Nation-wide school closure resulting in disruption of learning for more than 4.4 million children and adolescents and the provision of critical services to millions of children and youth, including school feeding programs for disadvantaged children.
Teachers also face unprecedented challenges of ensuring the continuity of learning for their pupils while caring for their own and their families’ safety.
Prolonged school closure puts children especially girls, at increased risk of teenage pregnancy, sexual abuse, child marriage and other harmful practices.
Many schools in the rural area are under-resourced and ill-equipped to provide support to the students learning at home and parents are unable to support children’s learning, widening the equity gap between the well-off and worse-off in learning, potentially leading to life-long negative impact.
The Ministry of General Education (MoGE) COVID-19 Response and Recovery Plan highlights the continuity of learning as its core priority and presents a series of education delivery options and strategies.
Education partners have mobilized $10.6 million for COVID-19 response which covers remote learning, capacity building, provision of supplies and capacity building for children and learners.
A total of 20 partners are supporting MoGE in implementation of its COVID-19 Response and Recovery Plan through mobilization of their financial resources and technical expertise.
Over 10,239 schools have been supported with PPE and sanitary-hygiene supplies, building capacity of teachers, sensitization of parents/ caregivers to support children’s distance learning and back to school when operation of schools will resume targeting over 550,000 children and adolescents.
Development of an online platform “smart revision” which contains resources and post exam papers with module answers for the grades 9-12. The platform has been developed by MoGE in collaboration with Zamtel telecommunications service provider.
Production of radio educational programs for the grades 1-12, including content development, editing, recording and running of the lessons.
Education sector partners supported in the printing and distribution of self-study materials.
Support in leadership training of 166 schools in how to enhance teaching and learning.
Conducted Schools’ Readiness Monitoring by UNICEF, ZANEC and ZOCS.
Consistent representation from MOGE to inform and update sector on gaps.
Lack of teachers’ capacity on distance and alternative education.
Inadequate communication infrastructure & electricity coverage to ensure wide reach for distancing learning.
Difficulty in remotely monitoring of learners during school closure. There is a need of systematic information on monitoring on the situation of exam class learners and schools.
Lack of distance learning and self-study materials.
Absence of empirical data, including disaggregated data on children and schools per area, age and type of interventions and information on children’s access to education through different modalities (TV, radio, e-learning, self-study materials).
Lack of inter-sector communication and coordination, for example with health sector to ensure safety of learners at schools.
Inadequate resources for remedial learning which is tailored to the level of children’s ability/understanding after opening of school.