UNESCO REPORT ON NATIONAL CAPACITY-BUILDING OF

LEAD TEACHER TRAINING INSTITUTIONS IN ZIMBABWE

Professor Rehabeam K. Auala UNESCO Consultant University of Namibia

The Mission on National Capacity-Building of Lead Teacher Training Institutions in Zimbabwe which took place from

19-25 January 2003 in Zimbabwe.

ED/HED/TED/2003/PI/46January 2003

Original: English

ACKNOWLEDGEMENTS Many people, in many ways, have contributed to the successful completion of this UNESCO Mission Report. My sincere appreciation is expressed to those mentioned and many others who, because of limitation of space, remain unmentioned. I would like to thank UNESCO, Paris, for offering me the opportunity to undertake this very important consultancy on National Capacity-building of Lead Teacher Training Institutions in Zimbabwe. My sincere thanks are due to Mr Lucio Sia of UNESCO, Programme Specialist for Teacher Education for his professionalism, assistance and understanding. I am most grateful to Dr Washington Mbizvo, Permanent Secretary, and his management team, in the Ministry of Higher and Tertiary Education in Zimbabwe for the professional advice, support and enlightment. My sincere appreciation goes to Mr C.G. Chivanda, Acting Director, Manpower Planning and Development in the Ministry of Higher and Tertiary Education in Zimbabwe for his initial briefing, continuing support, advice and assistance during my visit to Zimbabwe. I would like to express my gratitude to Mr. F.H. Musegedi, Acting Deputy Director in Teacher Education from the Ministry of Higher and Tertiary Education in Zimbabwe for arranging my visit to Zimbabwe and for accompanying me to my interviews with various stakeholders. I also would like to thank Mr. H.B. Chikukwa, Officer in Teacher Education in the Ministry of Higher and Tertiary Education in Zimbabwe for accompanying me to Bulawayo to conduct interviews with various stakeholders. I would like to thank the principals and lecturers at Teachers’ Colleges of Education, staff at the University of Zimbabwe, staff of the Ministry of Finance and Economic Development, staff of Open University, staff of Zimbabwe Teachers’ Association, staff of Human Resource Research Centre and other stakeholders for their valuable inputs. I salute the people of Zimbabwe, especially those teachers who are dedicated and committed to the teaching profession, despite overcrowded classrooms and lack of adequate resources. My gratitude goes to Ms Mildred Mahlangu of the Ministry of Higher and Tertiary Education in Zimbabwe for her logistical support. Finally, my thanks go to Ms Anneline Pick, from the University of Namibia who typed this Mission Report. Prof. Rehabeam K. Auala UNESCO Consultant University of Namibia April 2003 The opinions expressed in this publication do not necessarily reflect the official position of UNESCO or its Member Countries and do not imply a commitment on the part of the Organization.

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FOREWORD Professor Rehabeam Auala, Head of Educational Foundations and Management as well as Council member of the University of Namibia was in Zimbabwe from 16 to 25 January 2003, as a UNESCO consultant and guest of the Ministry of Higher and Tertiary Education (MHTE), to study and produce a Report on “National Capacity Building of Lead Teacher Training Institutions in Zimbabwe”. This comprehensive report is a result of the author’s analytical action research that included both visits to selected institutions and penetrating interviews with key stakeholders in Tertiary Education. During the period in question, Professor Auala visited the following Teachers Colleges: Seke, Hillside, United College of Education (UCE); the following universities: University of Zimbabwe, Zimbabwe Open University and the National University of Science and Technology (NUST). He interviewed and interacted with senior officers in the Ministries of: Higher and Tertiary Education, Education, Sport and Culture and Finance as well as with Zimbabwe Teachers’ Association (ZIMTA). The Report analysed not less than twelve publications on relevant educational development, including the latest Zimbabwean Education Commission, the 1999 “Report of the Presidential Commission of Inquiry into Education and Training” that was chaired by Dr Nziramasanga. This Report makes an in-depth situational analysis of Tertiary Education in Zimbabwe from Independence in 1980 to the present day. As an essential part of the National Capacity-Building of Lead Teacher Training Institutions in Zimbabwe, the author, rightly so, strongly recommends to UNESCO to support and establish on partnership basis, An Early Childhood Education Centre at Seke Teachers College as the Report’s First Priority. Other recommendations include: provision of Special Education Facilities at UCE as a regional centre, the provision of 50 computers for Hillside, the provision of Information and Communication Technology (ICT) in Teachers Colleges in Zimbabwe and finally, support for HIV/AIDS Education in the School Curriculum. Professor Auala’s recommendations reflect very well Zimbabwe’s efforts to improve the quality of education at all levels. These recommendations are meant to build on earlier achievements particularly in the expansion of access to education. The focus of this report is on preparing teachers who can handle children from an early age and those with special difficulties and how resources for this purpose can be sourced. MHTE recommends the proposals and would like to thank UNESCO for making this study possible and all the persons and organisations who participated in the study. Mr. C.G. Chivanda Acting Director Manpower Planning and Development Ministry of Higher and Tertiary Education, Zimbabwe

