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

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

3. 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

4. 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.

5. 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

6. 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.

7. 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.

8. 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)

9. 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

10. the ZIMTA Campaigns :
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

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

12. CAMPAIGNS

13. CAMPAIGNS

14. CAMPAIGNS

15. CAMPAIGNS

16. 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

17. 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

18. 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

19. THE END