grade 1

grade2

grade 3

grade 4

grade 5

grade 6

grade 7

form 1

form2

form 3

form 4

lower 6

% of repeators

male female


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Percentage of students performing below and above average

primary secondary

Below grade Above grade Below grade Above grade

Maths 76 24 Maths 85 15

English 95 5 English 97 3

Average 85 15 average 92 8

Source: Learning Achievement and Training Study (LAT)

Extracted from : MOESEC education Medium Term Plan (2013).

The above table shows the statics of students’ performance in two core subjects of mathematics and

English at both primary and secondary level. The evidence shows that students are performing much

better in mathematics at both primary and secondary level as evidenced by low percentage of students

attaining low marks. This good outcome shows that teachers are doing their best to ensure that students

understand their mathematics. This also shows the success of teacher training education as they are

producing good results. However, on average, many students in both primary and secondary education

are having difficulties in understanding English. This is evidenced by the percentage of scores which are

lower in that subject in both primary and secondary education. This means that much effort is not put in

favour of that subject area.

Transition rates

Male Female

Grade 1 to form 4 78.4 75.4

Form 4 to form 6 17.7 20.2

Source: Learning Achievement and Training Study ( LAT)

Exracted from : MOESEC education Medium Term Plan (2013).


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The table above shows the transition rate between girls and boys from grade 7 to form one and from form

4 to form 6. The table shows that the number of peoples getting into secondary level from primary level

is generally higher between boys and girls, ranging above 75 % in total for the past 12 years. This is as

the result of the government effort to ensure that education is should be provided and everyone should be

adequately supplied with it. However, the percentages of boys who are getting into secondary level are

higher than those of female students. The reason for this variation was because of discrimination against

girl child. Many parents did not believe that it is worthwhile to send their children to secondary school.

They only believed that once, a girl child knows how to read and write then they, will be no need to send

them to secondary. Primary education will be enough for them. Thus the reason why the percentage of

girls attaining secondary education is generally low. However, the transition rates of students getting into

Advanced level is generally lower compared to the transition rate of primary to form one level. This is

mainly because getting to Advanced level is on merit. It is entered by those with only five ordinary

levels. This means the lower number of students who are getting into Advanced level is as a result of only

few people who have passed with 5 o’levels. This shows that many people are not able to attain 5 o

‘levels such that they will be able to proceed to the Advanced level. This is then an evidence of poor

service delivery and quality of education to students. However, the decrease in transition rates was also

influenced by other reasons that might include expensiveness of education, and others opting for

vocational training.

Literacy rate.


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Source: ZIMSTATS 2014

The graph above shows that, In Zimbabwe, Harare and Bulawayo provinces are the ones with a large

number of people who are able to read and write. This is evidenced by a large number of literacy rates of

99, 3% and 99% in both Harare and Bulawayo provinces respectively in 2014.This then clearly shows

that the government has been channelling its education resources in favour of its two capital cities. There

is an uneven distribution of educational resources in in the country; the government is most concentrated

in distributing resources and promoting education in its two largest cities of Zimbabwe. This is evidenced

by higher figures of literacy rate in Harare and Bulawayo as compared to the rest of the provinces.

However, In general, all provinces in Zimbabwe have higher levels of literacy rate. This means that the

government’s involvement in education is bearing some fruits as evidenced by the high literacy rate in all

provinces which is ranging to above 90%


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Textbooks availability

The supply of core text books is much more pronounced in secondary schools as compared to

primary schools. This is evidenced by the ratio of 1:3 students per book in primary as

compared to almost one per one provision in secondary school. However, research shows that

in primary schools, the government has failed to provide books adequately as evidenced by

the high ratios of 1:54 text book per student for grade ones and 1:41 students per text book

for grade two’s. This will sacrifice on the quality of education offered in those places.

Computers and technology distribution

Evidence from the field has shown that Harare and Bulawayo are performing very well as

compared to technological advancement. The two cities have around 25 and 12 computers per

each school as compared to other provinces where there will be around 1.8 to 3.2 computers

per school in provinces such as Masvingo and Mashonaland East. When it comes to rural

areas, computers are very scarce, there may be only one computer in two primary schools and

in secondary schools, there may be 5 computers per school .Therefore, there is inadequacy in

resource distribution. This inadequacy and coverage problem has however resulted in low

levels of literacy rates in other provinces, with only Bulawayo and Harare with high literacy

rates ranging from 90% to 90.3% respectively.