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TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .............................................................................................i FOREWORD ...................................................................................................................ii 1. INTRODUCTION AND BACKGROUND .....................................................1 2. SITUATIONAL ANALYSIS.............................................................................3 2.1 Seke Teachers’ College .......................................................................................3 2.2 United College of Education ...............................................................................4 2.3 Hillside Teachers’ College ..................................................................................5 2.4 Teacher Training and Capacity-building..........................................................6 3. RECOMMENDATIONS MADE BY VARIOUS STAKEHOLDERS IN ZIMBABWE.................................................................7 3.1 Ministry of Higher and Tertiary Education .....................................................7 3.2 Seke Teachers’ College .......................................................................................7 3.3 Zimbabwe Teachers Association (ZIMTA) ......................................................7 3.4 Department of Teacher Education at the University of Zimbabwe ...............8 3.5 Ministry of Finance and Economic Development ............................................8 3.6 United College of Education, Bulawayo ............................................................8 3.7 National University of Science and Technology ...............................................9 3.8 Hillside Teachers’ College ..................................................................................9 3.9 Open University ...................................................................................................9 3.10 Faculty of Education at the University of Zimbabwe ......................................9 3.11 Human Resource Research Centre (HRRC) ....................................................9 4. MAJOR RECOMMENDATIONS .................................................................10 5. CONCLUSION ..................................................................................................10 6. REFERENCES ..................................................................................................11 7. APPENDICES ...................................................................................................12 7.1 Terms of Reference for Consultancy ...............................................................13 7.2 Consultations with various stakeholders.........................................................15 7.3 Seke Teachers’ College Project Proposal and Budget ...................................17 7.4 Equipment/Consumables for Special Needs Education at UCE ...................27 7.5 Quotation for Computers at Hillside Teachers’ College ...............................29

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1. INTRODUCTION AND BACKGROUND Teacher education and development is very important in any country in the world. I was requested by United Nations Educational, Scientific and Cultural Organisation (UNESCO) to evaluate the national capacity-building of lead Teacher Training Institutions in Zimbabwe in order to make recommendations to UNESCO for appropriate funding and assistance. The mission took peace from 19-25 January 2003. I interviewed officials from the following institutions: Ministry of Higher and Tertiary Education, Seke Teachers’ College, Zimbabwe Teachers Association (ZIMTA), Department of Teacher Education at the University of Zimbabwe, Ministry of Finance and Economic Development, United College of Education, National University of Science and Technology, Hillside Teachers’ College, Open University, Faculty of Education at the University of Zimbabwe and Human Resource Research Centre at the University of Zimbabwe. Literature review was also conducted. 1.1 MISSION OF THE MINISTRY OF HIGHER AND TERTIARY EDUCATION The mission statement of the Ministry of Higher and Tertiary Education in Zimbabwe is to provide, regulate and facilitate tertiary education and training through the provision of resources and management of institutions and through planning development and implementation of effective policies that meet the human resource requirements of the economy and equip individuals with technical skills. Functions of the Ministry of Higher and Tertiary Education are: • Providing tertiary education to the nation • Coordination of curriculum development • Registering and monitoring of colleges of education • Administering exams and certification • Conducting apprenticeship training • Providing industrial trade testing • Administer funding for tertiary education students • Facilitating provision of scholarships. 1.2 TEACHERS’ COLLEGES IN ZIMBABWE In Zimbabwe there are ten primary school teacher education colleges and four secondary school teacher education colleges, all affiliated to the University of Zimbabwe. Some secondary school teachers are trained at some of the local universities and abroad. 1.2.1 Primary Teacher Training Colleges

i) Bondolfi Teachers’ College ii) Marymount Teachers’ College iii) Mkoba Teachers’ College iv) Morgenster Teachers’ College v) Seke Teachers’ College vi) Gwanda Teachers’ College

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vii) Masvingo Teachers’ College viii) Morgan ZINTEC College ix) Nyadire Teachers’ College x) United College of Education

1.2.2 Secondary Teacher Training Colleges

i) Belvedere Technical Teachers’ College ii) Chinhoyi Technical Teachers’ College iii) Hillside Teachers’ College iv) Mutare Teachers’ College

1.3 ADDITIONAL BACKGROUND ANALYSIS According to the Presidential Commission of Inquiry into Education and Training in Zimbabwe (1999) the education vote takes the largest proportion of the national budget. This is as it should be because education is a fundamental strategy to prepare Zimbabweans for socio-economic well-being in the new millennium and to be competitive in the era of Information and Communication Technologies (ICT). i) Early Childhood Development and Education The Establishment of Early Childhood Education Care (ECEC) centres in Zimbabwe is essentially a voluntary community initiative, which depends largely on the interest and capacity of the community. Access and provision have been mainly determined by parents’ interest and ability to pay fees. Government has supplemented them with an allowance for teachers and supervisors. Child development begins at conception and the process of learning starts at birth. Although development and learning take place throughout life, the first few years are crucial in the development of intelligence, personality, critical thinking, problem solving and social behaviour. Educationists and scientists, worldwide, draw attention to the importance and advantages of pre-school programmes for the holistic development of the child. These programmes include nutrition, health, motor skills, emotional and cognitive development as well as socialisation. Zimbabwe Vision 2020 explicitly speaks of a strategy that is to be implemented for “providing infrastructure in Early Childhood Education and Care, especially in rural areas and the need to intensify efforts to improve early childhood learning facilities”. In more recent years the University of Zimbabwe has introduced a B.Ed degree in Early Childhood Development, specialising in early childhood education and care as well as the teaching of infants in the primary school. If education is to produce competent, confident children who become creative adults who are able to meet challenges and solve problems, then the foundation has to be laid at that time which child development experts regard as the most formative period. Financial assistance in this area is therefore very important.

