MINISTRY OF PRIMARY AND SECONDARY EDUCATION ZIMBABW

CSTL SHARING MEETING 2014 BASIC EDUCATION ASSISTANCE MODULE (BEAM) ZIMBABWE presented by HANNAH MAISIRI Southern Sun O.R Tambo -Johannesburg South Africa

SADC CARE AND SUPPORT FOR TEACHING AND LEARNING SHARING MEETING: 17 – 20/11/14 CSTL CATEGORY: 11 SOCIAL AND WELFARE SERVICES: IN SCHOOL AND THROUGH SCHOOL TOPIC: Basic Education Assistance Module (BEAM)

A DESCRIPTION OF THE PROGRAMME OR POLICY: Community based government strategic safety net for disadvantaged children Launched in 2000 to ensure access, retention and completion Coverage: levies, tuition, examination fees Primary and Secondary Special schools Rural and Urban schools

MOPSE processes the applications CONT’ MOPSLSW administrates the fund MOPSE processes the applications Between 1990 and 1997 national net enrolments declined from 98% to 93% for primary and 63% for secondary 1990 Zimbabwe had one of the highest school enrolment rates in sub Saharan Africa

RATIONALE Poverty report(1998) showed a strong correlation between enrolment rates and poverty in Zimbabwe. National enrolment rates for girls were below those of boys for both primary and secondary level. Result: Introduction of the Basic Education Assistance Module as a social safety net to cushion the children from disadvantaged background from the effects of economic challenges.

(CONT’) Guiding principles Aggressive public awareness Community based selection targeting the most needy children and allowing community participation Hard budget constraints: $15 million for primary and $15 million for secondary Full support with fees and levies to eligible children

Accountability, Transparency and Openness asistance to beneficiary to depend on school attendance rather than merit or academic performance At least 50% to be girls to bring about equity Inclusivity-Children living with disability in special institutions and those with special needs in the mainstream

Children who have never been to, or have dropped out of school (CONT’) ELIGIBILITY Children who have never been to, or have dropped out of school School record of child’s failure to pay fees and levies due to poverty The level of income and health status of the breadwinner Orphanhood status of potential beneficiaries

PROJECT MANAGEMENT UNIT (PMU) BEAM DELIVERY STRUCTURE: NATIONAL LEVEL PROJECT MANAGEMENT UNIT (PMU) NATIONAL LEVE L PROJECT MANAGEMENT UNIT (PMU) DISTRICT LEVEL BEAM DISTRICT COMMITTEE DISTRICT LEVEL BEAM DISTRICT COMMITTEE COMMUNITY LEVEL BEAM SCHOOL COMMITTEE COMMUNITY LEVEL BEAM SCHOOL COMMUNITY S C GRASSROOTS LEVEL CHILD WELFARE SECTION/VILLAGE FORUM GRASSROOTS LEVEL CHILD WELFARE SECTION / VILLAGE FORUM

ownership Officers from MOPSLSW and MOPSE at National, Provincial, District, School and Community levels take ownership of the process and the implementation of the BEAM programme

ACHIEVEMENTS: BENEFICIARIES Year Category primary Male Female Total 2012 178 055 176 128 354 183 2013 171 999 173 568 345 567 2014 147 065 147 806 294 871

Category Secondary Male Female Total 2012 53 152 52 994 106 146 2013 47 954 44 695 92 649 2014 73 622 67 131 140 753

Increased access, retention and completion Over 400 000 learners benefit annually Full community involvement through the Community Selection Committees and acceptance and ownership of the programme. Teachers and learners are motivated More public and private partnership (ppps) support Government AIDS levy contributing $1 million towards examination fees.

CHALLENGES Demand outstripping supply Sustainability Double dipping and governance Trained personnel

OPPORTUNITIES/EMERGING ISSUES Funding: secondary by Government and primary by partners MOPSE Moratorium freezing fees increases Promotion of school projects like nutrition, beekeeping, banana growing, to generate income to support at local level and build community resilience to unforeseen risks and shocks following the government blue print, Zimbabwe Agenda for Sustainable Socio -Economic Transformation (ZIM ASSET)

key lessons learnt Government alone cannot meet required demand to sustain the programme hence the need to engage other stakeholders. More innovative funding mechanisms through community based empowerment programmes that will reduce dependence on the fiscus A specific fund targeting children living with disabilities is one of the issues to be pursued

Education is more effective when supported by other interventions like guidance and counseling, school feeding, school health, water and sanitation facilities from other Ministries Staff development and MER to be intensified