The shortages of qualified teachers in science and maths subjects

In many areas, they are still experiencing acute shortages of mathematics and science

teachers. This is mainly attributed to economic challenges that the country faced. In

provinces such as Mashonaland central, it is filled with more unqualified and untrained

teachers. Research has shown that regions such as Muzarabani, 80% of the science teachers

there are untrained. This will then compromise on the quality of the education of children in

that place. It results in more failures in that subject area.

Problems with matching demand and supply of teachers

There are still problems in matching demand and supply of teachers in many parts of

education sector. Evidence suggests about 5000 teachers produced by colleges are not enough

to match about 26 000 teachers demanded. This has however created acute shortages of

qualified teachers especially in rural schools, which have resulted in higher student teacher


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ratios. This poor service delivery will result in acute poor quality education to the students in

such areas where they are being taught by unexperienced and unqualified teachers.

Curriculum regular reviews

The curriculum is regularly changed to ensure that students are able to be equipped with

skills necessary to match the changing technological world. This is done to ensure that

quality of education is preserved

D) Identify the various concerns about inadequacies of the current Zimbabwean

educational system. Evaluate various reform initiatives in terms of the extent to which

they address these concerns.

(i) Inadequacies in the education system:

Limited access to education and low transition rates

The number of school dropouts and proportion of the school-going age that cannot afford

education has been ever increasing especially when it comes to accessing higher or tertiary

education. According to the World Bank, in 2013, approximately 70% of the youths in

Zimbabwe had incomplete secondary education and the number has been ever increasing

with time. This can attributed to financial constraints which have made education attainment

nearly impossible especially for the low income groups found in the high density areas and

rural areas. Studies have shown that for children of primary school age in Zimbabwe, the

biggest disparity can be seen between the poorest and the richest children and the same is true

for youths of secondary school age (World Bank, 2014).

The term transition rates refers to the number of pupils admitted to the first grade of a higher

level of education in a given year as a percentage of the number of pupils enrolled in the last

grade of the lower level of education in the previous year. There are low transition rates in the

Zimbabwean education sector. The transition rate from primary to secondary is 70% while

that of Form 4 to lower sixth is a mere 8% indicating that the system is inadequate.

Limited education expenditure

Education expenditure encompasses the pupil-teacher ratios (PTR) and per pupil expenditure

(PPE). The PPE indicates a country's commitment to education at each school level while


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PTR is a proxy for learning quality and resource availability indicator (World Bank, 2014).

According to Masuko, public expenditure on education as a percentage of GDP in Zimbabwe

is quite reasonable but the main problem is that the allocation of resources across different

functional areas within the sector suggest that much more attention is given to administrators'

salaries than to the salaries and conditions of service of the teaching staff and to teaching

materials (Masuko, 2003). This is manifested by the severe shortages of textbooks and

teaching materials especially in most schools in the high density suburbs to such an extent

that the only textbook in a class of 40 children is the one that the teacher is holding.

Gender disparity in education enrolments

Although there has been reforms in the education sector to ensure equality in the attainment

of education post-independence, there still exists a huge discrepancy between enrollments of

girls and boys across all education levels as well as higher dropout rates for female students.

Nearly 45% of female youth of secondary school age are out of school compared to 37% of

male youth of the same age (World Bank, 2014). Parental and societal attitudes that

undervalue education, especially for girls and domestic poverty and chores have been blamed

for high dropout rates but the failure to complete education by girls cannot be explained by

these factors alone. Possible reasons include the failure of the education policies to address

the needs of the girl child and ignorance towards the inequalities that actually exist. This is

clearly evidenced by the common situation among secondary and high schools in which upon

the event of a girl getting pregnant while at school, she is automatically expected to dropout

while the male student continues with his studies thus reflecting inequality or unfairness. In

other societies the girl child is not even allowed to proceed to high school after completion of

primary school due to the prevalence of various beliefs within these societies that see the role

of a female child as that of a child bearer and homemaker.

Irrelevant curriculum

The sector is still facing problems of teaching students outdated things which are no longer

applying to the real world. They are unable to change their curricular regularly and also to

include other things other than just academic.

Brain drain and staff mismanagement

The issue of brain drain has really impacted the education sector in a negative way over the

years. Following the economic downturn of 2008-2009, the sector lost the majority of


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experienced teachers and staff who fled out of the country to find greener pastures in other

countries such as Mozambique and South Africa where they receive better salaries. This left a

huge dent in the education sector of Zimbabwe and the effects of this crisis still echo today as

seen by the low pass rates across the country.