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ii) Special Education Special needs education in Zimbabwe is an area requiring financial assistance and support. In Zimbabwe, the current situation is one of integration where children with disabilities are deliberately brought together with non-disabled children. This process of integration does not cover children with severe handicaps and the multiple disabilities or those with severe mental disabilities. According to the Presidential Commission (1999) there are centres that train disabled students in the country, for example: Ruwa Training Centre, Lowdon Lodge Training Centre (Mutare) Tsanga Lodge (Nyanga) and there are two production centres called sheltered workshops employing persons with disabilities, such as RESCU (Harare) and Disabilities (Bulawayo). Other training colleges in the country, public or private, have neither provision nor programmes for students with disabilities. This is further compounded by the fact that industry is not keen to take disabled students on attachments. Zindi (1997) is of the opinion that many African countries have shown theoretical interest in Special Education by formulating policies such as “mainstreaming” community or social rehabilitation and showing the desire to give concrete meaning to the idea of equalising education opportunities for all children irrespective of their physical and mental conditions. However, due to lack of funds, the dreams of the majority of disabled children are still a far cry from the desired policies. Formal full time training for Special Education teachers in Zimbabwe is being done at the United College of Education in Bulawayo. The training is mostly for primary school teachers. Other colleges, namely, Mkoba (Gweru) and Mutare Teachers’ College teach aspects of Special Education to their trainee teachers in an ad hoc manner. 2. SITUATIONAL ANALYSIS 2.1 SEKE TEACHERS’ COLLEGE i) Rationale for the establishment of an Early Childhood Education Centre Seke Teachers’ College, a primary school teacher training institution, prepares students for both infant and primary school teaching. The Project Proposal at Seke Teachers’ College which is supported by many stakeholders in Zimbabwe, aims at establishing a pre-school at Seke Teachers’ College with the necessary materials and equipments. The pre-school will have a total of 75 children divided into three classes of age group three years, four years and five/six years. Once the pre-school is established at the college, it is hoped that the teachers who graduate from Seke Teachers’ College will be able to bridge the gap that exists between pre-school and grade one education in Zimbabwe. It is also hoped that graduates from Seke Teachers’ College will assist the rural schools in establishing and running pre-schools including mounting in-service courses for pre-school teachers. The senior officials from the Ministry of Higher and Tertiary Education as well as staff from the college suggested that an Early Childhood Education Centre at the Seke Teachers’ College should be established as a matter of urgency because early childhood and infant

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training is seen as a foundation for the future training in education. If the foundation is strong, it will have positive effect in attendance and retention. The Private Early Childhood Centres are for the few elites and are not affordable by the majority of the citizens in Zimbabwe. The majority of the Early Childhood Centres in Zimbabwe are play Centres, therefore there is a need for an Early Childhood Education Centre, which will serve the community in the surroundings areas. Early childhood development is very critical in the intellectual development of a child. ii) Resources and inputs required for Project implementation

a) Government of Zimbabwe Input

• Will provide land • Will provide staff • Will provide recurrent budget

b) Staff at Seke Teachers’ College

• Develop curriculum in collaboration with the University of Zimbabwe • Implement the curriculum • Administer and support

c) Input by Parents • Sending pupils to Early Childhood Centre • Paying a fee per child for mid-morning refreshment.

d) Input by UNESCO

• Buildings • Infrastructure • Equipment • Materials • Human resources • Staff development

Attached please find the Project Proposal and the budget estimate from Seke Teachers’ College in the appendix 7.3.

2.2 UNITED COLLEGE OF EDUCATION i) Preamble The goal of providing quality basic education to all children is now a globally accepted reality. School systems, which have historically operated a parallel system of ordinary and special schools, are moving from mainstreaming towards the development of inclusive schools. For Zimbabwe, which is a signatory to the Jomtien World Education Conference 1990 and Salamanca 1994, inclusive schooling is not an alternative but an inevitability.

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ii) Rationale for transformation Currently United College of Education is training about 60-70 qualified experienced teachers to become specialists within a period of 16 months. There is also a Special Education component in the Theory of Education curriculum to pre-service students that addresses children with special needs. This trend does not adequately address the demands for inclusive education. Zimbabwe is currently experiencing a shortage of specialist teachers to meet the demands for inclusive education. Therefore, a new system should be introduced by transforming the current special and general education into a single adaptable one. According to the staff at the United College of Education in Bulawayo, Special Education Component should be turned into an Inclusive Education Regional Centre of Excellence which should train students from Zimbabwe and the SADC region. Other needs at UCE are: equipments, maintenance and renovation of buildings especially the kitchen, transport for students for teaching practice, in-service training in ICT, strong wall to strengthen security on campus, resuscitating the language laboratory and the gym for Health Education. The greater challenge lies in preparing in-service teachers to enable schools to be responsive to the specific needs of individual children. Therefore a change in existing thinking and practices is needed to effect change in the system which can then in turn create effective schools for all. Attached please find the budget estimate of needs in the appendix 7.4 as submitted by the United College of Education staff. 2.3 HILLSIDE TEACHERS’ COLLEGE i) A brief background Hillside Teachers’ College was the first college to acquire associate status with the University of Zimbabwe way before independence. The University of Zimbabwe plays an evaluation and monitoring role and issues the Diploma. At present there are 65 lecturers at the College and 30 support staff. The student population is about 1000 students. The physical structures desperately need a face-lift. ii) Rationale for the request of computers Hillside Teachers’ College’s computerization has lagged behind. Consequently, there is a need to address the lack of computerization at the College. The College wants to make the students computer literate by effectively incorporating computer literacy into its curriculum. According to staff members at the College their top priority is the computerization and the strengthening of the use of Information Communication Technology (ICT). An ideal situation for the College is the provision of 50 computers (i.e. 25 computers for the 1st year and 25 computers for the 2nd year students in order to service the two groups of students concurrently). The University of Zimbabwe will continue to monitor standards and control the quality of education at the College. The provision of Internet would alleviate the problem of escalating costs of books. Thus availability of Internet would enhance the acquisition of information.

