Beyond 2017- Vision for Education in Zimbabwe

Dear Friends,

Happy New Year! I am very excited about this year and the prospects it holds particularly for the education sector and for our young children. A lot of work has been carried out in the last year in order to develop an education sector strategic plan that replaced the Medium Term Plan and also work was carried out to begin the roll out of a new education curriulum by the Ministry of Primary and Secondary Education. 

The 2016-2020 Education Sector Strategic Plan (ESSP) will focus on phasing in the new curriculum; continual provision of professional upgrading, supervision and other support for the teachers. Increasing access to learning through early identification of children with specific learning needs and more well equipped classrooms for Science, Technology, Engineering and Math (STEM) and Information, Communication, Technology) ICT; having the right institutional architecture, great leadership, accountable management, efficient and effective resource utilisation and quality service delivery as well as first class data collection, research and analysis. The Education Act, revised in 2006 and other statutory instruments will need to be reviewed, revised and updated to be consistent with the provisions of the new Constitution.  The policy framework will be reviewed, developed or rationalized and the ESSP commits to prepare and implement policy on a) School level financing b) ICT for the education sector c) School feeding d) Inclusive Education e) Assessment for the infant years and review and develop the assessment framework for new areas f) policy and/regulatory framework for Teacher Professional Standards g) Infant/ Early Childhood policy; and finalize and implement the School Health Policy.

Zimbabwe considers access to high quality and relevant education for all children both as a basic right and the foundation that underpins the cultural, social, economic and democratic growth of our nation.  The structure of Education is now 2-7-4-2 meaning two years of Early Childhood Development (ECD), 7 years basic primary education, 4 years of secondary education and 2 years of senior secondary schooling. Although the literacy rate of Zimbabwe is 92%, there is need to ensure that new schools are built and equipped particularly in the new resettlement areas. The education sector still faces a challenge of a curriculum that does not match the developmental needs of the country. Zimbabwe has reviewed its curriculum to produce a well-grounded learner, capable of contributing meaningfully to the development of the country while leading a fulfilling and happy life. The curriculum rests on five key pillars namely the legal and regulatory framework, teacher capacity development, teacher professional standards, infrastructure development, and research and innovation. 

Zimbabwean children need to be grounded early on in their education, in literacy and numeracy while also being exposed to the fundamental concepts of science and technology through Science, Technology, Engineering,and Mathematics (STEM). The use of Information and Communication Technology (ICT) grounded in the literature and culture of our nation will develop citizens who are confident to move into the world of work and to sustain their lives. The competency based curriculum which will start implementation in 2017 with ECD A, grade 1, Form 1 and Form 5 currently has 102 syllabuses for ECD, Primary and Secondary classes. The aim of the curriculum being to cherish the pupils’ Zimbabwean identity and values, preparing learners for life and work, and acquiring practical competencies, literacy and numeracy skills. The curriculum promotes inclusivity, lifelong learning, equity and fairness and gender sensitivity. The identified exit profiles are skills, knowledge, national identity, values and attitudinal dispositions.

Early Childhood Development was formally integrated into the education system in 2005 through a Permanent Secretary Circular and was annexed to existing primary schools. The ECD is now bundled together with grades one and two and the four years are known as Infant school, grades 3-7 as junior and forms 1-6 as secondary school. Apart from the various Permanent Secretary and Directors’ circulars and statutory instruments spanning from 2004 to 2014, there is no comprehensive ECD policy in Zimbabwe. The ECD sector is underfunded due to the national weak prevailing economic conditions where the majority of funds for education are allocated to salaries leaving less than 3% for infrastructure and professional development. The ECD sector has about 427 800 learners taught by 4000 teachers with 5800 more qualified teachers required. Only 21.6% of children age 36-59 months are attending an early childhood education program. There is need for building the capacity of existing educational officials to be grounded in ECD philosophy, approaches and methods for them to appreciate value of the sector. The ECD sector has inadequate age appropriate infrastructure and equipment. There are very few learning materials which resonate with the play and learn approach and the culture of the nation. The children in the 0-8 years have 27.6% stunting and 11.3%underweight demanding for school feeding programmes.

The general outlook for the education sector in the country looks promising. Education sector financing is key to ensuring that all these plans are implemented and that children have access to great quality education service provision in Zimbabwe. More work needs to be done to unpack the new curriculum so that it is not only easy for the teachers to digest and implement but also for the parents and stakeholders to look at critically and help shape conversations that move the education sector forward. 

