INSPIRING PROGRAMMES AND CASE STUDIES : zimbabwe

Report
INSPIRING PROGRAMMES AND
CASE STUDIES : zimbabwe
Addressing Challenges and
responding to local Needs in a
resource constrained environment
Presenter:
• Kwadzanai R. L. Nyanungo
Principal Director (Quality Assurance- Primary,
ECD, Learner Welfare Services, Schools
Psychological Services and Special Needs
Education Department)
MINISTRY OF PRIMARY AND SECONDARY
EDUCATION.
ZIMBABWE
Integrated Development planning
• Government Ministries organised into
clusters
• Lead Ministry per development issue
• Cordinated planning and implementation
IDP (cntd)
• ZUNDAF
• Partnership framework for collaboration with
other stakeholders
•
• Clearly articulated and timeframed national
goals and objectives
• Measurable programme outputs
Role of Government in ECD Provision
and Quality
• Policy and implementation framework for a
• multisectoral, coordinated approach
• Financial support
• Quality Assurance structure and system
• Stipulation of standards to be met eg. Teacher:
pulip ratio of 1:20 for ECDE
Inspiration on Quality Issues
• National ECDE curriculum and support
materials
• Optimal standards for participatory school
development planning to achieve the
transformation to a 9 year primary school
menu(which includes 2 yrs of ECDE)
Quality (cnt)
• ECDE Teacher optimal standards
Basic skills training and reference materials for
ECD paraprofessionals
Role of qualified Teachers-In-Charge, Infant
Teachers and School heads in ECDE
“Learning through Play” focus
Quality (cntd)
• Internal school supervision: the Whole School
Self Evaluation package
• Quality control of school infrastructure
development works : Role of mandated Ministries
in supporting the education sector.
• District Education Offices, School Inspectors and
their role in ECD
• - Career progression Procedures with career path
for ECD teachers within the education system.
Teacher Optimisation
• from random workshops to TDIS
• The Better Schools programme, Zimbabwe and
the local innovation in teacher Continuous
Professional Education and Development
• Partnership with Teacher Associations– Part of
Think-tank
• Results based Management framework for
Performance appraisal system
Challenges in ECDE Service Delivery:
Zimbabwe
• Infrastructure: demand vs Supply of learning
•
• spaces and age-appropriate sanitary facilities,
play areas
-Overcrowded urban and rural schools
-make-shift structures, substandard
buildings in resettlement areas
• Walking distances to school, especially in rural
areas
• Traffic hazards in urban areas
• Equal access and participation by learners
with disabilities
• The cost of school enrolment per learner per
grade
• Inadequate resources for school feeding
programmes
INSPIRING PROGRAMMES AND CASE
STUDIES
• 1. Community driven
responses : role of local
leaders in promoting ECDE and
coordinating
its development
• Ownership through participation: the
contribution of community
members

moulding of bricks

mobilisation of sand

ferrying of water

labour for actual construction,
Quick Stories
• The story of the Nzeve simulation Centre in
Mutare , for children who have hearing
impairment or are deaf
• The Ministry of Health and Childcare in the
growth and developmental monitoring from
birth ,
• system for at-risk-detection and early
rehabilitation intervention(Children’s
rehabilitation Units)
What US $ 50 000 can do for ECDE!
• The example of Mudzi District
• And lessons learnt on quality infrastructure
What Communities have done on
School Feeding Programmes
• Policy on school meals
• Why prioritise the ECDE?
• Government budget for School Feeding
• How communities have stretched the dollar?
• But: It is not yet enough!!
Motivating schools to strive for ChildFriendliness
School development Planning guidelines for
more inclusiveness
Annual Secretary’s Merit Awards for improved
schools
The learner seeking school: bringing all
school- aged children into school and Show
cause why not.
Satelite ECDE Units in the village
• ECDE facilities to be established by the
nearest school, closer to children’s homes
than the main school campus.
• Local school administrators to supervise and
monitor quality .
• It is working well, in many areas.
Thank you

similar documents