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Attached please find the budget estimate of 50 computers in the appendix 7.5 as submitted by the Hillside Teachers’ College staff. 2.4 TEACHER TRAINING AND CAPACITY-BUILDING i) Teacher training It is very important that in the new millennium and in our efforts to develop policies for teacher education and the training programmes for teachers, we rethink how schools are designed, how learning and teaching are pursued and how resources are allocated and how teachers adapt to the new technological world (Auala, 2000). Professional development and the search for quality and relevance in teacher education is a continuing process that must respond to the changing needs of the society. According to Darling-Hammond (1997:332) there is a need for a paradigm shift which requires a fundamental change in the ways in which teachers are prepared and upgraded. This has important implications for teacher educators and the institutions of higher learning. Quality assurance in higher education and the training of teachers should be related to the relevance and the quality of education. To ensure relevance, teacher education offerings should be demand driven rather than supply driven. We should train students who should become job creators instead of job seekers. ii) Capacity-building In-service training and capacity building of teachers are of great importance in educational development. According to the Analysis, Agendas and Priorities for Education in Africa (1996:18) most of the countries in Africa do not have qualified personnel or adequate facilities in the teachers training institutions for planning, training and the management of education. It is therefore necessary to improve the institutional capacity building through in-service training programmes and material support especially in the ICT. Teacher education programmes can make a difference to student achievement depending on the type of education programme and support that is put in place (Craig, Kraft, and du Plessis: 1998). Specific factors such as the years of teacher training (initial and in-service), subject matter knowledge, having books and materials and knowing how to use them are all key factors identified by research that have positive bearing on the quality of the teachers’ performance and consequently student achievement. I therefore recommend the support of the training and capacity building of teachers, provision of material and financial resources to the Teachers Training Colleges in Zimbabwe.

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3. RECOMMENDATIONS MADE BY VARIOUS STAKEHOLDERS IN ZIMBABWE

In my interviews with various stakeholders in Zimbabwe during my visit from 19 – 25 January 2003, the various stakeholders made the following recommendations: 3.1 Ministry of Higher and Tertiary Education i) Establish an Early Childhood Education Centre at Seke Teachers’ College as a top

priority. ii) Support staff training and provide facilities and equipments in Special Education at

the United College of Education in Bulawayo. iii) Support and strengthen the use of Information Communication Technology (ICT) in

education. iv) Provide support with reading materials for the libraries at UCE and STC Colleges. 3.2 Seke Teachers’ College i) Establish an Early Childhood Education Centre at Seke Teachers’ College as top

priority. ii) Ensure quality in Teacher Education instead of quantity production. iii) Appropriate training of teachers “umuntu” who are true Africans with appropriate

values and attitudes. iv) Strengthen Health Education in the field of HIV/AIDS. v) Support in the field of ICT and life-long learning. 3.3 Zimbabwe Teachers Association (ZIMTA) i) Quality public education with a strong foundation in Early Childhood Education as a

top priority. ii) Ensure equity in education between the haves and have nots, male and female, rural

vs urban and various regions. iii) Merit, suitability and ability should be the main criteria for the selection of teachers.

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3.4 Department of Teacher Education at the University of Zimbabwe i) Strengthen Early Childhood and Infant Education in Zimbabwe. ii) Strengthen of Special Education at the United College of Education in Bulawayo. iii) The Department needs 6 computers. iv) Support and strengthen the use of ICT. 3.5 Ministry of Finance and Economic Development a) General i) Stabilize the macro economic environment. ii) Render support in eradication of HIV/AIDS. iii) Land reform and poverty reduction iv) Needs assistance in drought relief due to drought and lack of adequate rain. b) Education Sector i) Lack of enough resources to fund Early Childhood Education. ii) Lack of adequate training materials and equipments for the training of teachers. 3.6 United College of Education, Bulawayo i) Establish an Inclusive Education Regional Centre of Excellence which should train

students from the SADC region. ii) Provision of equipment. iii) Maintenance and renovation of buildings especially the kitchen. iv) Transport for the students especially for the teaching practice. v) In-service training in ICT. vi) Strong fencing wall to strengthen security on campus. vii) Resuscitate the Language Laboratory. viii) Build swimming pool and gym for Health Education.

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3.7 National University of Science and Technology i) Strengthen Technical Teacher Education Programme. ii) Strengthen Sport Science iii) Needs assistance in computer assistance design. 3.8 Hillside Teachers’ College i) Needs 50 computers for students to strengthen the use of ICT. ii) Upgrade and repair sport facilities. iii) Upgrade the physical infrastructure. iv) Upgrade the Language Laboratory. 3.9 Open University i) On-line teaching and ICT networking to assist students. ii) Material production in terms of producing readers, e.g. supporting materials in the

form of booklets. iii) Needs support with specialised equipments for Special Education. iv) Across the board, needs human resource capacity-building and in-service training. 3.10 Faculty of Education at the University of Zimbabwe i) Support for Early Childhood Education ii) Support in Special Education. 3.11 Human Resource Research Centre (HRRC) i) Support for Early Childhood Education. ii) Support in Special Education.

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4. MAJOR RECOMMENDATIONS Based on my interview with relevant stakeholders in Zimbabwe, personal observations, and literature review, I suggest the following major recommendations in priority order as follows: i) Support and establish an Early Childhood Education Centre at Seke Teachers’

College as a top priority. ii) Support staff training and provide facilities and equipments in Special Education at

the United College of Education in Bulawayo. An Inclusive Education Regional Centre of Excellence should be established.

iii) Provide 50 computers to Hillside Teachers’ College for the students’ use in training. iv) Provide staff training capacity building and strengthen the use of Information and

Communication Technology (ICT) in Teachers’ Training CollegeS in Zimbabwe. v) Strengthen and support HIV/AIDS Education which should be integrated into the

school curriculum. 5. CONCLUSION In conclusion, I salute the people of Zimbabwe especially those teachers who are dedicated and committed to the teaching profession, despite overcrowded classrooms and lack of adequate resources. Teacher education and development is a process and, therefore, different training and support is needed at different stages. The education that the teachers receive has the potential to make a difference to children’s learning and therefore warrants careful attention. Professional development and the search for quality and relevance in teacher education is a continuing process that must respond to the changing needs of the society. It is my hope that UNESCO will positively consider the recommendations made in this Report.

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6. REFERENCES 1. Auala, R.K. (2000). Teacher Education and Development in the New Millenium.

A paper presented at the ICET World Assembly Conference on Teacher Education in the New Millenium, Safari Conference Centre, Windhoek, Namibia, 17-21 July 2000.