Patrick Makokoro

Executive Director

Nhaka Foundation

My first trip to Africa!

Dear Nhaka Friends,

I had the pleasure of meeting Patrick Makokoro, Founder of Nhaka, at a conference in the Washington D.C. area during the spring of 2015 and I was very impressed by the work Nhaka Foundation does for children.  Long story short, I decided to volunteer with the Nhaka Team to provide training this past winter. During the months of June and July (summer in the US) I had the amazing opportunity of being a part of the Nhaka Team that delivered training to approximately 120 teachers and Headmasters in Mashonaland East province of Zimbabwe. The Early Childhood Development (ECD) Teacher training program is one of the programs being implemented by Nhaka Foundation in the communities they are serving. Prior to my visit, between January and June 2016 Charity Bafana, Glenda Takavadii and I met monthly via Skype to plan the ECD teacher training.  They provided me as much information as they could about the children, teachers, schools and communities we would be serving.  The day finally arrived, June 25th, when I made the long flight from the Washington D.C. area to Harare, Zimbabwe.....my first trip to Africa!!

I spent my first week traveling with Nhaka Team to the schools where the trainings were to be conducted. By seeing the children, teachers and schools first hand I was able to tailor the training to their specific needs.  My second week was spent conducting the trainings with the team and the District Early Childhood Development (ECD) Trainer. Since the trainings were for experienced teachers we started with a review of the learning theory and developmentally appropriate practice for young children.  We then covered second language acquisition theory, how to serve children with special needs, and literacy and maths instructional strategies. Each  training day ended with time for teachers to create lesson plans to put what they had learned into action.

A survey was given to all participants at the end of each  training day. The feedback was very positive and most participants wanted additional training.  My final week in Zimbabwe was spent visiting the schools once again to observe the teachers in action with their newly acquired techniques.  I could not believe how fast my three weeks in Zimbabwe went.  The highlight of my trip was working with all of the fantastic teachers, meeting all of the beautiful children and the beautiful landscape of rural Zimbabwe.

Charity, Glenda and I have continued our meetings via Skype since my return to the U.S.  We are working plans for future Teacher Trainings.  Literally everyday since my visit I think of my experience in Zimbabwe and all of the wonderful people I met. I am proud and humble to be a part of the Nhaka team!!!!

Best wishes,

Dr Lea Ann Christenson

Promoting well being of children in communities

Dear Friends,

Occupational therapy (OT) focuses on promoting and enabling people with physical, sensory, or cognitive limitations to be as independent as possible in all areas of their lives. O.T. helps children and adults with various needs to boost their cognitive, physical, sensory, motor skills, increase their self-esteem as well as helping them have a sense of accomplishment. Most people think occupational therapy is meant for adults and not for children, after all, children’s occupations are taken for granted.. Contrary to this belief, a child's main job is playing and learning therefore occupational therapists can evaluate children’s skills for playing, school performance, and daily activities then work with the children to design an intervention that promotes participation and engagement in these meaningful occupations. 

At Nhaka Foundation we have been fortunate to partner with the Zimbabwe Association of Occupational Therapists (ZAOT) for our Health Assessment Program and Parenting Meetings this term. We are excited to be working alongside some of the country’s best Occupational Therapists in addressing some of the developmental, physical, psychological, social, and environmental factors that can affect the functioning of pupils in different ways. This approach makes O.T. a vital part of health care for most children and children in the communities we are serving who might otherwise not have access to this type of interventions. Occupational therapists apply their specific knowledge to enable people to engage in activities of daily living that have personal meaning and value to them. They also consult with the person and the family or care givers through evaluation and treatment to promote the client’s capacity to participate in satisfying daily activities. The occupational therapist's goal is to provide the client with skills for the job of living, those necessary to function in the community or in the client's chosen environment.

The 27th of October was dedicated as a day to commemorate Occupational Therapy Profession in 2010 and since then it has become an important date on the O.T. calendar to promote and celebrate the profession internationally. This year, Nhaka Foundation in partnership with ZAOT joins the world to celebrate World Occupational Therapy Day by bringing Occupational Therapy to grassroots level at Munyawiri Primary School in Domboshava. The team has a number of events lined up including Individual Assessments and screening for disabilities of Early Childhood Development (ECD) pupils. A career guidance talk with pupils from Munyawiri Secondary School, and who better to talk to them than recent graduates of OT from the University of Zimbabwe. The program has Classroom and Teaching Strategies for teachers as well as child stimulation guide for parents. It is promising to be a day full of activities for the community at Munyawiri village.  

