Zimbabwe’s education is trapped in a multifaceted crisis exacerbated by the COVID-19 pandemic. Government has cut spending on education; parents are severely incapacitated in funding their children’s education; teachers are underpaid and face unprecedented repression when they demand better salaries. Government’s response to resolve the crisis in education is inadequate, lacks strategy and is badly underfunded.
This report begins by analysing the learning gaps that have emerged in Zimbabwean education in the context of the COVID-19 pandemic. It then examines the results of survey responses, drawn from 560 teachers and 1200 learners, in assessing the impact of the prolonged school closure on learning outcomes and student welfare. The report also highlights concerns around the readiness of both teachers and learners to resume school on the 28 September 2020. The report then provides a critical analysis of government’s intervention strategy and ends with recommendations for government, teachers unions and School Development Associations.
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