2. Craig, H.J., Kraft, R.N. and du Plessis, J. (1998). Teacher Development: Making

an Impact. USAID and the World Bank, Washington. 3. Darling-Hammond, L. (1997). “Restructuring Schools for Student Success” in

Halsey, L. et.al. (Ed). Education, Culture, Economy and Society, Oxford, Oxford Press.

4. Manpower Planning and Development Act (1996). Revised Edition, Government

Printer, Harare. 5. Manpower Planning and Development (Government Teachers Colleges and

Technical or Vocational Institutions) Regulations (1999). Statutory Instrument 81 of 1999. Ministry of Higher and Tertiary Education, Harare, Zimbabwe.

6. Namuddu, K. and Tapsoba, N.M.S. (1993). The Status of Educational Research

and Policy Analysis in Sub-Saharan Africa. A Report of the DAE Working Group on Capacity-Building in Educational Research and Policy Analysis, IDRC, Nairobi.

7. National University of Science and Technology Yearbook 2002/2003, General

Information and Regulations, Bulawayo, Zimbabwe. 8. Ndawi, O. (2002). “Integrating AIDS Education into the Primary School Curriculum

in Zimbabwe” in Zimbabwe Journal of Educational Research, Vol. 14, No.1. March 2002, ISSN 1013-3445.

9. Report of the Presidential Commission of Inquiry into Education and Training.

(1999). Ministry of Higher and Tertiary Education, Harare, Zimbabwe. 10. Samoff, J. et.al. (1996). Analyses, Agendas and Priorities for Education in

Africa. UNESCO, Paris. 11. University of Zimbabwe Calendar 2001-2003, University of Zimbabwe

Publications, Vol.1, Harare. 12. Zindi, F. (1997). Special Education in Africa. Tasalls Publishing, Gaborone,

Botswana, ISBN 99912-920-4-7.

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7. APPENDICES

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7.1 TERMS OF REFERENCE FOR THE CONSULTANT MISSION

1. General Terms of Reference

Duration of Mission: Each mission is for five working days.

Initial Briefing: Liaison with the National Focal Point, who will brief the Consultant on national priorities, arrange logistics of visits, liaise with the Ministry, etc.

Visits: Undertake in-depth visits to the lead teacher-training institutions so identified and to relevant officials within the Ministry of Education, Ministry of Planning and Finance, teachers’ association, leading NGOs, IGOs, etc.

The focus of the visits: Visits to the institutions must be pro-active. Although the Consultant will be looking at a comprehensive list of indicators (Part II below), she or he must keep uppermost in mind the institution’s own current approved objectives and work plan, as a basis for discussion.

2. Analysis, Negotiations and Recommendations:

Before writing the final report, the Consultant shall engage in close dialogue with the heads of the teacher-training institutions as well as the National Focal Point to make sure that the resulting analysis and report-recommendations are directly related to implementation of existing national plans and commitments. The teachers' associations must also have an opportunity to react to the suggestions. The Consultant will make general recommendations based upon the current regarding the current use of existing resources, and based upon these, will make two types of specific recommendations.

(i) identification of one very urgent need of one teacher-training institutions

which could conceivable be addressed by the pool of RP Carryover funds which fund this 2002-2 – 2003 activity.

(ii) extra-budgetary proposals, as needed, to remedy the need/situation identified.

Preparation of a final report of no more than 15 pages (not including annexes), consisting of an analysis of the overall situation, and the four types of recommendations cited above, for consideration for action by the Ministry and institution-head, and action by UNESCO.

3. Aspects of the teacher-training institutions:

Overall picture: Are the existing TT institutions (e.g. ENS’s tertiary TT Departments) performing overlapping or complementary functions? Are their TT plans keyed to national commitments (and national plans, where existing) to meet national development goals?

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Curricula: Is there an adequate base for research and development in innovative TT curriculum planning in development of teacher-learning materials, in intellectual and material resources to develop these? Where are the sources of quality, both from within the national culture and from the regional and global community? What is the status of their curricula for literacy, science, health and environment? Is there a need for regional minimum-standard TT syllabi for these subjects?

Pedagogic methodologies: Are they adequate for values education, ICTs in education, lifelong learning?

Library and research plans: What is the minimum, which could bring them up to acceptable standards? What is the infrastructure for using ICTs to provide quality research and learning materials and information in quantity? What is the networking within the countries and internationally?

Labour issues: What is the extent of the participation, consultation and negotiations of teachers and their association with the planning and programmes of the TT institutions? What are the current conditions of service for teachers?

Gender equity: The main implications on gender equity of all the above aspects would be examined.

Management issues, covering all of the above.

Open and distance learning and ICT capacities related to all of the above.

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7.2 CONSULTATIONS WITH VARIOUS STAKEHOLDERS 1. Ministry of Higher and Tertiary Education at Head Quarters, Harare

i) Dr. Washington Mbizvo, Permanent Secretary ii) Mr. C.G. Chivanda, Acting Director, Manpower Planning and Development iii) Mr. F.B. Pesanai, Director, Standard Development and Quality Assurance iv) Mr. F.H. Musegedi, Acting Deputy Director, Teacher Education v) Mr. H.B. Chikukwa, Officer, Teacher Education vi) Mr. F.T. Kanyowa, Officer, Research and Planning, Teacher Education vii) Mrs. F.J.F. Mkushi, Executive Secretary, National Council for Higher

Education viii) Ms. Mildred Mahlangu, Administrative Assistant

2. Seke Teachers’ College

i) Mr. H.S. Munodawafa, Principal ii) Mr. J. Mudenge, Principal Lecturer iii) Ms. V.H. Mawere, Head of Department

3. Zimbabwe Teachers’ Association (ZIMTA)

i) Mr. Peter Mabande, Chief Executive Officer ii) Mr. Alex T. Muzariri, National Association of Primary Heads (NAPH)