In our work with the OTs  it is amazing how they minimise their skills as only attending to activities of daily living, functionality and activity management yet they do so much more. It is one of those broad professions covering but not limited to the study of psychology, sociology, physiology, biological, disease processes, cognitive behavioral therapy, kinesiology and even, carpentry. 

So we are glad to partner with these professionals to ensure the promotion of children's optimal growth and development.

Charity Bafana
Associate Director
Nhaka Foundation

A day with Team Nhaka in the field

A day well spent with Team Nhaka!

On Tuesday the 20^th of September, Nhaka Foundation visited Rusike Primary school in Goromonzi, where a follow up workshop was held to train ECD level teachers the importance of Arts and Crafts in the development of children. The workshop was a great success as seven schools attended with over 15 teachers present. 

It was inspiring to see all the teachers participating and acknowledging the importance of such a workshop. Some of the teachers were tasked with creating their own crafts from recycled material and it was great to see rag dolls, Zimbabwe’s very own famous wire cars, drums made from plastic and containers, tambourines made from wire and bottle tops and castanets made from wooden planks. Glenda from Nhaka Foundation shared ideas on how to make homemade play doe, homemade glue and homemade paint all made from items found in the kitchen, which is brilliant because it makes all these items safe, even if the children try to taste them as we know how curious children can be. In addition a beautiful Zimbabwean homestead was also made from old toilet rolls, sand and grass (all recycled materials). 

It was great to hear the teachers share their recipes for paint using different coloured soils in the area, and recipes for glue using trees in the area. The teachers were very much aware of the importance of Arts and Crafts in the development of a well rounded student. They also shared their own understanding of arts and crafts through a lovely discussion on why we need arts and crafts in schools. I particularly enjoyed sharing my ideas on making jewellery out of straws, magazines and ribbon and sharing the importance of music at ECD level. 

After a lovely workshop it was a great pleasure to distribute all the stationary Nhaka Foundation managed to gather for all seven schools. What an amazing initiative by Nhaka Foundation not only have we empowered seven schools with the resources and the knowledge but we have also inspired hundreds of children in the Goromonzi area.

Lets do what we can to support those living in our communities and Nhaka Foundation is walking the talk by being active in the communities. 

Blessings,

Vera Chisvo

Rehabilitating classrooms

Dear Friends,

School is a place where children can call home. They spend almost 70% of their time at there, learning different life skills for the future. The impact school has on children is so great, and cannot be overlooked. Children learn how the world operates and acquire knowledge and information that enlightens their young minds about the future. School is also a place where children learn to make relationships and various life decisions. In other words, school is another world separate from the homes they come from; a place where their dreams have the possibility of coming true.

On Wednesday the 7^th of September 2016, Team Nhaka together with a representative from a possible donor embarked on a field trip to Govera Primary School in Domboshava. Domboshava is a rural area situated in the Goromonzi District. Prior to this visit, another assessment to conduct Classroom and Playground Renovations had been carried out. This marked the 2^nd visit for the same purpose. The dusty roads and the African-designed homesteads welcomed us as we further drove towards the school. For those of us visiting the school for the very first time, great anticipation gripped us as we could only imagine what lay ahead. Upon arrival, I was greatly reminded of my father. He grew up in Govera and even attended the same primary school. Since it was founded in 1927, no renovations of any kind had been undertaken at the school. 8 decades later, this new generation of children have to call the same school their own, and adopt it as a second home. 

As we started assessing the entire school, my heart was deeply overwhelmed with sadness at the great dilapidation that has taken place over the past 89 years. 2classroom blocks had to be condemned by the local council authorities and the Ministry of Education, as they were a possible endangerment to the children’s safety. Harsh winds left some rooftops blown off, weak roof beams that are gradually being harvested by ant termites support the dilapidated rusty roofs; meaning when it rains children cannot conduct their lessons in these classes. Now that summer is here, it would mean the children are exposed to the sun throughout their learning slots, a situation that could expose them to excessive sun burns leading to serious skin damage and/or skin cancer. The structures that are considered to be in good condition have broken windows, and chipped floors. Bricks are wearing off from the corners of some blocks, leaving them extremely imbalanced. This situation could create a bigger threat to the children’s safety once the rainy season starts. However, because the number of children enrolled at the school requires more than just the 3classroom blocks that are currently functional; teachers have taken the risks and still conduct lessons in the condemned classroom blocks. Despite the current situation, children still attend school, neatly dressed and engage in the day-to-day school activities with positivity.

