CAMPAIGN FOR QUALITY EDUCATION IN ZIMBABWE 2013 -2016 PRESENTED BY ZIMTA 2016 COMNET MEETING: BELGRADE

the Zimbabwean context: PILLAR 1 Quality teachers According to the ministry of primary and secondary education (MOPSE), the qualified teacher deficit totalled about 10 000 between 2012 and January 2016. Deficit of Mathematics and Sciences Deficit in ECDE teachers

The Zimbabwean context: PILLAR 2 Quality environments Long distances between schools and homes, affecting access by ECDE learners Some rural schools have ECDE A (0-3yrs), schools operating under trees regardless of whether conditions

the Zimbabwean context: PILLAR 2 Quality environments Early child marriages Shortage of infrastructure leading to learning taking place mostly on open ground and a few makeshift structures used as computer laboratories.

The Zimbabwean context: PILLAR 2 Quality environments Long distances between schools and homes, affecting access by ECDE learners Some rural schools have ECDE A (0-3yrs), schools operating under trees regardless of whether conditions

the Zimbabwean context: PILLAR 3 Quality TOOLS Large class sizes, in rural provinces e.g. Madziwa and Shamva, districts in Zimbabwe, class sizes ranged between 55 and 70 students per class per teacher. in some schools teachers had to prepare 2 class registers to accommodate big numbers of classes.

the Zimbabwean context: PILLAR 3: Quality TOOLS A survey conducted by ZIMTA showed that one province (mash central ) had average class sizes of 1:60 , in most cases the ratios between junior and infant grades remained the same. Inappropriate curriculum, unrevised for more than 36 years.

the Zimbabwean context: PILLAR 2 Quality TOOLS Student: Book Ratio In (2010) primary and secondary schools achieved a 1:1 student : book ratio . Six years later, this is no longer the case. evidence gathered by ZIMTA shows that ratios of student: book ratios vary from 1: 4 pupils to 1:20 in other subjects such as computer science, (Jan 2016)

the Zimbabwean context: PILLAR 4 Quality conditions of service Inadequate salaries and delays in salary payments Inadequate and inappropriate infrastructure for teachers Absence of in service training

the ZIMTA Campaigns : 2012-2016 Objectives of the campaigns To create awareness and publicity of quality education To advocate for the implementation of quality education in all schools To advocate for resource mobilisation in the attainment of quality education

Objectives of the campaigns (contd) the ZIMTA Campaigns : 2012-2016 Objectives of the campaigns (contd) To advocate for curriculum review and change To lobby for a review and improved salaries and timely payments

CAMPAIGNS 2012-2016

CAMPAIGNS 2012-2016

CAMPAIGNS 2012-2016

CAMPAIGNS 2012-2016

Campaign outcomes In 2016 Government embarked on a new qualified teacher recruitment exercise Almost all stakeholders in the education sector are somehow repeating the message for access to quality education, during TEACHER gatherings and workshops

Campaign outcomes The employer is in the process of signing strategic partnerships with institutions that are into construction of teacher accommodation, ( Mopse 2016). Efforts are underway in Zimbabwe to establish the Teacher Professions Council Recommended class sizes have been officially approved, but not yet fully implemented at all levels

Campaign outcomes Issues to do with pupil: book ratios still a challenge, in the majority of rural schools in Zimbabwe Ministry of primary and secondary education now making preparations to launch the new curriculum in 2017

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