4. Department of Teacher Education, University of Zimbabwe

i) Prof. B.R.S. Chivore, Chairman: Teacher Education 5. Ministry of Finance and Economic Development

i) Ms. M. Makuwaza, Deputy Director ii) Ms. E. Maeresera, Chief Economist

6. United College of Education, Bulawayo

i) Mr. S.H.S. Mbona, Acting Principal ii) Mr. S. Moyo, Acting Deputy Principal

7. National University of Science and Technology

i) Prof. P. Makhurane, Vice Chancellor ii) Mr. F. Moyo, Public Relations

8. Hillside Teachers’ College

i) Dr. T.P. Ndlovu, Principal ii) Mr. P.T. Masendeke, Vice Principal iii) Mr. E.S. Dube, Head of Department

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9. Open University

i) Mr. Robert Chimedza, Acting Pro Vice Chancellor 10. Faculty of Education, University of Zimbabwe

i) Dr. Chipo Dyanda, Dean 11. Human Resource Research Centre (HRRC)

i) Dr. F. Zindi, Director 12. Zimbabwe National Commission for UNESCO

i) Mr. M.S. Machawira, Deputy Secretary General 13. High Commission of the Republic of Namibia in Zimbabwe

i) Mr. E. Haipinge, Deputy High Commissioner

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7.3 SEKE TEACHERS’ COLLEGE PROJECT PROPOSAL AND BUDGET

PROJECT TITLEPre-School Project for Infant School Teachers at Seke Teachers’ College IMPLEMENTING MINISTRY Ministry of Higher and Tertiary Education IMPLEMENTING AGENCY Seke Teachers’ College REFERENCE C/52772 DATE Revised January 2003 1.0. PROJECT SUMMARY

1.1. Seke Teachers’ College, a primary school teacher training institution, prepares students for both infant and junior school teaching. Those students specialising in infant school teaching need constant contact with the pre-school children in order to understand their thinking and learning processes.

1.2. This project aims at establishing a pre-school, with the necessary materials

and equipment at Seke Teachers’ College. The pre-school will be run during the mornings only and will avail the students with the needed environment in order to prepare for the teaching of infant classes. The pre-school will have a total of 75 children divided into three classes of age group three years, four years and five/six years. Three qualified pre-school teachers, six teachers aides, four kitchen staff, two groundsmen, two cleaners and one typist/receptionist will be required in addition to the lecturers in the college’s infant department. It is envisaged that scholarships will be needed for short-term staff development to improve the expertise of lecturers involved in the pre-school project.

2.0. PROJECT BACKGROUND

2.1. When Seke Teachers’ College started in 1981, a number of lecturers in the college had, in addition to other qualifications, trained as infant school teachers. This group of lecturers, especially those in the Theory of Education Department, started mounting reading programmes for infant school teachers as early as September 1981. By 1983 college students specialised in either Infant School Education or Junior School Education for their theory of education component.

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2.1. A course for pre-school trainers mounted jointly by the college and the then Ministry of Community Development and Women’s Affairs in 1983 generated a lot of interest in Early Childhood Education among the lecturers in the Theory of Education Department.

2.3. In 1986, the college received a large consignment of infant education

materials donated from Hillside Teachers’ College. This enabled the college to set up an infant school education department with a Principal Lecturer-in-charge (LIC) assisted by the Head of Department (HOD).

3.0. PROJECT JUSTIFICATION

3.1. A number of college lecturers have over the years gained a lot of experience and background in pre-school education, some of them at an expert level.

3.2. The college has a total enrolment of 1500 students for the three year-groups,

with first and third years in college, while second year students are on Teaching Practice. A yearly total of 300 students i.e. 100 first years, 100 second years and 100 third years train as infant school teachers. With the present 2 – 5 – 2 training programme, each intake will have 100 students who train as infant school teachers.

3.3. The students experience with pre-school children are through visits to

privately owned pre-school centres. These visits are organised by the college. However, the visits are few and most private pre-school owners are reluctant to allow the students to visit their pre-schools. Due to lack of reliable transport at college, students are not able to visit and observe pre-school centres which are located outside Chitungwiza. The costs involved are also prohibitive. Yet constant contact with pre-school children is necessary for both year groups if students are to relate theory to practice.

3.4. Once the pre-school is established at the college, it is hoped that the teachers

who graduate from the college will be able to bridge the gap that exists between pre-school and grade one education.

3.5. The Ministry of Education, Sport and Culture intends to set up pre-schools

attached to primary schools. It is hoped that graduates of Seke Teachers’ College after establishment and running of the pre-school as part of their training, will be able to help in the setting up and running of these pre-schools adjoining primary schools.

3.6. Most rural primary schools in Zimbabwe are encouraged to establish play

centres which are being managed by the community. The teachers who mann these play centres are not trained. These mothers are just volunteers and generally they act as child-minders. Yet, the main function of pre-school education is education and laying a firm foundation for later learning not child minding. We therefore hope that graduates from Seke Teachers’ College will assist the rural schools in establishing and running the pre-schools including mounting in-service courses for pre-school teachers.

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3.7. Currently, only private colleges train pre-school teachers for two years.

Experience has shown that these semi-qualified teachers also apply to come and re-train at Seke Teachers’ College for three years. With the establishment of a pre-school at this college, we intend to offer a comprehensive Diploma and B.Ed. course in Early Childhood Education which covers 0 – 8 year olds. The pre-school will be used for micro-teaching as well as teaching practice purposes.

3.8. Establishing a pre-school next to a college has been found useful in the

training of teachers elsewhere. Swaziland has a teachers’ college, a primary and a pre-school attached and this has been found to improve teacher quality. The project is included in the PSIP and is in line with the consolidation policy.