In addition, the issue of staff discipline in schools is a cause for concern. There have been

numerous reports of embezzlement of school funds and corruption by the senior staff in local

schools but these acts have gone unpunished which is detrimental to the system. The teaching

staff also lacks discipline to such an extent that some teachers leave their students unattended

in order to run personal errands. This is a common practice in primary schools where teachers

involved in cross border trading usually leave earlier on Fridays ( or do not attend at all) to go

to South Africa thus indicating a highest level of indiscipline.

Reform initiatives and the extent to which they are meeting inadequacies in the

education sector

Broadening the curriculum

In order to address the major concern of mismatch between the educational skills and

industry requirement, the Ministry of education embarked on the implementation of the two-

pathway education structure in all schools. This is in line with the 1999 Presidential

Commission of Inquiry into education which emphasized strengthening the teaching of

mathematics and science. The government has been quite focused on this goal as seen by the

offering of grants to build science laboratories, donating computers to schools and

implementing programs that are in line with this reform, that is, the STEM program which is

encouraging enrollment into sciences for A ‘level students.

However, there have been many problems in reforming the curriculum. The major problem is

lack of funding to build the required structures as well as hiring of qualified teachers.

Amendments to the education act

The ministry of education, sports and culture amended the education act in 2006 with the aim

of making education more accessible to the majority of learners. This was done through

regulation of school fees and levies in a bid to make sure those schools are not charging

parents exorbitant fees.


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Another feature of the amendment act was the emergence of the Disciplinary Procedures

Manual which aims at establishing staff development together with appointment of district

supervisors and district education officers. The erection of such personnel was done with the

sole aim of ensuring close external supervision and reducing cases of indiscipline including

absenteeism by teachers. This has been highly successful in addressing the indiscipline

problems within public schools as it has become riskier for teachers to be absent from their

classes since spot checks are being regularly done.

Inclusiveness.

The ministry came up with a broad and more comprehensive curriculum that captures the

interest of all learners and to make pursuance of education a worthwhile taking. Adding more

to traditional subjects, the curriculum includes physical subject to cater for those that are not

academically gifted. These physical subjects include sport and culture, HIV and AIDS

awareness.

Increase in number of institution

There is now an expansion of the education sector in all provinces to so that everyone van

access education. The number of institutions offering tertiary and secondary education has

increased in the country across.

Teacher In services training.

In their school based and external in-service courses, teachers are taught how to handle

learners with varied backgrounds including integrated children with disabilities. This is an

addition to what teachers learn for their pre- service education.

Inclusive education and gender.

In many developing countries, girls are disadvantaged when it comes to education. In

Zimbabwe, parents now understand that women play a role when it comes to development

and there is now no form of discrimination between boys and girls.

Inclusiveness of children with disabilities.

Zimbabwe is now paying special attention to those children with disabilities. Furthermore

,teachers are trained to handle these children.


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The inadequacies and their proposed reforms are summarised below.

Gender disparity - implement a quota system

Children with

disabilities

- a division for School Psychological Services and Special needs

Education was established to cater for the provision of quality

education to children with disabilities.

The National Braille Printing Press is printing textbooks for the

blind and National Education Audio logical assists in producing

hearing aids for the disability.

Student teacher

ratio

- subsidize teachers training to increase number of teachers in

country, also develop facilities for teachers in remote areas to

make it more attractive

Access to resources - Education Transition fund issues of corruption

Curriculum reform -Vocational education should be included through Two- Pathway

Education Structure rather than just focusing on academic.

Inadequate access

to ict

-implementation of Computer education, e-governance and ICT in

schools through the Presidential Computerization Programme

Decreasing teacher

motivation and

quality of education

-government pays teachers Housing, Transport and Rural

allowances to cushion them against economic hardships

· The Joint Negotiating Council assists in bargaining for

improved salaries and conditions of service


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Coverage -accessibility to remote areas of the country

·

Beam- but no guarantee same beneficiary each year and

· not accessible to less privileges families


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Zimbabwe Schools Guide. (2015, March 13). Zimbabwe Schools Guide. Retrieved March 30,

2016, from www.zimbabweschoolsguide.co.zw

MOESAC Education Medium Term Plan ,2013. Harare, Zimbabwe.

education management system information,(EMIS) 2012. [Online]

Available at: www.emis.gov.in

[Accessed 6 April April 2016].

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