Every child has a right to a safe learning environment! Partner with us in order to make this a reality for children at this and many other schools in the District.

Until next time,

Roshnee Musonza
Media Intern

Final lap of the year

Dear Friends,

We welcome the third and final term of the year, and embrace the bright blue skies and bright African sunshine of the summer season! With parents and teachers undergoing last minute back-to-school preparations, for children everywhere, the atmosphere is often charged up with a great level of anticipation for what is to come. Going to a new term usually means a lot of homework awaits, and whilst this can be a ‘not-so-interesting’ subject for some children, school remains the one place children should be allowed to be who they are and whoever they can be; as well as an open environment for them to be heard.

At Nhaka Foundation, we believe in the education of all children and our sole mission is to educate, feed and improve the health of orphans and vulnerable children in Zimbabwe; with the help of our partners and supporters. This term team Nhaka is faced with the daunting task of mobilising the communities in preparation for the construction of outdoor playgrounds for E.C.D children. 

As we all know, “children learn through play”. Children at E.C.D level are stimulated by colours, open spaces filled with toys, sporting activities and play! Play is the best way for young children to learn the concepts, skills, and tasks needed to set a solid foundation for later school and life success. In order to successfully create environments that are conducive for effective play, at Nhaka Foundation we believe in creating spaces that are stimulating and urge spontaneous creativity from children.

Team Nhaka joins in the excitement of 3^rd term with a number of outlined projects, some of which include the Arts and Craft ECD Teacher workshop, Outdoor playground and equipment construction, commemoration of the International Day of the girl child and many more! 

Children are the future and we must all play our part in making sure their early childhood foundations are established on strong grounds! I hope you can join us as we embark on this term’s initiatives. 

Happy new term!!

Until next time,

Roshnee

Nhaka Intern

Healthy Kids, Healthy Communities!

Dear Friends, 

The health and well being of every child is important for children to lead an innovative and successful life. However, research from the Zimbabwe Demographic Survey shows that 84 out of every 1,000 children are likely to pass away before they reach five years old. Most of these deaths are due to infectious diseases that could be treated with the right primary health care. These deaths do not allow Zimbabwean children to live the full and prosperous lives they deserve. Most of these diseases go untreated because of the lack of doctors in the clinics and inability for parents to pay for a visit to the doctor. 

In 2010 the World Health Organization reported that Zimbabwe had less than two doctors for every 10,000 people. The price to visit a general practitioner in Zimbabwe is now at $35 with further visits for the same illness is another $30 per visit. Then, if someone needed to see a doctor during the weekend it would cost $60, and $70 for night visits. These prices do not even include medication costs. With an unemployment rate of 92 percent in Zimbabwe, and wages as low as $382 per month and a familial living cost of about $655 per month, many Zimbabweans do not have the financial stability to pay for doctor’s visits. 

In order to try and bridge this gap, the Nhaka Foundation has worked with local clinics and their nurses to carry out health assessments for ECD students in the schools they sponsor. The Nhaka team, along with a nurse goes to the schools and assesses the children’s health. Each child’s height and weight are recorded, and then the nurse tests the child’s heart rate, eyesight, and hearing. The nurse also inspects them for ringworm, which is becoming an overwhelming problem in rural schools, and other skin conditions. 

Once all the evaluations are done, the nurse and the team evaluate the results to see if there are any overwhelming problems with the children at the school, which, if any, children are facing malnutrition, and what medications are needed in order to improve the children’s health. The team then tries to come up with innovative ways to help the children be as healthy as possible. 

The Nhaka Foundation strives to “leave a lasting legacy” for the children of Zimbabwe. In order for a legacy to be made, children’s health and well being needs to be looked after. With the help from local clinics and nurses, the Nhaka Foundation strives to make sure the children are happy and healthy so each and every child can leave their own legacy. 

Until next time, 

Katie Shields 

Volunteer Intern