4.0. THE CURRENT SITUATION SYLLABI

4.1. The 1988 policy document of Early Childhood Education stressed the need for a working knowledge in this respect. This led the college to establish the existing structure for Early Childhood Education with the following syllabi for Infant School Education.

a) Theory of Education syllabus (TOE) b) Theory of Infant School Education Syllabus (TIE) c) Professional Studies Syllabus ‘B’ for the Infant School Teachers d) Professional Studies Syllabus ‘A’ for the Infant School Teachers e) HIV/AIDS Education f) Educational Technology

4.2. Aspects of Pre-school and Infant School Education are being incorporated in

all the syllabi both Theory and Applied. 5.0. STRUCTURE AND PRACTICE

5.1. The College has established an infant school education department which is manned by a Head of Department, lecturer-in-charge and eight lecturers. These lecturers teach both Theory and Professional Studies Syllabus ‘B’ (Applied Education/Methodology/Pedagogics).

5.2. A new block of two classrooms and four lecturers’ offices which has been

built at the college is being used by the department. However, the two classrooms are inadequate since one of the rooms is being used as a Resource Room. The rooms are too small, the furniture is also limited and the materials donated by Hillside Teachers’ College, although useful, is rather old.

5.3. There is need to erect toilets, kitchen with a dining room, classroom facilities,

offices and an outdoor play area for pre-school children. The staff also need to be developed to improve their expertise.

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5.4. A pre-school at the college will:

• Serve the children from the poor surrounding community

• Be used as a teaching practice centre for infant school teachers in training

6.0. GOALS AND OBJECTIVES

i) To create in the college an infant school teachers’ course that is comprehensive and would produce effective infant and pre-school teachers.

ii) To create in the college a Resource Centre for students and lecturers in

reading materials, and pre-school and infant school learning materials so that the students can acquire skills that incorporate theory and practice in Early Childhood Education.

iii) To establish in the college a Learning Aids Construction Centre, so that

student teachers can become self reliant in materials designing, a requirement for Early Childhood Education in a developing Zimbabwe.

iv) To establish a pre-school and infant school centre

a) so that student teachers have more contact with pre-school children

and learn to appreciate their thinking processes.

b) which will be used for teaching practice purposes by students specialising in infant education. This will enable the graduates to offer a smooth transition from home to school for the children.

v) To serve the local community for this purpose it is necessary to:-

a) construct a learning and teaching practice centre for Early Childhood

Education

b) equip it with materials for reading, construction of pre-school and infant school learning materials and other skills development

c) in-service some staff in Early Childhood Education

7.0. PROJECT DESCRIPTION

7.1. Location

The pre-school will be located at Seke Teachers’ College. The college has already identified two possible areas for this project.

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7.2. Enrolments

The pre-school would have a total enrolment of 75 pupils within the age group three to six years and divided into three classes as follows:- • Class I - 25 children aged three years • Class II - 25 children aged four years • Class III - 25 children aged five to six years

7.3. Staffing

Each class will have both a qualified pre-school teacher and two teacher aides. A Head of Department and Principal Lecturer-in-charge will be the overall co-ordinators. In addition to the above, there will be two kitchen staff to prepare morning teas and cereals, two groundsmen to maintain the pre-school play area and garden, two cleaners and one typist and a driver. The staff shall be paid by the Ministry of Higher and Tertiary Education. The centre shall also utilise the services of the college nurse in case of emergencies.

7.4. Activities

The pre-school will operate during the mornings only, with activities divided into three main periods:- a) Routine period – i.e. those activities where the child learns personal

care, how to wash and dress, how to satisfy adequately the body needs for food, sleep and eleminations. The emphasis will be on self-control and children learn certain definite routine skills which provide adequately for individual satisfaction and will at the same time be acceptable to society.

b) Mid-morning break with tea/drinks/cereal will be provided.

c) Free-play involving out-door play, creative, imaginative, adventure

play, story telling, painting, jingles and rhymes, model making and rebuilding. These activities will help children develop general abilities and interest, manipulative skills, group interaction and provide opportunities for self expression.

The curriculum aims at developing the whole child physically, emotionally, culturally, morally, socially, intellectually, creatively, etc.

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8.0. RESOURCES REQUIRED FOR PROJECT IMPLEMENTATION

8.1. Government of Zimbabwe Input (GOZ)

• GOZ will provide the land at the college and lecturers who are part of the college.

• GOZ will be responsible for the ancillary staff’s salaries.

• GOZ will maintain and sustain the project when the donor has pulled out.

8.2. Input by Parents

• Sending pupils to the pre-school

• Paying a fee per term to meet the cost of mid-morning refreshment.

8.3. Input by UNESCO

UNESCO will provide the following resources required:-

a) Building classrooms/playrooms, construction of outdoor play

centre and swimming pool.

b) Games

• Picture Dominoes and picture snap cards • Jig-saw puzzles • Bingo cards • Logo games • Spinning tops • Brio-railways • Number blocks • Fishing games • Ten track • Alphabet blocks • Snakes and ladders • Lotto games

c) Construction Toys

• Ball rolling cubes – 22 pieces per set • Fitting sets • Building blocks • Beads

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d) Other Materials

• Books for children’s library • Language and Maths kits • Cuissanaire rods • Picture books and work books • Children’s encyclopaedias • Like and unlike strip books • Balls – big and tennis balls • Ropes and skittles • Hoops and funnels • Felt pens • Paint, paint-trays and brushes • Newsprint, thick pencils and wax crayons • Plasticine and plasticine boards • Manila paper • Rubbers • Toy telephones, cars, clock faces • Posters • Wall pockets • Rainbow machines • Plastic fruits • Puppets and puppet screens • Dolls • Wild animal packs • Kites • Weather vanes • Masks • Wind-forces • Rubber stamps • Easels

e) Education Books

Books on Early Childhood Education for the student teachers’ library e.g. on Philosophy and Sociology of Early Childhood Education, Early Childhood Education Curriculum, and Psychological roots of Early Childhood Education.

f) Funding for purchasing raw materials to be used by students to make

some of the aids like wendy house, the clinic, play shop, etc.

g) Buildings

• Display room – large enough to be equipped as a model for materials made by students and commercially made materials.

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• One equipment room – to store other aids and to be used as a library by students and the teaching staff.

• One teaching practice room, with one way mirror for observation

purposes, to be used for students teaching practice. • Three classrooms/playrooms. • Four offices for lecturers and teaching staff. • Suitable toilets and bathroom to be used by the children and staff.

h) Outdoor Play Centre

• Swings • See-saws • Slides • Water and sand pits • The play-centre needs to be durawalled, etc.

i) Furniture

• Furniture for offices, classroom • Five library book shelves • Five carpets for the library centre in the classrooms • One piano • Two guitars • Jingles, castanets • Drums • Portable radio • Marimba

j) Office Equipment

• One Banda machine • Two videos Cameras for micro-teaching • Two colour TVs/Videos • Empty Video Cassettes • Empty radio cassettes • One guillotine • One electronic typewriter • Three computers and three printers • One Duplicating machine • Four staplers • One heavy-duty photocopier • Two Heavy duty staplers • Four punchers • One text processor

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• One radio cassette player • One Fax Machine • One switchboard • Two overhead projectors

k) Staff

• Three qualified pre-school teachers • Three teacher aides • Two kitchen staff • Two groundsmen • Two cleaners • One typist/receptionist • One driver (Class 2)

l) Staff Development

At least five scholarship for in-service training in Early Childhood Education in SADAC region and USA.

m) Borehole with tapes

n) 35T Seater mini bus a

o) A truck

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SEKE TEACHERS’ COLLEGE ESTIMATED COSTS (IN US$) FOR PRE-SCHOOL PROJECT

Buildings US$

Furniture US$10 000,00

Fridge US$5 000,00

Freezer US$5 500,00

Kitchenware (stove, plates, cups and cutlery) US$ 10 000,00

Educational Toys US$8 000,00

Outdoor materials US$10 000,00

Heavy Duty Photocopier US$15 000,00

Eletronic Typewriter US$5 000,00

Text Processor US$6 000,00

Fax Machine US$5 000,00

Banda Machine US$9 000,00

Overhead Projector US$8 500,00

Two Videos/TVs US$10 000,00

Two Video Cameras US$10 000,00

Three Computers and Printers US$20 000,00

Switchboard US$9 000,00

Library Books US$7 000,00

Radio Cassette Player US$1 500,00

Blank Video Cassettes US$1 500,00

Blank Radio Cassettes US$1 000,00

35 Seater Mini-bus US$20 000,00

Truck – B2200 US$15 000,00

TOTAL

US$192 000,00

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7.4 EQUIPMENT/CONSUMABLES FOR SPECIAL NEEDS EDUCATION UNITED COLLEGE OF EDUCATION US$

1. VISUAL HANDICAP 20 Braillers, at 5 000 US$ each = 100 000 6 Braille computers, at 1 500 US$ each = 9 000 6 Thermoform machine at 1 500 US$ each = 9 000 60 Writing frames at 195 US$ each = 11 700 60 Stylus sets at 195 US$ each = 11 700 60 Cuberhythm boards at 40 US$ each = 24 000 200 Braillon cartoons at 100 US$ each = 20 000 2. HEARING IMPAIRMENT

5 Audiometers at 8 000 US$ each = 40 000 1 Hearing Aid Analysers at 260 000 US$ each = 260 000 1 Tympanometer at 100 000 US$ each = 100 000 10 Field audio meters at 60 000 US$ each = 600 000 10 Autoscopes at 220 US$ each = 2 200 20 Stethoscopes at 45 US$ each = 900 Teaching Hearing aids of the following types: 20 B.T.E. at 65 US$ each = 1 300 20 I.T.E. at 65 US$ each = 1 300 20 Body worm at 65 US$ each = 1 300 Batteries at 80 US$ each = 80 1 Testing Book = 1 000 3. MENTAL RETARDATION 3 Video Cameras at 2 000 US$ each = 6 000 5 Tape recorder at 1 000 US$ each = 5 000 100 (VHS) Cassettes at 3 US$ each = 300 1 Battery of tests at 850 US$ each = 850 25 Computers and printers at 800 US$ each = 20 000 3 Risographs at 10 000 US$ each = 30 000 10 Overhead projectors at 400 US$ each = 4 000 5 Flip chart boards and markers at 100 US$ = 500 50 boxes O.H.P. transparencies at 100 US$ each = 5 000 50 packets O.H.P. transparent markers at 100 US$ each = 5 000 5 Binoculars at 50 US$ each = 250 2 slide projectors at 10 000 US$ each = 20 000 6 Air conditioner for computers at 2 000 US$ each = 12 000

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US$ 4. TRANSPORT 1 x 76 seater bus = 30 000 4 x 18 seater mini buses at 15 000 US$ each = 60 000 2 x four wheel drive trucks at 15 000 US$ each = 30 000 5. SECURITY FOR THE COLLEGE Brick Wall = 25 000 6. LANGUAGE LABORATORY

Refurbishment = 50 000

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7.5 QUOTATION FOR 50 COMPUTERS

Hillside Teachers’ College Zim $ Compaq 40 Gb 128 Ram 1.7 Ghz = 1 441 000 Software MS Office 2000 = 370 000 Compnents 256MB Dimm = 70 000 CD Rom Drives = 55 660 Speakers = 28 000 Keyboard = 11 900 Printer HP 815 = 2 500 000 Scanner HP 2300 = 180 000 Surge protector = 242 000 Anti glare screen = 26 620 Cartridges (each) = 70 000 External modem = 96 000 Accessories and spares = 909 820 Sub Total = 6 000 000 Total Price for 50 computers and accessories = Z$ 300 000 000 Total estimate in US dollars = US$ 3 750 000

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